TS rene Antidential _BFM/9 educational priority projects ‘ for development paraguay unesco tiwwy 5/0067, 1616RP/EFD Paris, February 1967‘TABLE OF CONTENTS Page PART I= TERMS OF REFERENCE, MAIN CONCLUSIONS AND PROJECTS IDEVTTFIED Foreword Introduction I-II Summary end Conclusions 13 list of Projects 45 Description of Projects: 1 = Development of General Secondary Education 6-8 2 - Entablishnent of a National Pedagogic Institute 9-11 3 = Trsining of Agronomiste and Veterinary Surgeons at the Faoulty of Agronomy end Veterinary Medicine of the Nationel University of Asunoién 12-13 4 = Agriculturel Kducetion st the Upper Secondary Level 14-16 5 - Vocational ducation et the Upper Secondary School Level 17-19 6 ~ Treining end Upgrading of Adult Industriel Workers 20-21 PART IT ~ ANALYSIS OF THE SDUCATIONAL SYSTEM Chapter I = Economic and Social Developnent Chapter II - School Education 20-46 Chapter III ~ Out-of-School and Adult Education snd Training 47-54 Chepter IV - Higher Education 55-65 Chapter V = The Instruments of Educational Development ~ Financing, Administration and Planning 64-70 TABLES n-1L MAPS and CHARTS10 n 12 13 4 15 LIST OF TABLES, MAPS AND CHARTS Parnguay - Population by large age groups (1950, 1960 and 1970). Paraguay - Population, grose national product and per capita product (1950 - 1964). Paraguay - Gross Domestio Product, and Sine of Labour Force by Economic Sectors (1965) Paraguay ~ Huuber and type of ferme by size (1956). Paraguay ~ Labour Force by occupational eategories and levels of educational attsinments ~(in thousands)~ (1965). Paraguay - Evolution and projeotion of Gross Domestio Product, eotive population and productivity (1950-1985). Faregusy - Labour force by levels of educational attainsents in 1965 and 1965. (in thousands). Paraguay - Manpower force in the agrioultural seotor by educational attsinment and cooupational status, (1966). Paraguay ~ Agricultural seotor 1 eotimated wanpower needs at university ond secondary level (1966-1975). Paraguay - Muaber of graduates in veterinary medicine required in 1966-1975. Paraguay - Population estimates for 1965 (in thousands), Persguay ~ Primary oduoations surolwent and age distribution (1952 - 1965). Paragusy - Primary education: distribution of pupils by grades (1961-2965). Paraguay - Primary education: enrolment by age, grade and sex (1965). Paraguay - General sooondary education: enrolment by grades, all schools, (1961-1965). Paraguay — Upper general secondary educations enrolment by grades and authority (1965). Paraguay ~ General secondary education: schcol according to the nunber of class sections ani enrolment. Paraguay - General secondary education! ourrioulum for lower and upper oyole (Bachillerato, Coameroial and Teacher Training). heTable 19 20 2 22 23 24 25 26 21 31 32 33 Paraguay - Primary education: Muaber of teaching posts by professional grades of teachers (1963-1966). Paraguay - Secondary education) Governmont and private schools: ownership and state of building (sample). Paraguay ~ Technical education: Enrolment by grade and output (1961-1966). Paraguay - Vooational school "President C.A, Lopes"; enrolment in day courses by year (1948-1967). Paraguay - Vooational school "President C.A. Lopes"; output of day courses by year and specialisation (1950-1966). Paraguay ~ Private vooational education: enrolment by school and total output (1961-1965). = Regional agricultural schools: enrolment and output (i555-1964) = Sohool of Agriculture "Carlos Pfannl"; enrolment and outpee put (1959-1966) . Paraguay - Vooational school "President 0.4, Lo: enrolment by specialisation in upgrading evening courses 195r-1968)« Paraguay = Vooational school “President C.A, Lopes"; Adult Tzeinings Graduates of Upgrading Byening Courses: Peraguey - Hetional University: duration of studies by facul ti: sohools and institutes (1966). Paraguay - Rational University: sdalaistrative, tecohing ond nervice personnel by faculties, schools and institutes ‘(is6e). Paraguay = University “Huestra Senors de le Asuncion": durstion of studies by faculties and schools (1966). Tareguay National University: candidates admitted by faoulti 1966). Paraguay - National University: enrolment ty faculties, schools and institutes (1957-1965). Paraguay - National University: Msoulty Enrolment by Yeara of Study (1) ~ (1955-65). Paraguey - National University: Graduates by Faoul tied1956-1964). Paraguay = Metdons! University: Annual Expenditure (2956-1966), Paraguay - University "Ruestra Seiiora de 1a Asunoicn"s enrolment by faculties (1960-1965) - (Asuncidn), / BudgetTable 38 Map Chart ” 39 0 Paraguay - National University: enrolment at the Faculty of Agronomy and Veterinary Medicine (1956-1966). Paraguay - Ministry of Education: Details of 1966 Approved Expenditure Budget. - Ministry of Education: 1966 Sxpenditure Budget and 1915 Mstimate, 5 5 Map of Paraguay Paraguay - Population by provinces. Paraguay ~ Distribution of all secondary schools and enrolment by Departments (1965). Paraguay - Structure of the educational system (1966). Paraguay - Ministry of Education! administrative organisation, Paraguay ~ Primary edvoation: movement of a given inteke of pupils through different grades, Paraguay - Lower secondary education: Projection of enrolment following present trends (1966-1975). Paraguay - National University: administrative organisation. Paraguay - Primary education: projeotion of enrolment and output 2966-1915). Paraguay - Suggested structure of the educational systFOREWORD ‘This report is 9 confidential document prepared by Unesco for the Government of Paraguay under the co-operative agreement betwoen Unesco and the International Bank for Reconstruction and Developaent. Its object 18 to identify edwationel projects essential for the economic and social development of Pereguey, end those which fall within the financing policies of the Bank snd of the Internations) Development Asaooiation. The report presents the conclusions reached by the Unesco Secretariat after consideration of the information provided and the views expressed by the Project Identification Mission which visited Paraguay in September and October 1966. This mission consisted of Mr. L. Costa, a Unesco staff menbe: leader, end two more Unesco staff mabers, Mr. W. Van Viiet and Mr. T. Ramos-Saco. In judging rhether or not the projects identified fell within the finoing policies of the International Bank for Reconstruction end Developrent, recourse hae been wade to the most recent information at our disposal upon these policies. ‘The views expressed, however, are those of the Unesco Seoretarist and do not in eny way commit the Bank. I trust and believe that the Government will find this Report helpful in planning and financing the development of education in Paraguay. B, Mahou Director General United Nations, Edusational, Scientific and Cultural Organisation,i I INTRODUCTION Following a verbal request, made by His Excellency the Minister of Eduontion of Paraguay to the Deputy Director Genoral of Uneaco on the occasion of hia visit to Asuncién irom 12 to 15 March 1966, a Project Identification Mission wae sent under the co-operative agreement signed on 5 June 1964, between Uneaco and the Internationsl Bank for Resonstruction end Development ‘(IBRD). The Mission apent from 5 September to 8 October 1966 in the country. ide aid, The terms of reference were as follows! 1. Qbjectives (e) to identify, in priority order, actual or potentiel education end training projects essential for the country's economic and social development end for the growth of a belenced eduostionel end training system (b) to identify projects which fall within the framework of the finan cing policies and the criteria on educational projects of the International Bank for Reconstruction and Development and of the Internationsl Development Aasooiations (o) to identify the measures the Government ney need to take to ensure the success of the projects which may be proposed for I#RD/ID) finencia\ assio- tance as part of a balanced and efficient educational system; ry to and to (a) 1£ necessary, to advise the Government on the atepa necei enable the Ministry of Eduoation to make short-term and long-term pli sustain the plenning function as @ continuous prossaas (©) to determine the state of readiness of projects identified and to recommend the kinds end amount of preperation assistance which may be neo to meke the project ready for appraisal. 2. Griterie In giving ite ndvice, the Mission was guided by sound eduontionel polioies and practices, especially those endorsed by Unesco and by the oriterie on the needs of the economy for skilled human resources used by the Bank in evaluating educational projects. Upon its arrival in Asunoién, the Unesco team met Hie Excellency the Minister of Education to inform him of the terms of reference of the Mission and ‘to receive guidence on general problems. The menbers of the Mission, as a team or individually, also called on the Technical Secretary for Planning and the Minieters directly interested in eduontional and treining problems Crinenae, Agriculture, Industry, Lebour), Visite were also paid to the Rectora of both Universities, to many Faculty Deans, to prinoipsle and tenchers of numerous governmental and private educetionel schoole both in Asunoién and the country areas. gs He a with ft 2 an well al migeions of technical aseistence to Paraguay.II iv. Before leaving the country, the Mission, in a finsl meeting with Hie Exoellenoy the Minister of Education and hia high officials, explained ite unin findings, conclusions and recommendations. ve During ite stay in Asunoién, the Miseton received office accomodation and staff support from the Ministry of Eduostionel Planning Department, and had frequent occasion to examine eduontional probleme together with the respon- sible officinle in the Ministry of Eduontion. vie ‘The Missions menbers covered, respectively, the following fields: Mr, L, Costas Hunan Resouroesy voontional and technical education ond trainings overell responsibility for the teen eativity. Mr. W. Von Videts Primery and secondary (general) eduontion, and finanoing. Mr, T, Ramos-Saco: Agricultural education and training. vide In performing ite work the Mission found that the Teohnionl Sooretarint for Eoonomia Programming had only a out short-term preliminary studies of manpower needs (and correaponding levels of education for the main seator in relation to future economic development.) ‘The human resources information and projectiona used in the Heport wore based ons provisionel study commissioned by the Technical Secretariat, but the results and the implications had not then devel. vit. Most of the projoots presented in this Report were the consequence of the studies made by the Mission and were established in consultation with high level authorities.lL. SUMMARY AND CONCLUSIONS Summary 1. . In primary education, the Government of Pereguay hes made remarkable progress towerds universal enrolment (the yearly growth rate has been 2.5 per cent in 1957-1966) and some provision for the construction of schools. However, the intake-output rate is low and the quality of education provided is unsatisfactory. 2. In secondary education (where the yearly enrolaent growth rate hes been higher then in primary, reaching 83 per cent during 1957-1965), only the academic strean seems attractive to parents end students, whorens comercinl ond teacher training strenms sre a second choice. But, in fact, a1] secondary school leavers are equally ill-equipped either to enter employment directly or to be admitted to higher eduo- ation. Enrolment in lower end upper oyole eduontion grew at a far quicker pace in privete schools than in Government schools. 3. Only recently hea out-of-school end adult education received attention from the Government. In literacy, the present phase may be considered ns experimental. 4. ‘Thanks to biletere] and international co-operation, higher eduostion has achieved satiefeotory standards in the National University's Faculties of Medicine, Obatetrice and Dentistry. Progress is also underway in other feoulties snd instit- utes, However, the large step forward in enrolment in both universities (which hss inerensed yearly st the rate of 9.0 per cent in 1957~1965) has accentuated the imbelence between scientific mnd technological faculties and the others, particularly after the orestion of the Catholic University. Engineering end scientific feculties heve vacant places, wherens Humanities, Law, Eoonomica and Arte are crowded. The output of the latter feculties is higher than the present needs of the country. 5. Pereguay hae made a considerable effort to ostablish and maintain a netionsl system of education, but the present per onpite expenditurs for education (US$ 4.58) is inpufficient. Uoreover, public expenditure in eduontion is disproportionate, since too large a part is reserved for primary eduontion (61 per cent), whereas secondary, genersl and vocational educstion only receive 12.7 per cent of the totrl. Conclusion 6. In primary education the Mission considers that better results could be achieved if priority were given in future to the improvement of standards. Essential steps towards this aim are the training of teachers, the development and distribution of learning eids, and the introduction of multiple class teachers.a 7. In the coming years, secondary eduontion in the first oycle should provide 8 sctiefectory knowledge of matherstics and Spanish for ‘shai part of the school population which will end ite studies after the 9th Grade, A besio proparation for further studies should be offered to pupil who will continue their eduostion in the second oyole and beyond. Sinoe it is expected that the present yeurly enrol- nent growth rate will be maintained for at least 10 more yenra, provision for buildings has to be uade if it is hoped to reduce the prosent disproportion in the enrolment among private and governmental secondary schools, . 8, Admiesion to..the second oyole of secondary education should tuke place on the basie of # more selective procedure, Six streane would exist at this levels (1) Acndemtos Eqphasia on modern lengueges, literature, philosophys Anorense in enrolment should be restreined here; (2) Sotentitio: Huphesies on svience and mathematics, es preparation for soientifio and teohnologion] higher educations (3) Commeroiels ‘Training for sub-professionnl occupations for commerce enrolment should be allowed to inoresse at a higher rete than at present; (4) Agrioulturals ‘Training for middle-level technicians for sgriculture; (5) Voontionals Providing basic skille and technionl background for industrial ocoupationes (6) Tencher Training: To train primary school teachers; in this stream enrolment should be reduced. 9. School lenyers from the six strenms of the upper oyole of secondery education will be admitted (after passing an entrance examination) to post-secondary or higher eduontion in order to achieve satisfactory standards of eduontion. Both in the lower oyole and upper oyole of secondary education the ourriculua naeds to be revised or studied anew. lew methods of eduontion end treining should be introduced: facilities should be enlarged and improved; teachers’ status should be improved and ineservice teacher training introduced. : 10. Adult and out-of-school eduontion should be premoted and related to the training and upgrading of farmers end industrial workers. In this field the Covernment chould, as far aw possible, act asa promoter of independent veluntery educational sotivities, and ss teohnicel adviser, through the creation of a wallestaffed guidance and supp- orting specialised service. The quelity of educetion end training provided ia of much greater importa: for tha economic and socisl development of the country then the purely quantitative side,Be 11, The Mission considers thet the limited possibilities now existing in Peraguey for the training of middle-level industriel technicians may hamper the future development of the economy's secondary sector. It is, therefore, suggested that, in due time, industry's interest should be awakened to the role middle-level technicians play in modern induatrinl end basic services, through an information campaign to be developed in close co-operation with private sectors of the economy. This is seen a ® preparatory step to the future crestion of » post-secondary technical institute. 12. In hipher education, the National University should increase its present allocations for research to scientific and technological froulties, and link this with the »ppointment of full-time teachers end resenrchers. Close co-operation mong technologicnl and scientific faculties should be pursued to achieve the most efficient utilisation of available funds and international and bilateral nssistanos A stricter system of student selection, and the fixing of » maximum number of years permitted for attendence at each faculty would lower or, at lest, etabilise present enrolment, partioulerly in non-technical faculties. The Covernment may wish to pro- note higher enrolment in technological and scientific faculties by introducing, wherever possible, in public sdministration, salary incentives for engineers and scientists. The Feoulty of Agronomy end Veterinsry Medicine should upgrade the education end training provided, end incrense the output of graduates in order to meet the needs of ngricultural development. 13. The present distribution of budgetary allocations by levels and types of education no longer corresponds to the requirementeof a developing society. A considerable smount of money is spent on primary education, while not enough is spent on general secondary and vocntional education, Should the Mission's suggestion be favourably accepted, the pressnt trend would be modified in the next ten years in the following ways: tho Ministry of Education's expenditure on education would be increased at 8 yearly growth rate of sbout 6.12 per cent; the share of secon- dary reneral and voentional education would tend towards 25 per cent of the totals the primary eduostion shore would decrease to about 45 per cent of the totel, higher sums would be spent on teaching aids for primary and secondary education, and on edult and out-of-school eduoation. 4. In addition to submitting general conclusions on the present situation end trends, °s observed in Parnguay's educational system, the Mission's objective was to identify educational projects (nimed at favouring the economic and socisl develop- ment of the country) and eligible for financing by the International Ban« for Reconstruction and Development. Projects identified ere shown in the following list. All projects need complete preperation. 15. The projects which should be given priority are Number 1, (Development of General Secondary Eduortion) end Number 2, (Establishment of # National Pedagogical Institute). They will also be ‘nstrumentel in the preparation of Projects 4 and 5, (Agricultural Eduortion and Vooetional Education at the Upper Secondary Level). Project 3 (Training of Agronomiste and Veterinarians) has a direct and important bosring on oconomic development. Project 6 (Training and Upgreding of Adult Industrial Workers) should be considered as prepsratory to further developments in the field of adult training. Detsils of these projects are given in the following descriptions.PARAGUAY: LIS? Ol) PROJECTS (in priority order! ‘TITLE 1. Developaat of Genezal Secondary Eavaution 2, Establishment of a National Pedagugic Institute 3. Training of agronomists end veterinary surgvons at the Faoulty of Agronomy and Yoterinary Medicine of the ational University 4» Agriculture! Education at the upper secondary level PURPOSE CAPTEAL COST US $ ‘TECH/ASSISTANCE Construction of 600 classrocas end Buildings 45210,500 172 rooms for Science Teaching for the Design and ower oyole of: the Secondary Education. supervision 421,050 ‘Bquipment and Beperts furniture 421.050 (0.5 year) 5,052,600 10,000 Bo improve the quality of lower Buth 10,000° Experts secondary education through (a) the Design and (8 years) $160,000 training of teachers (b) the production supervision 7,000 of textbooks and teaching aids. Equipment 50,000 - Fellowships Furniture 10.600 (8 years) $ 40,000 757,000 Total $200,000 To improve the education ent treining Buildings 600,000 Experts provided at the Faculty. To increase Design and (about 14 years) the enrolment and output. supervision 60,000 $205, Equipment and machinery 250,000 Fellowships Furniture 000 (30 years), )_250,000 5,000 $435,000 Modernisation and expension of the Buildings 230,000 Experts $90,000 Salesian Agrioultural School Design and (4.5 years) "Carlos Pfenni". supervision 25,000 Equipant 70,000 Fellowships Furniture 29,000 (6 yeare) $30,000 370,000 $120,000 ~TITLE -PURPOSE CAPITAL COST US $ 5. Voostionsl Edvoation at - Improvements and expansion of the Buildings 196,000 the upper secondary Yooationel School "President C.A. Design and level supervision 20,000 Equipeont 390,000 Furniture 25.000 852,000 6, Training and upgrading of Creation of three centres for adult Building 168,000 adult industrial workora training and inprovenent of methods Design and at present employed in tho "President supervision 17,000 C.A. Lopes" Vocational School. Squipnent 115,000 Furniture 15,000 315,000 GRAHD POFAL . . . « - $7,470,000 ‘TECH/ASSISTANCE Experts (35 years) $300,000 Fellowships 30,000 Experts (11 years) Felicsshipe (7 youre 330,000 220,000 35.000 255,000 °G6. PROJECT I DEVELOPMENT OF GENERAL SECONDARY EDUCATION Construction of 800 Clessrcoms and_172 rooms for Soienge Teaching Beckground and Justification 1. The demand for genoral seoondery education has grow otendily during recent yeere and will probebly continue, as the output of primary schoole continues to increase. The present enrolment of general seconiery schools is 35,000 and thet of Primary schools 360,000; if weetage at the primary level 1s eliminated, the output of the primary schools is expected to inoraese during the next five yeara from 16,000 to 50,000. 2. Provided its quality can be improved, cautious expansion of genersl sacondery education is likely to contribute to the country's econosio end sociel developaent. It 48, however, useful to distinguish between the lower and upper oyole of secondary education. At the upper level, vocational training would seem to be more important than an increase in the output of general secondery echool graduates. The main expan- sion of general education should take place at the lower level which would lead either to # career, or to continued general education or vocational education. 3. Present lower oyole enrolment is 24,000, half of which is in private schools. Owing to a lack of places in Government schools, the increase in the enrolment at private schools has, in recent years, been much more pronounced then in Government schoole, Most private schools are very smell, and thus unable to operate efficiently. If the present trend continues, the enrolment at privete schools would, during the next ten years, rise to 49,000 and that at Government schools to only 22,000. It would be nore economical to reverse this trond but this oan only be done if the Government provides the edditional facilities needed to bring about the incrense in enrolment in the Government schools. Description 4. The project requires the construction of epproximately 1,000 olessrooms for use on n single shift basis. However, since many schools, particularly in Asunoién, operate on a double shift baeis, » total of 800 classrooms would probably be sufficient. In a minority of oases these would be additions to existing schools. More often, it would be necessary to build new schools, both in the oities and in the rural areas. In addition, it would be highly. desirable to provide soae 170 rooms for the teaching of science subjects. 5. In order to arrive at preliminsry cost estimates, prior to a more deteiled inves- tigation (see point below) the following sssumptions ae made: (a) 200 classrooms and one room for science teaching per school to be added to 50 existing schools; (b) 66 new schoole to be built, each comprising 3 classrooms, a room for soience teaching, adminiatratio: te, = library and a sickbay, giving a total area per school of 444 m251 (0) 34 new schcole to be built, each comprising 6 classrooms and the seme other facilities as those listed in (b) above, giving a total eres per school of 638 m2y (4) 22 new schoole to be built, esch comprising 9 classrooms, and the seme other facilities ea under (b) above, giving s total area of 887 m2 per school. 6. ' Zechnios] Assistence The Govermsnt may wish to estsblich o School Building Developaent Group, consisting of an architect, a quantity surveyor (cost engineer) end en educational dministrator whose main task would be to mske recommendations on the location of new schools. In addition the Group could, in collaboration with nationel technicians, study the possibility of stendardising olessrooms with a view to lowering unit construction costs, Whilst the architect and the educationsl administrator ere locelly available, the Government might wish to request Unesco to provide quantity surveyor for a period of aix monthe. Capitel Coat 7. Present construction coste are approximately $ 50 per square metre. On the beais of the estimate set out in para 5 above, the total area would bet (a) $ 13,700 (b) 66 schools of 444 22 cach 29,304 (c) 34 schools of 638 m2 each 21,692 (a) 22 schools of 887 m2 each 19,514 84,210 8. ‘The total construction cost would, therefore, be 84,210 x 850, or $4,210,500. Provision should pleo be made for the design end supervision of construction, ag well re for furniture and equipment. The totel capital cost of the project would thus be as follows: Construction: 84,210 x $50 - : $4,210,500 Design and supervision, 10 per cent = = 421,050 Equipment and furniture . 421,050 TOTAL = $5,052,6008 a Reourrent Cost Increase ‘The inoresse in enrolment of 37,000 over a period of 10 years corresponds to en annusl incre: of 10 per cent. Resl reourrent cost would increase at epproximately the sane rete under present conditions, i.e. if premises are rented. However, the increase in recurrent cost would be such if normal rooms were built, beosuse the pupil/teacher ratio would thus be incress 3& or 40 without loss in efficiency.9% PROJECT 2 STABLISHMENT OF A NATIONAL \GOGIC_INSTITUTE Baokground and Justifiontion 1, ‘Tho demand for generel secondary education hae been stendily incressing during the pret few years, and is likely to continue, following the expected inorense in the output of primary schools. ‘The demand for seoondery school eduontion will make itself felt particularly st the lower level (ciclo béeico) where enrolments will probably rise from the present 24,000 to approximately 70,000 by 1975. 2, However, the quality of present lower secondary education needs to be improved. This is partioulerly important in view of the fact that the lower secondery eduction 4a not only the basis for further generel education and vooational training, but also, for an inoressingly large nunber of young people, the termination of formal eduostion leading to n career. 3. An Amprovement in the quality of the "ciclo bésico" could be achieved in two ways; namely, through in-service training of teschers' supervisors end: other specialists in tho field of eduontion, and through more adequate provision of text- books and learning aide. At present, teachers employed in "ciclo bésico" schools enjoy at best the benefit of a formal ncademic eduontion but have not had eny professional training. Furthermore, there are very few suitable textbooks and the majority of echools do not even have » minimum of tesohing and leerning aids. Description of the Project 4 It ia proposed to esteblish a Notional Pedagogic Institute in the vicinity of Asuncién, The main task of the Institute will be to improve the quality of 1 secondary eduontion through the training of tenohere end through the production of textbooks and teaching ide, 5. In-service treining cours. dent academic knowledge but who The courses will consist of written n materiale prepared and reproduced at the Institute end will deal with the principles of education, eduortional psychology and terching methods. In addition, training will be provided for supervisors in the technics] and administrative procedures of supervision and school #dministration. There will also be training in teaching methods and soience teaching for tenchers in primery end lower secondary schools. 6. The Institute will 9lso supervise and organise the prepsration of textbooks for the lower secondary school level, and design simple learning eids.10. J+ _ Some of the equipment required for the reprodustion of lesson materials de already available at the Ministry of Education. However, 1t would be ne to provide the building for the National Pedagogic Institute comprising: 40 offices at 16 » eaoh 720 #9. a 1 workshop for the produotion of . Meaming aide of 40 oqem, 40 oa. me 1 workshop for the reproluetion of dootmente and lesson materiale 60 eqs ms 1 room for the assembly end despatch of documents 60 oq. a 1 documentation centre 70 sq.m. 1 large mcting room with seating capacity for 100 150 oqe me. 2 euall necting roons vith seating capacity for 20 of 30 aq. m. osch 60 oa. me 1,160 sa. a 8. Provision should also be made for furniture, reference books and educational dooumenta, as well as for the additional equipment needed for the reproduction of documents and learning aide. ‘Teohnicel Assistance % Since the organisation of in-service training courses on the basis of written lesson materiale is a new venture in Paraguay, the Government may wish to request technical assistence during the initial stages of its operation. Specifically, experte will be required in fields such as teacher training, the organisation of correspondence cour: xtbook production and programmed instruction. The totel cost of technica 7 be, estimated follows: - Exports 6 expert years at US $20,000 per year $160,000 Fellowshine 8 fellowships ¢ US $5,000 each 40,000 $200,000ll. Sapital Cost, 10. ‘Since the Ministry of Eduontion oma a suitable site for the Nations] Pedngogic Institute, only the building and equipment costs need to be taken into consideretion here, and these may be estimated ae followst ws Butldings 1,160 at $60 por oq. m 70,000 Design and supervision of construction 2,000 Furniture 10,000 Reference Books and Doouments Equipment Total 137,000 Reourrent Cost 11. Tt 4s proposed that three of the present departaents of the Kinistry of Education, namely the Departuent of Educational Psychology, the Currioulun Department end the Textbook Bureau be amalgeusted, and that the 44 posts at present inoluded in the budget for these three departments be transferred to the Institute. Thore sould then be no increase in recurrent cost as far as staff at the Institute is concerned. At the came tine, this would ease the strain on space at the Ministry of Eduoation.PROJECT. TRAINING OF AGRONOMISTS AND VETERINARY SURGEONS AT THE FACULTY OF AGRONOMY AND VETERINARY MEDICINE OF THE NATIONAL UNIVERSITY OF ASUNCION Baokground and Justifiontion 1. At present the Faculty of Agronomy snd Veterinary Science provides » five= year course, the first yorr of which is mainly devoted to the teaching of basie science. In 1966, the total enrolment wes 315 students, of whom 119 were in their firet yer of study. At the end of 1965 the number of graduates was 27, (13 in agronomy and 14 in veterinary soience). 2. It de estimated that during the next ten yerrs, 450 agronomiete and 400 veterinarians will be required. Accordingly, the average snnual output of the Feoulty should be at least 40 in agronomy and 35 in veterinary science. 3. The introductory course in basic science offered during the first year could be more appropristely provided by other Feoulties of the University. This would ensble the Faculty of Agronomy and Veterinary Soience to provide @ specialised four-year cour! Total enrolment would then be approximately 330 (180 in sgronomy and 150 in veterinary ecience). The annual intake of the Faoulty would be sbout 90 students, end the output 75. 4. It would be necessary to revise the programe of studies and concurrently to introduce the semester syaten. It 4s essential to devote more time to classes and to practical laboratory work, and less time to the preparation of end-of-year examinations which, at the present time, teke nearly two months. Further, it would be highly desirable to introduce some measure of specialisation in agronomy during the Inet two yeare of study. Other improvements that could be introduced include closer integration between the two courses offered (agronomy end veterinary soience); machinery for co-operation between the Faculty and the Ministry of Agriculture; nd the expansion of research and sgrioultural extension work. 5. _ To achieve these improvements, the number of full-time atrff at the Faculty should be incressed snd these same oteff members should be given an opportunity to study abrosd. Further, the physical plant of the Froulty needs to be expanded very considerably since existing buildings are inadequate, either for teaching or for research. Partioular attention should be devoted to the expansion of the Froulty's library nnd to the continuous supply of books and periodicals. Desoription 6. If the Froulty is to carry out a modern training programme in agriculture end veterinery medicine end, st the seme time increase its enrolment, it will be necesgery to provide new buildings ss well ne 9 considerable amount of additional equipment end machinery.LB. ‘Technical Assistance J. ‘Technical assistance is st presunt provided by the New Mexico University (United States) under contract to US AID. However, following # discussion with the Dean of the Faoulty and a represeritative of the New Mexico University, it hae become apparent that additional technical assistance in the form of experts and fellowships is necessary. Weedless to sey, any such sdditionsl eid should be co-ordinated with the aasistenice currently teing provided by the New Mexico University. Capital Cost 8. ‘The capitel cost involved in providing the physical plent required by the Faculty would amount to a total of US $965,000. The breakdown ie ee folloys: we New. buildings 600,000 Design and supervision of uation 60,000 Equipment books and machinery 250,000 Furniture 75,000 Total $ 965,000 tanca required over and above that afforded by the New mated as followst us $ 171 man-months at US $20,000 per year 285,000 Fellowships (sdditional) 30 fellowship years at US $5,000 each —150, Total - $ 435,000 Regurrent Cost 10. At ’present the annual tudget of the Faoulty-amounts to ff 21 million. The new end-more extensive training programe referred to above entails a ubstential increase in the budget, which would allow for nore full-time etaff nnd consequent inoressed operational costs releting to the Froulty's work in laboratories, clinics and farms. On this basis, it is estimated that the totel reourrent cost would gradually 4 the course of the next five years.4. ‘ PROJECT 4 AGRICULTURAL EDUCATION AT THE UPPER SECONDARY LEVEL Moderniantion end Expansion of the Solesian Agrioultural School "Carlos Pfennl" Background and Justifiontion lL Enquiries made by the Mission indicate that » minimum of 1,700 middle- level ngricultural specinlists will be required in Parsguay during the next ten years. In 1975, it is expected that there will be about 300 survivors from the present stock. Thus, to meet the 1,700 target about 140 should be trained esch year. However, at present there sre no training facilities in existence for this purpose in Paraguay, and the shortage of personnel in thie sector will, therefore, become more scute. 2. ‘The Salesian Agricultural School "Carlos Pfennl", which is situated 9 kms. from Coronel Oviedo end 140 kus, from Asuncién, hes begun to provide un egricultural course at the upper secondary level. Howevor, the school is small and poorly equipped. Furthermore, the approved curriculum is lergely theoretical, and the education provided does not meet the requirements for the training of medium-level personnel. 3. _ Subject to Government approval the administration of the school agrees to develop a new curriculum adepted to the needs of agricultural development in Peraguay. To this end, close contact should be meinteined between the school and the Faculty of Agricul Aaunoién, It would elgo be useful to establish on Advisory Committee on which the Ministries of Education end Agriculture, as well as the Faculties of Agronomy and Veterinary Science would be represented to co-ordinate the proposed changes. 4 The school will admit students who heve completed three yesrs lower cycle of general secondary educntion following a competitive entry exeminstion, end it will provide a three-year vocational course in agriculture. The intake will be 60 per year. When fully established, the school will have totel enrolment of bout 200. 5. It will be noted that the ennual output of 60 is insufficient to meet the estimated requirements of egrioultural personnel indicated in paragraph 1 above. ‘The further expansion of the "Carlos Pfanni" school or, alternstively, the establishment of an additional school of the same typo, will be needed in the next few yenra. However, it seems ndvienble to begin with one school, so:thet the experience gained at this school may be utilised in later projects of the seme type.1b. Description 6. In order to modernise and expand the "Carlos Pfannl" school, two types of construction need to be undertaken. First, sone of the existing buildings should be trensformed into boarding accomodation, dining room, kitchen, reorestion room, library and facilities for extra-ourrioule sctiviti Secondly, new buildings need to be added for use as olessroons, libraries, workshops, greenhouses, dsiry buildings, poultry houses, pig pens, storage rooms and residential buildings for the staff of the school. 7. Further provision should also be made for leboratory equipment, fara machinery and implenents, workshop tools, chemicals, reference books, and furniture. Technical Agsistance 8. Toohnical sssistsnce will be required to asaist in the orgenisation of the school, nnd, above a2, in the development of modern tenching methods. It is proposed that 54 man-monthe of experts be provided during the initial stages of the project. In addition, six fellowships should be made available for the training ebrond of the terching staff of the school. Capitel Cost, 9+ The total capital cost for the construction and rencdelling of buildings dosten and supervision of construction, equipsent and furniture io estimated ai "ollows ws Buildings (new constructions and remodelling) 250,000 Design and supervision of buildings 25,000 Equipment, books, egricultural msohinery, toole, eto. Furniture Total Technical tance Cost 10, ‘The estimated cost of Technical Assistence is as follows: Experts et 54 man-monthe at US $20,000 each per year 90,000 Fellowships 6 fellowship years at US $5,000 per year 30,000 Total — $ 120,00016. Reourrent Cost 11. The present budget of the school amounts to # 4.2 million per year, of which @ 1.8 million ie for instruction ‘and @ 2.4 million for boarding expenses. ‘The present proposal would involve an annual expenditure of approximately #12 million, of which #6 million would be for instruction and #6 million for boarding expenses. It will be noted that the increase in boarding expenses is in proportion to the proposed inorsase in the number of students (from 90 to 200). On the other hand, the increase in the cost of treining is relrtively larger, in view of the fact that the quality of training is to be raised very considerably.coe FRosect 5 XOCATIONAL EDUCATION AT THE UPPER SECONDARY SCHOOL LEVEL and Expanaion of the Vocational School "Pres. C.A. Lopes" Background and Justification 1, _It hae been tentatively estimated that employment in industry will increase from 37,400 at present to about 115,000 in 1965, and thet the number of additions! oteff required for industry would include 10,000 administrative and technical personnel, 19,000 skilled workers and 55,000 semi-skilled workers. The present project does not ain at meeting these requirenents, but merely to up-grade, improve and expend one existing.vocational school in Asuncién. Once this has been schieved further expansion of vocational educstion may be considered, 2, ‘The existing voostional school (Presidente C.A. Lopez) at present admits 16 year old pupile who have completed the 6th grade of primary school. The Presidente C.A. Lopes offers » 3-year vocational training course in the follow- ing tredeet general mechanics, cleotricity, motor mechanics, radio, welding and blackenithing, printing, refrigeration, oabinet-meking, plumbing and leather engraving. Upon completion of the course atudente may be omployed as skilled or skilicd workers, but their training is insufficieat for them to obtain positions es foremen or supervisors. Nor ie it possible for then to be admitted to any form of higher education. During the period 1962-1965 the averege annus) intake of the technicel school was 100, average enrolment was 226, ani the output was about 60. Description 3. The purpose of the project is to improve the standards and level of eduction at the Presidente C.A. Lopez School and to increase its output. For the first point, it is essential to provide vocational training courses, i.e. after completion of the third year of secondary school (nine years of general education), and concurrently to improve the methods of education end practical training. Secondly, it is proposed to incrense the output to 210} this implies that the intake should be about 240. When the school is fully established, the total enrolment will be approximately 700. 4. Following the suggested modifications to the structure of the training Programme, it is expected thet large proportion of the output will be employed in industry or in basic fe Many -gra will begin their os: as semi-skilled or skilled workers, but a number of them will also be able to obtein positions ss foremen and supervisors, and more capable students might continue their training in technology or chemistry at the university. At» later18. tage the establishment of » post-recondary institution might be considered for the treining of medium-level techniciens. Graduates from the Presidente C.A. Lopez school would then be able to continue their training at tis new inutit- ution. 5. It ie recommended thet an Advisory Committee be established on which both public administrators and representatives of private industry would be represen- ted. The main tesk of the Committee would be to advise the Director of the School on training progrenmes. 6. Financial assistance will be needed for the following purposes! + transformation and remodelling of existing buildings; = the construction of additional classrooms, workshops, laboratories, and up-to-date library, storage rooms and housing for the official in charge of the building and the equipments = equipment for existing and far new workshops and laboratories, as well as reference books for the library. Technical Assistance Je _Beternel tachnicsl sssistence will be required to assist in the reorgan- deation of the school, the revision of ourriaula and training programmes andthe treining of teaching staff, workshop instructors and administrative staff. Provision should also be mde for Fellowships to enable some of the staff to study abroad. us $ Experts 180 man-months at US $20,000 per mn-year 300,000 Fellowships 6 fellowships at US $5,000 each . 30,000 330,000 Capital Cost 8. The estimated cost of construction and equipmont is as follows:ly. ms Buildings (new constructions and remodelling) 196,000 3,270 og. m. ot US $60 0g. me Design end supervision of construction 20,000 Aquipeent and books © 390,009 Fumiture 25,000 631,000 Reourrent Expentiture 9. Following the echool's expansion and improvevent in its level of training, it ie expected thet the annus] budget will be of the order of £19 million ( Us £230,800). Annual per cspite expenditure will thus be £ 27,000 (or US $22420. PROJECT _ 6 TRAINING AND UPGRADING OF ADUL INDUSTRIAL WORKERS Bookground end Justification 1. Tt de estimated that the mmber of industriel workers will increase from approximately 37,400 in 1966 to 115,000 in 1985. In addition, it is expected that the number ‘of workers in the building industry, cottage industries and basic services will elsc incraece during this period. Accordingly, it will ve necessary to make & considerable effort to provide upgrading in the training of the lebour force during the next fow ywars (ond to provide complete training for adult workers), At present, sone of the courses designed to raise the level of ekiil for adult industriel workers nes? to be improved and expended. 2. The mein effort in training semi-skilled and skilled labour takes plece at the Vocational School "Presidente CA. Lopes" which, in addition to ite normal dey programme, provides avening courses of a few weeke' duration in general mechanios, motor mechanics, radio, refrigeration, printing and electrio- ity. However, these courses are largely theoretical and inolude very little practical training in workshops. Description 3. The principal objectives of the project may be sumarised as follows: + improvement in training methods of the present courses for adult industriel workers and increase of output; = the establishment of a centre for’ the training of workers for the building industry in Asunoién (outputs 75 per year), as well ae two avxiliary centres, one in Encarnacién and the other in Coronel Oviedo for tho training of automotive mechanics (output: 30 per year). (These courses will be provided during the evening and their total duration would be one years however, the output could be doubled if full-time day courses could be orgenised); = the organisation of short-term training courses for instructars of vooational training courses for girls. istance will be required: 4. ‘Financial = to remodel and transform existing workshops and other training facilities at the Presidente C.A. Lopez Voontional School in Aounot ng21. = to build now workshops for the training of edult workers in Auunoién, Enosrnacién, and Coronel Oviedo; = to provide additional equipment for existing workshops in Agunoién as well es equipment for the centres to be established in Faoarnscién and Coronel Oviedo, and basic documentation books for the three centres. ‘Technical Assistance 5. Externe] assistence will be required to assist in the orgenisntion of the treining centre for the sdult industrial workers. Such assistance will @onsist of training workshop inatruotors end the provision of Fellowships for the tesohing staff. Be Exports 132 man-months et US $20,000 per man-year 220,000 Zellonships 7 Fellowships at US $5,000 each 35,000 Total” 255,000 Sepital Cost 6. The estimated cost of the construction end equipment of workshops, and the transformation of existing facilities may be summarised as follows! 2,600 oq. m. at $60 aq. me 168,000 Design and supervision of constructions 17,000 Equipsent and booxs 115,000 Fomiture 15,000 * Total 315,000 Recurrent Expenditure Te It onn be assumed tentatively that reourrent expenditure for the three contres will-be ebout # 3.3 million (US $26,000). Average per capita expendi- ture will be # 31,200 (or US $247).22. CHAPTER I ECONOMIC AND SOCIAL DEVELOPMENT General Background Information 1, Paragusy covers an ares of 157,000 square miles. It consists of two distinot regions, namely the Chaco and Eastern Paraguay. The Chaco, which tekes up two-thirds of the territory, hes a tropical sevanneh climate with heavy reinfells and floods during the winter and drought during the sumer. Bestern Paraguay is msinly flat, with » few hille of 1,000 to 2,000 feet in the north and north enst. Its clinsteis sub-tropical with an average rainfell varying from 40.inches in the plans to 60 inches in the hills. The bulk of the population lives in the Exster part of the countrys the Chaco is virtuslly uninhabited (Hap 1). 2. Unldke many other South American countries, Paraguey's population is remarkebly homogeneous. There are no minority groups of any importance, and the relatively few inmigrente have sdapted themselves easily to their new homeland. Ita 2 million people #11 speak the sane lengusges, nanely Gusreni and Spanish. 3. The population is predominantly rural, The capital city of Asuncién has 350,000 inhabitents, and the cther cities such as tnoarnacién, Villa Rica and Concepoién are very'much smaller. The population density is 12.2 per cent per square mile, and apart from the provinces east of Asunoién, the country is very thinly populs Eeforte are being made to settle egricultural families in the unexploited eress along the road from Asunoién to Pte. Strossner. Map 2 shows the population by provinces, 4e Table 1 shows the structure of the populetion by lerge age groups (1950- 1970). For the year 1970, data have been estimated by the Central Plenning Bureau-on the tesis of the 1962 census. From the educational point of view, it is importent to note the high proportion (47 per cent) of the populetion which is under 15 years of age. The labour force ia 608,000, .or 32 per cent of the totel population. 5. ‘Tgble 2 shows the population, the GNP and the CHP per oapite, in 1962 Guaranis'end in US dollers, during the period 1960-1965. “It will be noted that after lengthy period of ategnation, CNP per capite since 1960 has shown an upwerd trend as a result of # policy of monetary snd price stability adopted in that year. 6 Teble 3. shows the breakdown of the Gross Domestic Product in 1965 by sectors of production, es well as the structure of the labour force. The following points merit attontion. First, the largest part of the labour force, namely 57 per cent, is employed in agriculture, and produced 37 per cent of the m 126 Guarani = 105823. GDP. Secondly, 25 per cent of the active population is employed in services making up 45 per cent of the GDP. Thirdly, the percentage of the lebout force in industry is 15 per cent, which is very close to the GIP produced by the industrial sector, namely 16 per cent. 7. According to the latest land census taken in 1956, 60 per cent of the countzy 1s covered by forest and 40 per cent, ise. 16.8 million hectares, is suiteble for farming. Of this total area, nearly 10 million hectares were taken up by livestock ranches, 2.4 million by orop farms, and 4.5 million by mixed farms. Most of the farge are very smell end provide # living at bere subsistence level. On the other hand, there are a small number of ranches and forms comprising tens of thousands of hectares. A classification of 150,000 farm unite by type and size (Table 4) provides an indication of the sharp contrast between commercial and subsistence farming, especially with regard to Livestook. 8. A fertile soil and a suitable climate make it possible to cultivate almost anything in the Eestern region of Paraguay. The small farnere grow manioo, potatoes, beans, corn, vegetables, oranges, and grapefruit, mostly for their own needs. Cash crops include suger cane and seversl oil seeds, while cotton and tobacco are grown mainly for export. 9. The livestock is currently estimated at 5.5 million hend of oattle, 673,000 horses, 819,000 ewine, 438,000 sheep and 6.5 million poultry. Cattle rearing ie by far the most important item from the economic point of view. The export of beef hae been steadily increasing over the pnst few years end now accounts for close to 30 per cent of the total exports. 10. ‘Industry is almost entirely based on agriculture, with the elauphter of cattle of prime importance. Other industries in this sector produce oil, quebrecho extract, cotton end cigaretti pre located in or nesr Asuncién, ll. A number of factors have hampered industrial development. For exemple, most industrial enterprises are very smnll end poorly equipped; in 1962, there were 6,000 factories, the large majority of which employed lesa than 20 workers, and only 30 employed over 100. Another handicap is the high cost of fuel and electricity, but Paraguay's first hydro-electric power plant - with a generating capacity of 48,000 kw, as from 1968 ~ will help to overcome this. 12, ‘Nearly all export transport takes place by river, and internal traffic by road, since the country's only railway from Asuncién to kincarnacién ie now obsolete, The road network is 4,600 kms. long and more than half of the roads have been built during the’ past five years, However, only 500 kms. are asphalted and meny of the other roads are put out of use from time to time by rainstorms. More than 75 per cent of all fectories24. LB. In 1963, the Government set up a Central Plenning Bureau (Secretaria Péonica de Planificscién del Desarrollo foonémico y Social) which is directly attrohed to the Presidency. The: Bureau has so fer produced two short-term plens, one for 1965-1966 and one for 1967-1968. ‘The mein emphasis in the current plen is on agricultural development, transport and communications, end the supply of power. Human Resouroes Available and Required 14. ‘With regerd to the totel active population, all data are besed on the population census taken in 1962, Table 5 shows the breakdown of the labour force by levels of eduomtional attainment. It will be noted thet at that time only 10 per cent hed received education beyond the primary level. A relatively large proportion of the 24,100 persons in the highest categories (liberal professions, technicians, managers and administrators) hed not received a formal educetion. Of those employed in industry at all levels, only 2,100 hed hd the denefit of some form of voontional or technical education. 1b. According to estimates based on the 1962 Census and made by the Central Planning Buresu, it is assumed thet by 1973 the totel population will be 2.6 million (849,000 active population); by 1985 the comparable figures are expected to be 3.9 million (1,3 million active population). 16. A recent study commissioned uy the Central Planning Bureau is based on the hypothesis that full employment for the total active population will be realised by 1985. This would mean the oreation of 200,000 new employment possi- bilities during the period 1966/1973, and » further 650,000 during the period 1973/1985. Tho implications with regerd to GDP end productivity are shown in Table 6. 17. ‘The educational implications of these projections are given in Table 7. Accordingly, the number of university graduates to be trained during the next 20 years should be 12,000; that of secondary school graduates about 100,000; and thet of people having received » vocational education and training about 84,000. 18," The Mission examined the agriculturel end industriel sector in detail. In 1966, the number of university trained specialists in agriculture was 230 (100 agronomists and 130 veterinary surgeons). The number of middle-level technicians, i.e. with 6 years of post-primary training, was 494. In addition, there were 2,135 rural overseers, but their level of training (2 years post-primary) is so low that they oan best be considered only as trained farmers, Table 8 shows the brerkdown of these persons employed in ngriculture by levels of training. 5 19. In order to estimate the manpower needs for graduates in ngriculture (ingenieros sgrénomos) for the next decade, the Mission carried out enquiries smong the lnrgest potentinl employers in’ Governmentel end somi~Governnentel25. organisations, such as the Ministry of Agricultura, the Institute of Rural Welfere (IBR), the Inter-American Technical Service of Agricultural Co-operation (STICA), theNationel Development Bank, and the Univeraity. ‘The result of the enquiry showed that some 450 graduates would be needed by 1975 (Table 9). A comperison with the number of agronomists available 10 years ego in other Intin American countries which have, since then, achieved » higher degree of technical development in agriculture, indicates that this number is not unreasonsble. 20. The number of veterinary surgeons required during the next decade was estimated on the basis of the assumption that one veterinarien ie needed for every 10,000 animal units. This is roughly the ratio in other Latin American countries with more advanced livestock services. As a result of thie calcul- ation, deteils of which are shown in Table 10, the Mission estimated thet 400 veterinarians will be needed by 1975. Enquiries es to employment possibil- ities for veterinsrisns confirmed this. 21, An estimate of the need for middle-level personnel could not be made independently. Assuming, however, that the ratio between university graduates (in agriculture and veterinary science) and middle-level personnel should be 1:2, the estimate would be 1,700 in 10 years. In thie field there is an imnedinte shortage: over 100 new posts will be available in Government end semi-Governmental agencies very soon and there is no present output. 22, An analysis of the study mentioned pbove showed that, in respect of the total lsbour force needed for industrial development, the target figure for 1985 ia 229,000, 98 ngrinst the 1966 number of 96,800. (37,400 in industry and 59,400 in handicraft activities). (1), 23. It is importent to note the lerge proportion (61 per cent) in handicraft activities. Taking into account the general trend observed in Latin American countries, it may be assumed that employment in hendioraft occupations will, by 1985, fell to 50 per cent of the totel manpower in the manufecturing sector, and that industry aould accordingly employ 115,000 persons. This would entail an overell increase in productivity, foreseen in the above-mentioned etudy which is in accordance with present average data for Latin America. (In 1965 productivity would be $3,146 per oapita for industry and $364 for handicrafte)(2). 242 ‘The present occupational breakdown of the industriel sector, established on the basis cf a sample provided by the Paraguayan Development Bank is as follows: administrative end technical personnel, 20 per cent; skilled workers 16 per cent) semi-skilled workers 12 per cent; ‘unskilled labour 47 per cent. This distribution is likely to tend during the period 1966-1985 towards a lower percentage of administrative personnel end unekilled workers, a higher percent- age of semi-skilled labour and a slightly higher percentage of skilled workers, if the pattern observed in more developed Latin American countries is at all 1) Segundo Plan Nacional de Desarrollo Hoonéuica y Social - Anexo Il, p. 21 (2) CEPAL Manpower and Economic Development in Latin America, (Table 9), 1964/8/CH/12 L.1 (in Spanish).26. indiostive of developments in Paraguayan industry. Thus, for instance, in Seo Prolo (Brazil) the brenkdown of occupation in industry in 1962 wast cdministrative personnel, 13 per cent; skilled workers, 19 per cents seni- skilled workers, 55 per cent; and unskilled workers, 15 per cent. Applying these percentages to the 1985 industrial occupation structure in Peraguay, one would find Required in Survivors in 1985 of Pereonnel 1985, ‘Bresent stock Administrative and technical 14,000 3,800 Skilled workers 21,900 3,000 Semi~skilled workers 60,900 4,100 Unskilled workers 17,300 7,800 Total 115,000 18,700 25. However, industrial employment has shown only limited variation in recent years, and it is expected that even if the Government concentrates ite efforts on a target of employing 229,900 persons in industry by 1985, the inoresse would start slowly and only accelerate tovards 1975. 26. ‘The present Inbour force in the tertiary sector is 152,000. Should this sector develop even at the average rate foreseen for the active population (3.9 per cent between 1965 and 1973, and 3.7 between 1973-1985), it would mean, in the latter year, # total labour force of about 350,000 persons. Thus, the demand by employers in this sector for achool-leavers with lower end upper cycle educrtion will certeinly rise. 27. ‘The present occupational distribution of engineers and industrial chemists is given below: PARAGUAY: Occupational di Sectors of Eoonomy "Industry Construction Basio Services Other Services (1) prepared on the basis of provisional information provided by Fepresentatives of the Engineers and Chemists Association. (2) inoluding shipyards. . (3) dnoluding 15 Pharmaceutical Chemists working in industry.27. 28. A reasonable minimun target to be reached by 1985 would be A ratio of 150 engineers ver million population. This would mean An increase in the annul output of the Proulty of Science and Mathematics and of the Faculiy of Chemistry, which does not seem impossible when avnilable resources snd plans for expansion ere teken into account. 29. However, in recent years » number of engineers, particularly industriel engineers, who hed specialised in Paragury or abroad, did not find suitable employment and adme 35 out of n totel of 190 emigreted. A eimiler situation existed with regerd to industriel chomists, where about 30 graduntes out of a total of 92 work sbrosd. The opportunities for less specialised careers such ns civil engineers, biochemists end pharmaceutical chemists were much more fevoureble. This trend might be reversed should the requests fron industry become higher than at present, end, in fact, enrolment in the Faculty of Engineering hss oonsiderably increased over recent years. 30. If the above-mentioned forecasts of manpower requirements are to be realised, it de necessary to expand the education system very considerably, especielly at the secondary (general and ‘voce tional end higher levels. It would be premature, however, to recommend an immediate expansion of the present educations] system, which would mean a very serious finencial effort, before going deeper into the quality of education provided at different levels and reaching conclusions on desirable improvementa and modificetions of the present system.26. CHAPTER IT ‘SCHOOL EDUCATION lL The Paraguayan system of eduontion shows the familier pettera of six yeare primary, six yenrs secondery and three to six yeers higher education. The prinery school aims nt providing » standard curriculum for all children, while st the secondary level there is the usual diversification between general eduostion, vocations] education and teacher training. Pareguay's two universities offer # fairly large range of epecinlised training. Chart 1 shows the structure of the educational system in more detail. 2. In reletion to its estimated population of 2,030,000, Parnguay's totel educetional effort is impressive, with more than 400,000 pupils enrolled in schools. However, the distribution of ohildren by levels of eduontion 1a irregulert 360,000 are in primary schools, 35,000 in secondary schools, only 1,500 in technical and vocational schools, while 6,000 follow higher education. Stagnation ocours within each oycle, and the intake/output ratio is not yet satisfactory. Moreover, the content and quality of education lege behind the Government's plens for social and economic development (1). Organisation and Administration 3. All authority for education at the primary and secondary levels is vested in the Ministry of Eduontion. In the third level of education, the Ministry has some responsibility for what is taught at the private Catholic University, but the National University enjoys practically unlimited autonomy. 4. There are no local or provincial eduostional authorities. School super- visors in cities and rural areas may oubmit reports or recommendations but all decisions are made by the Ministry in Asunoi6n, The number of supervisors is. emell (66) both in reletion to the number of steff at the Ministry (367 posts) ‘nd to the 15,000 teaching posts. Although most schoole are concentrated in 8 omall eren, 8 greeter degree of decentralisation could probably be achieved by strengthening the Inspeatorete. 5. The Ministry's authority over primary and secondnry education cover Government a5 well as private achoole. Some of the latter are operated by religious or other orgenisetions and some by individual tenchers who orgrnise schools in their own or rented houses. But all privete schools must follow the seme curriculum ss Covernment schools, use Spenish ea the mediun of instruction, recruit end pay teachers on the onme besis as Covernuent teachers, nnd supply stetistioal and other information as and when required by the Ministry. The Ministry's inspeotors vieit the private schools at reguler intervals to ensure compliance with the laws and regulations. (2) Segundo Pian Nacional de Desarrollo toonémico y Social. Anexo IV, Seotor Scola], page29. 6. The internal organisation of the Miniotry (Chart 2) has, over the past few yeara, been the subject of a number of discussions among high level Ministry officials, following a management survey sponsored by the United States AID Mission to Paraguay in 1963. The Minicter himself ie very much aware of the need for reorganisation, but feels that little oan be done until the Ministry has more suitable premises. Although it is not impossible that at least some changes in the structure of the Ministry could be made, even before a new building is available, it is certainly true that new premises are urgently needed. (a) Primary Educetion - Enrolment snd Output 7. ‘Table IT shows the breakdown of the total estimated populetion of Paraguay by age groups for the year 1965, and Table 12 shows the age distribut- ion of children enrolled in primery schools during the period 1952-1965. For 1965, the number of children in the age group 7=12 may be eotinated at 351,000 and since the proportion of that age group enrolled in primary schools was 289,000 the enrolment ratio of 62 por cent wes satisfactory. 8. Table 13 shows the distribution of primary school children by grade during the years 1961-65, and Table 14 the age, grade end ex distribution for the school year,1965. It will be noted from these tables that the grade diotribut- ton 4 comparable to a not very high pyramid with a broad base in Grade 1, and further, that large number of children ere over age. This appesra to be due to large-scale repetition of grades end premature school-leaving. These phenomena are of considerable importance as they have o direot bearing on the efficiency of the prinary school, % The mission calculated (Chart 3) that, given the present repetition and drop-out ratios, the output per 1,000 intake is as follows:- 93 attain grade VI in 6 years 102 attain grade VI in 7 years 68 attain grade VI in 8 years 46 attain grade VI in 9 years or more 691 drop out before reaching grade VI 10. It de plausible to ndsume m correlation between drop-outs and repeaters, for if n child ie forced to repent severel times in the course of his school cereer he will reach the normsl school leaving age when he 3s still in tho lower or middle grades. But in Paraguay there exists another and probably more powerful reseon for premature school leaving, namely, the fact that » large number of schoole are incomplete. The following statistics refer to 19651Highest Grade offered Noe of sohoole I 7 187 Ir 7a Ir 365 Ww 58 Vv 266 vr 674 ld. In application of. Decree issued in 1953, the proceeds of a special tax on petrol, benzine and related products are earmarked for the construction end maintenence of primary school buildings. In 1966 the amount available is outimated et Guaranie 35 million, of which f 14. 2 million are set aside for maintenance end repair, and fi 21.8 million for the construction of new olass~ rooms. As the cost of building one classroom is 200,000 Guaranis, the number of classroone which can be built annually is approximately 100. 12, In 1963 there were 1,950 primary schools with 5,621 classrooms and 330,000 . OF these 1,950 buildings, 1,225 were state omed, 155 were rented 450 wore made available by local authorities and 120 by private persons. Since then, the total primary school enrolment has gone up from 330,000 to 360,000, an increage of 30,000 requiring approximately 700 now olassrooms. Aooordingly, an annual increase of 100 classroons is not sufficient to cope with the present inoresse in onrolsent at primary school iev (») The Quality of Primary Education 13. One of the anlient fertures of the primary school is the fact thet it operates only three end one-half hours per day for 145 deys per year. This is nbout half the time that children of other countries spend in school. It may not be ersy to enforce » significant increase in the number of hours per day since the majority of schools operate on # double shift basis, and some even on a treble shift bas: but there would seem to be no valid justification for the long holideys. 14. The relatively short time available for school work is devoted to Spanieh, arithmetio, science, history, geography, physics, health education, physical training, agricultural education, drawing and music, ‘The total number of hours per year ig approximately 480, and of thie total, 76 hour only are set aside for arithmetic, and just over 150 hours for Spanish. 1. All instruction is given in Spanish, in spite of the fact that for many children, particularly in the rural areas, it ie not their mother tongue, since their own language is Guarani. This evidently presents a considerable supplen- entary effort, all the more so as there is practionlly no affinity betwe Guarani and Spanish,Ble 16. For » number of subjects suitable textbooks do not exist. ven when textbooks sre available children do not miways have then, for they are fairly expenoive to buy and they are supposed to buy their own books. Even notebooks are in scarce supply. This shortage of basic eduostional materials makes menningful participation in clesercom notivity impossible for many children, nt least for pert of the time. 17. The Ministry has initiated a number of projects to improve the quality of primary education. A pilot project for the teaching of Spanish has been established in Posta Caona, a emall village some 20 miles from Asuncién. The purpose of thie experiment, which was started in 1965 with 30 obildren in Grade I, is to ascertain to what extent the direct method of foreign language teaching cen be used with Cuarani-speaking children, and subsequently to develop the texte and learning materials required for thie method. 18. The Textbook Dopartnent of the Ministry of Education is also preparing new textbooks for the primary schools. Four manuscripts for language teaching in the lower gredes are rendy, and texts for arithmetic and sociel studies are underway. The publication of these manuscripts is not yet certain, in view of the shortage of rew mterisls for printing (paper and ink), but the Ministry hopes to receive eid for this purpose from UNICEF and USAID. 19. Another sttempt to improve the quality of education is the Rurel Education Development Project (REDP) established in 1962 in collaboration with the USAID Mission to Paraguay. The original agreement between the Government and USAID called for the creation of one Regional Education Centre in each of six selected geographical areas. The plen was somewhat reduced in subsequent years, but four Centres will be operational in 1967. Sach Centre will comprise a primary school, a lower secondary school, a Teacher Training College and facilities for practical work in handicrafts or agricultural treining. The Centres ere intended to influence education throughout the areas where they are established, for exemple throvgh the organisation of in-service training courses for rurel tenchers. Other activities under this programme include the repsir or construction of rural primary schools and the provision of Fellowships. The totel USAID contribution towards this project, including the cost of construct- ony technicel assietence end Fellowships, is $1,276,000. The operating cost per centre io epproximtely $100,000 per annum, 20. The pilot project in Posta Gaona, which involves the preperation of textbooks and the REDP may each make a valuable contribution towards improving primary education. It would, however, seem important to determine to what extent they are capable of general application throughout the system, snd to establish how this could be done, over what period of time, and at what cost. Without en integrated plan for the qualitative development of primary education, their net benefit to the national system might well become illusory. It is always posesble to establish n model school or a pilot project where the cost per pupil per year is severel times the average unit cost, but the renl probl is to achieve improvement for all primary schools without n significant increas in unit cost.32. (c) Draining and Status of Primary School Teachers 21, The nunder of teaching posts by categories is included in the annval buiget. However, since most schools work on a double shift basie with a teaching load of throe hours and thirty minutes per day, it ie quite possible for one teacher to hold two or even three posts. Thus, in 1963, the number of teaching poste in Government and private schools wre 11,362, and the number of teachers was 6,446. It follows that nearly all teachers held more than one post at that time. 22, Prior to 1956, teacher training colleges operated on a five year poot- primary basi, and a number of graduates from these courses are still euployed. One should, therefore, distinguieh two categories of qualified teacherst those trained at the teacher training colleges as they now function, and those who graduated under the previous systea. However, additional categories have been created for unqualified teachers who have followed one or several summer courses or have compensating experience. The present sslary system comprises seven categories as indicated in Table 19. 23. The annual amount of salary for each category is established from year to year. The number of teaching posts by categories in Government schoole for each of the years 1963, 1965 and 1966 is also indicated in Table 19. It wil). be noticed thet the tendency is to increase the number of better qualified teachers. 24. ‘Teachers pay 5% por cent of their saleries for medical cere, end 12 per cent towards the state pension fund. These percentages may vary from year to year. Upon retirenent, that is efter 25 yeare of service for men and 20 for women, teachers receive 90 per cent of the average annual eelery earned during the leat two years of service (1). Over the psst few years sularies have inoreased by approximately 5 per cent per annum. 25. Primexy teachers ore ourrently being trained in 38 teacher training colleges which offer a three year course for candidates who have completed the lower cyole of secondary cduoation. The curriculum of these colleges includes nearly all the subjects of the upper secondary school (the bachillerato stream) namely, Spanish, English, Physios, Chemistry, Zoology, Biology, Cosmography, General Psychology, Geography, History, Civics, Economics and Physioal Eduoat- ion+ In addition, students at the teacher training colleges take Child Psycho- logy, Principles of Education, the Sociology of Eduoation, Psychology, School Organisation, Histary of Education, Arts and either Home Eoonomics ‘an Aguncién) or Agricultural Education (in the country). Four periods per week are devoted to classroom observation or practice teaching. 26. Of the 38 teacher training colleges, 14 are private and 24 are operated by the Government, The total enrolment of all colleges is 3,200 and the annurl output 1,000. The output eppears to be in excess of the number of teachers needed. Thus, during the period 1964-66, the number of new posts established (1) These regulations #180 »pply to secondary teachers.336 to meet inoreased primary school enrolment was 798, and the estimated number of vacancies resulting from retirement of teachers wee 694, giving 0 total of 1,492 veoant teaching posts. However, the nuaber of graduates ducing the period 1963-65 was 2,682, giving a surplus of 1,390 teachers over a three-yeor period. In reality, the surplus 1s even greater since aost terohers hicld more than one post 27. ‘The budget provision for the Governpent teacher training programme is spproximtely ff 66 million for the year 1966. This amount includes some f 18 million for the primary schools used for practice te=ching, and slso an estimated ff 24 million for the lower secondary schools connected to most of the tescher training colleges. Hven so, the cost of the teacher training programme (more then # 10,000 per student per year) is bout twice ss high ne thet of general secondary educntion. No doubt this is due, at loast in part, to the fact that nearly ell teacher training colleges are very small, and, nccordingly, uneconomical. (@} Conolusions and Recommendations on Primary Eduoation 28, The wastage reoulting from repetition of grades is very considersblo, During 1965, the number of repeaters in primary schools ras 78,164; since the cost per pupil year is £1,843, the total amount spent unnecessarily was of the order of f£144,000,000. Whatever the reasons may be for non-promotion, it would seen essential to decide, as a straightforward administrative measure, that children in primary schools should normally be advanced to the noxt higher grade at the end of each school yesr. Exosptions might of course be made, but these sh +7 2d not affect mare than 10 Per cent of the enrolment. 29. The wastage resulting from premture school ieaving is. equally large. Children spending 2 or 3 years in the lowor grades of the primary school learn virtually nothing. In order to eliminate dropping out, it would be necessary to provide for all primary schools the full 6-year course. This can be achieved by introducing the system of multiple class teaching and the establiehnent of one-tencher schools. 30. ' The teo mesaures combined, nanely the introdvotion of multiple class teaching and the abolition of large ecale repetition of grades, would make a signifionut ispact on the output and the total enroleent. of the primary school. These effects can be calculated on the basis of defined sssumptions, such as the followings= = as from 1967, the intake will be limited to 7 year old childrens the number of these children at that time will be 60,000; the intake will inorease annually at the rate of 3 per cent, = at the end of each school year, 85 per cent of every grade enrolaent will advance to the next higher grade, 10 per cent will remain in the same grade and 5 per cent will leave school.31. Chart 6 shows the effect under these conditions on enrolment and output over the period 1966-1975 and on the projection of present trends. It will be seen from the disgram that under the recommended course, the output will be more than twice as high as under present conditions, and that enrolment will, after an initial increase caused by the repeaters in grade I during 1966, decrenee to a lower point then would be the oase under present conditions. The net effect of the menoures proposed is, therefore, a general increase in effici~ ency. 32. One essentiel prerequisite for the improvement of the quality of primary education would seem to be the provision of text books and learning aids of the simplest kind. It is probable that the only way to do thie would be to inolude provision for these simple aids in the education budget. 33. With regard to the training of primary school teachers, it has been pointed out previously that at present an excessive number of these teachers are being trained. Moreover, if the Ministry decides to adopt rules for promotion and dropping out, total enrolments are likely to decrease as from 1970. In that case, very few additional teachers would be required during the period 1970- 1975, and accordingly there would be no point now in starting to trein new teach- ers. Indeed it would appear that the four teacher training colleges established under the REDP Programme would have a ospacity sufficient to provide for the needs of additional teachers for years to come. This means that the large number of very omall teacher training colleges now operating at a very high unit cost could all be transformed into ordinary secondary schools. (a) Gonoral Secondary Eduoation - Enrolment end Output 34s Total enrolment in general secondary education ie approximately 35,000. Of this number, 24,000 are enrolled in the lower oyole (ciclo b&sico) and 11,000 in the upper oyole. This upper level includes the general (hachillerato) stream, with 6,200 students, the comercisl stream, with 1,700 students, and the teacher training colleges. The situation ond problems of teacher training education have alresdy been examined in previous paragraphs. About half the students at the secondary level are girls; however, thie does not apply to each stream taken separately; mle studente are in a majority in the bachillerato stream, whereas nearly all students in teacher training colleges are women, Teble 15 shows the distribution of studente by grades during the period 1961-1965, end Table 16 shows the distribution by grade,-stream end suthority (Governnent or private schools) for the year 1965. The enrolment of grades I-III does not necessarily represent thet of separate "ciclo bésico" schools; many schools provide the full 6 year couree. 35+ At the secondary school level, the number of Government schools is 71, and the number of private schoole in at least 172, but no statistics are available with regard to the number of classrooms, Table 20 shows the ownership and the state of the building with regard to a sample of 44 Government and 131 private schools.350 36. Table 17 shows the breakdown of 208 secondary echoola by number of claso sections and enrolment. The data for this Table sre not complete, but they give # fair picture of the situstion. Out of a total of 208 schools, there are 53 with an enrolment of less then 40, and another 56 with an enrolment of less than 60 students. By and large, secondary schools are extremely enall and therefore meconomical. This applies in particular to private schools, which cater for half of the totel: secondary enrolment. 37. During the past few years, the enrolment of private, fee-charging schools has increased at a much nore rapid rete than that of Governuent schools, especislly in the lower cycle. If this trend continues, then in 1975 enrolment in private "oiclo basic" achoola will be approximately £34000, whereas enrol- ment in Government schools will be approxinately 22,000 (Chart 4). 38. Detailed information on repetition and drop-out rates is not available for the secondary level. It would seem, however, from Table 15 that drop-out rates are not nearly ae heavy as in primary schooles thie applies particularly to the upper cycle. One reason ia that studente who fail in their end-of-year examinations are allowed to sit ogein for the same exemination during the errly months of the next school year. 39. The output of secondary schools is relatively small: less than 2,000 from the general (bachillerato) stream end 500 from commercial education. Yet, the Ministry is concerned about the placement of these graduates; nearly all want to continue their studies at the University, where the number of places is limited, and, as far as the Bachilleres are concerned, there seems to be little else they cen do. 40. Nearly the entire output of 5,000 loner oyole graduates continue their studies at the upper secondary level. Very few, if any, follow voostional education or stert a oareer. The output of this lower secondary cycle would probably be inoreased with sdvantage to the economic development of the country, provided always that some changes are mde in the curriculum. (») The Content and Quality of Secondary Eduoatio 41. The number of weekly periods by subjects ie show in Table 18. By any standsrds, thie ie a formidable list; it ie, indeed,hard to see how any one child following, say, the general (bachillersto) strerm, could acquire all but a superficial knowledge of subjects like trigonometry, botany or comography in the course of one school year of 145 deys, at the rate of 5 or 4 periods per week. In attempting to provide a "complete" ourriculum, the inevitable Tesult is, of course, that not a single subject, either in science or social studies, is given adequate attention. The most striking example is mathematica, which, together with Spanish, constitutes the basis for further work at nearly all faculties of the university and is completely absent from grades IV, V and VI of the secondary school. This roprosonts one of the most serious defects of the present ourrioulum. On the other hand, a subject like Latin would hardly seem necessary.42, No difference exists so fer between science teaching methods and the normal way in which other subjects are taught. The sense of wonder and enquiry which should be awakened through science teaching is absent in Paragusy's secondary schools, and. the development of physical phenomena and the knowledge of the laws which regulate then have to be wemorised by the students as no facilities exist to allow manipulations in classrooms, and only 18 schools (of which 10 are private) have special classrooms for teachers' demonstrations. In officiel schools where special clsssrooms exist, no allocation is foreseen in the school budget for practical scientific cenonstrations. 43. If by the end of the 6-year secondary school, children ere to have a solid basis either for university study or for a suitable career - and surely this is the aim of secondary education - then a certain degree of diversifioat- ion in the upper oycle would be essential. On this point the Ministry is in full agreement. It might be argued thet diversification niready exists, because after the "ciclo bésico" students may follow the general (bachillerato) stream, or the commercial stream, or teacher training. Inspection of Table 18 reveal however, that certain commercial or teacher training subjects are simply added to (not substituted for) the basic bachillerato curriculum, This comprises the first 24 subjects listed in Table 16; the commercial ourrioulum includes, in addition, subjects 34-37, and in teacher training, students take subjects 25-33 and 38-39, again in addition to the 24 bachillerato oubjecte (1). 44. With regard to the lower oycle, there would not seem to be the seme degree of overloading as in the higher grades, However, if this cycle is to fulfil ite dual function of preparing children either for further education (general or vocational) or for a career, it would seem desirable to devote more time to science and mthenatice, and as an inevitable consequence, less time to other subjects such as arte and history. (0) Brats and_Status of Secondary School Teachers 45« The nunber of University gradvates currently employed as secondary school teachers is approximately 900 out of a total of 2,900. Another 900 teachers have hed the benefit of 8 years post primary training and the academic qualific- ations of the remaining 1,100 are at the level of the secondary echool leaving certificate. 46+ Graduate teachers of literature and social sciences have generally been trained at the National University's or Catholic University's Faculty of Philosophy, both of which provide the following courses: Philosophy, the Humanities, History and Pedegogy. The study programmes et the two faculties sre on similar bases, but not quite the seme, It would seem that the recently established Catholic University ie steering a more modern course. No arrange- ments exist, however, nt the Faculties to allow practice teaching to university students. (1) With the exception of Letin.BT. 47. _ Mathematics and physice teaching is generally given by the gradustes from the Philosophy Faoulty (mathenstics strean) or by engineer graduates fron the Physios and Mathematics Faculty. Meny university etudente of the sbove- mentioned nd other Faculties also teach these subjects in secondary schools. ‘Training in mathemstice tenching is not given in the University - Natural Science teeching ie in the hende of pharmaceutical chemista, biologists, industriel chemists or doctors. The Inatitute of Sciences is of recent oreation and was originally supposed to train science teachers (in natural and exact sciences) for secondary schools. However, the secondary teachers’ working and salary condi- tions do not seem to appenl to ite present students. ‘Training in science tonching 10 not given, neither in the Froulty of Chemistry nor in the Soience institute. 48. With few exceptions, terchers are paid on the basie of the number of periods they teach per week. The rates are fixed from year to yoar. In 1966 it wes @ 80 per period of 40 minutes. The totel number of weekly periods taught varies considerably. Lawyers, doctors, engineers and pharmacists may teach as little ae three periods per week, wheress "professionel" teachers my well take ae many as fifty periods. The initial contract of terchers is for one year, and thereafter usually becomes permanent. (4) Conclusions _and_Recommendstions on Secondary Education 49. There can be no hope of improving the quality of secondary education as long as virtually any person is sllowed to teach any subject for any number of periods per week. It would seem essential, first, to work out a definition of who will be considered as qualified teachers (e.g. a university graduate teaching the subject of his specialisation) and, secondly, to establish # salary scale for full-time professions! teachors on the basis of quelifications and the length of service. 50. Since meny of the teachers actually employed, and many supervisors and other specialists in the field of education, heve not had the benefit of pedng- oical and administrative treining, it is necessary to provide in-service courses covering the theory of education, in technical and administrative procedures of supervision and achool administration, and training in teaching methods end in science teaching for the teachers of primary and lower secondary schools. The Miseion recommends that an institution be crerted for this purpose, which ould, in addition, concern itself with the development of simple educrtionel materials and with the preperation of suitable textbooks. It would thus take the form of fn Netional Pedagogical Institute (Project 2). . 51. Modifications in the curriculum of the lower secondary school could pley en important role in the improvement of the quality of education. It would seem advisable to teech fewer eubjeote, and to devote more time to the brsic subjects of Spanish end mathematics. The admission of lower cycle leavers to the upper oyele should be submitted to n more selective procedure to avoid overcrowding in the upper scoondary school (end thus in the University). The establishment of guidance services could, at this stage, encourage the choice of « professional sotdvity for less capable pupils.38. 525 If these improvements concerning the teachers and curriculum osn be cerried through, there would be ample justification for expending loner secondery education, As shown in Chert 4, the present trend ie for small private schools to mushroom, whereas the expansion of Government schools takes plece et # much slower pace. Since many of the smell private schools are lergely ineffective, it is recommended that the Government should make en effort to reverse the trend ond thet it should itself provide for the enti- cipated increase in the enrolment of "ciclo bésico" schools. The anticipated expansion of lower secondary education cannot be absorbed by the existing physical plentj some 600 additional olassroons would be required over the next 10 years (Project 1). 53. The authority in charge of school construction ie the Department of School Building at the Minietry of Education. This Department is responsible for the design of school buildings end deals directly with contractors on the besis of tenders submitted. Private persons or communities wishing to build 8 school must obtein the approval of the Department. Should the proposed construction of secondary schools be realised, the Governnent might wish to consider the strengthening of the School Building Department by the establishnent of a School Building Development Group, the main task of which would bet = to mike recommendations on the location of new schools; - to study the standardisation of new constructions. 54. If @ number of now classrooms ere to be built, the Government mey wish to give special attention to the construction and equipment of rooms for the teaching of acience and mathematics. This would seem all the more necessary as adequate teaching of these subjects would mke an important contribution, even in the short run, to the economic development of the country. 55+ Further, it would be advisable to create a scientific strean in the upper cycle of secondary education, with a special curriculum, The Ministry may aleo wish to consider the following points which apply to science terching in general at each level: - the content of science tesching; - the methods of education to be used; the need for upgrading science teachers; the advantage of studying special arrangements and incentives for the reoruitnent and the in-service training of science teachers; the establishnent of special classrooms for science teaching which should algo permit practical laboratory work for students; the inclusion in the budget of expenditures of provisions for the running of the science teaching (materials, etc.). 56. The present curriculum of commercial schools does not prepare pupils for sub-professionel supporting activities in administration, commerce or services. After completion of the 12th grade, 8 student does not possess sufficient practical knowledge to enter any occupation, which situation should be modified through » completo reorganisation of the curricula. This should sim at offering39+ atudente in the second cycle of secondary education a number of practical subjects organised in short courses for particular specialisations (for example, shorthand and typing, secretarial, sales training, commercial corres- pondence, book-keeping, accounting, etc.). Students having completed « three- yerr course (consisting of s defined number of subjects) should then have ‘access to the Economics Faculty of the University. The commercial schools thus modified would rcquire the character of vocational schools. Their sdminis- tration and supervision should, therefore, be trensferred to a new Department to be organised in the Ministry. The Department would also be responsible for voontionel and technical eduction and training. Teohnical and Vocations1 Eduoation 57. Techniosl and vocational education and treining fall under the Department of Secondary Hduomtion, (#) Yoostional Education 58. Vocational education for boys (to which pupils 16 yeers old are admitted) aterts after the completion of primary school and lnsts for three years. ‘Tho Voontional School Presidente C.A. Lopez (Asuncién) wes crested in 1948 ns a result of an agreement concluded in 1945 between the Government of Parsguey and the U.S. Institute of American Affairs. A joint US/Peraguayan Institution (SCIDE) administered the school until December 1961 when the Ministry of Hauoation took it over. The United Stetes Government provided about 250,000 dollers in equipment and materiale, expert advice and Fellowships. It was aleo responsible for the whole school budget until the end of 1961, whilst the Government provided the land and buildings. Since 1962, the school's running expenses have formed part of the Ministry of Eiucaticn's budget. 59. The school year hms en actuel duration of 9 months with 30 weekly periods of one hour. In the first end second years 50 per cent of the time 1a devoted to theory (drawing, mthematics, industrial safety, etc.) and 50 per cent to practical training. In the third yeer only prectical training is given, and pupile often work on external orders, Training is provided in the following skills: Mechanics, Auto-mechanice, Welding and Smithing, Eleotricity, Radio, Refriger- ation, Printing, Cabinet Meking, Plumbing end Leather Engraving. Instruction in the Technical Voontional School beare no relation to the first oycle of secondary education, and graduates are not admitted to the second oyoll 60. Table 22 shows the number of pupils enrolled in the ‘school from 1948 to 1967. Table 23 shows the 959 graduetes (1950-1965) by epecialiaation. As a result of budgetary restrictions, total enrolment and the number of yearly graduates was heavily reduced after 1962, and the number of staff and teachers fell. 61. Available space in workshops and classrooms is adequate for the instruot- ion now provided. ‘The equipment in some workshops, particularly machine tools, is antiquated (even compared with that used in Paraguayan industry) and dilapidated. Teaching methods and materials are obsolete and refer ti educational level higher than that of the pupile, pertic ly ities (electro-mochanios, radio, eto.). The technical library is poor; books ave old end mostly in English.40. 62. The staff includes 16 tenchers, nine of whom, with five or more years teaching experience belong to the original tenching staff trained by U.S. advisers, while the other nine have been in the achool for two years or less and six of these have hed no previous industrial experience. ‘To improve teacher treining, refresher and upgreding summer courses sre organised in the school. Tenchers are employed one full-time bssis end receive n salary almost double that of their colleagues in general secondary educetion. Nevertheless, these measures have not prevented the best teachers from leaving to join industry. 63. Under tho-US Administration, the school budget was between # 8.2 end ff 8.8 million, but after 1962 this fell to between ff 4.9 and £ 5.5 million. In recent years, however, the budget hes slowly increased and reached # 6.4 million in 1965. Personnel expenditure covers ebout 90.5 per cent of the school budget and allocations for materials and consumer goods are insufficient. 64. Vocntional education ie leo given in sone private schools which follow the pattern set by the official one, insofar as organisation end methods of teaching are concerned, but with less efficiency. Specialities also include hendicreft activities. Snrolments are higher end the output almost equal to that of the Technical Vocational School Presidente C. A. Lopez, but the training given in such schools does not compare with that of the official school. However, their contribution, particulerly in simple industrial end handicraft skills (cabinet-making, triloring etc.), has to be mentioned. Table 22 gives quantitetive data on these schools. It will be observed that enrolment is rapidly incrensing. 65° (b) Conclusion and Recommendations on Vocational .iducation Before tranaferring the Vocations] School to national ruthorities, the US Economic Mission recommended in 1961 its upgrading to the second level of the secondary school, and the reshaping of its curriculs to allow university admission to the most crprble students who had completed its courses, Such a mersure still holds good and is even more urgent, taking into account recent nnd foreseeable developuents in Peragusy's industry. As to the output of the school, it may be noted thet even in the situation of industrial stagnation of recent years (1950-1965), it only reached about 1 per cent of present probable stock of skilled workers of industriel enterprises. With the fore- seeable expansion of industry in forthcoming years, the Technical and Vocational School hss an important role to play in training future skilled workers who could later become foremen and supervisors. 66. Accordingly, the Ministry might wish to consider the upgrading of the present education provided in the Vocational School by admitting students who have completed the first cycle of secondary education (9th Grade) and by providing - together with practical training - a general education following an appropriste curriculum of the level of the second cycle of secondary education, leading to a bachiilerato técnico. Practical training mizkt be provided mainly in basic skills (e.g. genersl mechanics, automotive and diesel mechanics, electricity, radio and electronics, to which could be added some41. new stresms such as design of civil buildings, public works and industry). The enrolment of the vocational schools, the best of whom might be admitted to higher education, could be increased to 700, and the output to 210 "prohilleres tecnicos" per year. 67. Should the upgrading of the educntion provided at the Presidente C. A. Lopez Vocational School be adopted, and the expansion of enrolment agreed, it might be useful to appoint an Advisory Council formed by representatives of the public #fid private sectors to advise the Principal on the manegement and adminie- tration of the school. In the technical field, this Council would define the level of education and training to be provided, assist in the maintenance of these levels through the participetion of its members in the exemination boerd, and generally supervise the school's activity. In the finenciel and sdministre- tive fields, the Advisory Council could assist in the preparation of proposals for capital and ourrent expenditures. The overall technical and ndministrative responsibility of the Vocational School should be vested in the new Department for Vocational end Technical Huostion and Treining to be crested within the Ministry. 68. The physical plant of the Vooational School Presidente C.A. Lopez is ineuffioient for the suggested increase in enrolment. Moreover, international technical assistence would be needed during this phase of the reorgenisation. Details of the approximate cost and the financial assistance which the implementation of the above-mentioned reconmendations would involve are given in Project 5. 69. The recommended upgrading of vocational education should be carried out in the PresidenteC.A. Lopez school as the initial step towsrde a broader programme, which might be implemented following a better evaluation of the overall needs for skilled personnel for industry and basic services, At the moment, it may be worthwhile considering the ovening of e second school in Asuncién (where 75 per cent of the industry ie concentrated), #llowing for the enrolment ef 700 more students. (c) Technical Education 70. Technical education sterte after the completion of primary school (6th Grade); its duration is six years, plue a year's practical training in iridustry. The Technical Institute's regulations, issued in 1964, stipulate a basic three-year oycle of 16 to 18 weekly periods with concentrated instruct- ion in mathemstics and natural sciences, and an upper oyole of three years with 18 weekly periods. Four streams exist: civil construction; electricity; chemistry and mechanics. After successful completion of these studies and the pessing of @ final examination, pupils are accepted as "técnico industrial" but they are not admitted to the University to continue their trainings 71. ‘The staff includes 23 university graduates, and 11 teachers with lower qualifications, but few teechers have industrial’ experience. ‘the instruction is theoretical and is provided at night courses in # building wnich, during the dsytime, serves as 4 commercial school. Table 21 which shows the enrolment and output for the years 1961-65, indicates thats the enrolment in the firet grade has decreased during 1961-66 by about 40 per cents the drop-out rete is42. extremely high, particularly in the first cycle (where curricula are overlonded and too theoretiosl); the total enrolment has been almost constant since 1961; the 1961-66 output of 121 graduates amounted to about 12 per cent of those enrolled in the first yeer. (a) Conclusions and Recommendations on Technical Education 72. Most industrial enterprises in Peraguay are amell and do not employ technioiens. Lerge size enterprises controlled by foreign capital, employ a very smell number of foreign techniciens, end no graduates from the Technical Institute. This eituation, together with the leck of practical experience of graduates from the Technicel Institute, explains why, out of a total number of 101 graduates (from 1961 to 1965) only about 10 are known to work in Paraguay, ond three of these are instructors at the Technical Vocational School. The remaining gradvates are presumed to be working in Argentinian end Brazilian (1) industry, though no exact information is available on their whereabouts, nor the functions they oarry out there. Ae a matter of fact, in ite present form, the Institute does not seem to answer any local demand for trained personnel at the worker or technicien level, and the Mission met with some difficulty in appreciating ite practical objectives. 73. From nn eduostionsl point of view, the Technical Institute also has serious drawbacks. Young pupils must decide about their future educntionsl careers (from which, once engaged, they are not allowed to depart) which only leads to fp dend ond. Moreover, it imposes on pupils - who work during the day and belong to low income groups - an unsuitable curriculum which not even day students would be able to follow without difficulty. Its transformation into w day institute would not be recommended st this stage, as the whole technical and vocational education system needs reshaping. In view of the above, the gredual phasing out of the present Institute might be worth con- sidering, Th On the other hend, as a result of the modernisation and expansion process rhich is about to begin in Paraguay's industry, the need for technicians to act as # link between engineers, forement and workers will most likely be felt ina few yenrs from now, particularly if an information and documentation campaign were to be carried out by the educationsl euthorities and professional bodies. The level of general education and treiningthat these technicians will be expected to receive will have to be much higher and more practical than at present. To facilitate a more thorough preparation of industrial téchniciens, the up- greding of technical education and a complete reshaping of the curriculum would appear to be highly desirable. 15. It is thus expected thet the present secondery Technionl Institute will eventually be replaced by a two-year post-secondary Technical Institute for pupils who have completed the general, scientific or vocational stream of secondary school. The intake would probably be around 100 students, the onrol- ment 200, and the yearly output 80, of whom 20will be for the building industry. the setting up of an Advisory Council should also be foreseen in this case, The (1)Informtion provided by the Principel of the Institute.4B. transformation of the Technical Institute should be considered some years after the first greduation of the modified technics] school (or about 1975-1976) in order to fit the training of techniciens into a well-belenced educational acheme. The overall responsibility for the Technical Institute ehould be vested in the new Vooationel end Technical Education and Training Department to bé ‘set up, in the Ministry. of Education. (e) Agricultural Eduoetion 76+ Agricultural eduoation is administered ty the Rural Welfare Depertment of the Ministry of Agriculture. It used to be provided at the National School of Agronony (Coname). and five Regional Schcole of Agriculture. Students st Coname followad 8 six years post primary course leading to the certificate of "agro- nomo"; in 1956 Coneme was transformed into the Faculty of Agronomy and Veterinary Medicine. ‘The Regional Schools of Agriculture offer a two-year post primary course leading to the certificate of "Cepatas Rural" (Rural Overseer). In private agriculture education, the Catholic Salesian Sootety operat 3-year post primary agricultural-school.(basic cycle) at Yproarai end the first four of @ six-year post: primary course at the "Carlos Pfannl" School at Corone? Oviedo. . 7 TT. The five Regional Agricultural Schools have a total enrolment of leas than 200 end a total 1snd area of 616 hectares. Detaila of enrolment and out- put per school are shown in Table 25. Tho students benefit from severel edvanteges, in that they redeive free tuition end boarding end ore exempt from military service. 78. The 1966 budget for the five schools: is 47,118,000, 1.0. approximately 440,000 per student. Roughly 40 per cent is allocated to the cost of staff and 50 Ber cent to boarding expénsée, leaving only ten per cent for other operational costs, which ie ingufficient for the puschase snd maintenance of farm equip- - ment and laboratory supplies. 79. The staff of the schools are “agronomos" who have not had the benefit of formal training in teaching methods, . The-student/teacher ratio is 811, the schools are very small and the regulations prescribe » minimum number of teachers per sghool, 80.0 Tho sumer holidays run from the middle of Noveaber until the middle of March. During thie period #11 activity ceases, the fielde are practically abandoned end it is impossible to keep animal 61. The first year ourrioulum includes five hours for general subjecte end sevon far technical subjects, giving a total of twelve hours per week devoted to theory. During the second year, twelve hours are devoted to technical theory, while the remaining time is used for menual work unreleted to the theoretical instruction.44. 82, More then 60 per cent of all graduates are self-employed. In fect, the main achievement of the regional schools is that they provide some training for young farnera but the cost of this training 4s out of proportion to the results obtained. 83. The Salesian Society operates two secondary agricultural schools, one at Ypaoarai and the other at Coronel Oviedo, 140 kms from Asuncién on the road to Pte. Strossener. By Government decree the curriculum for the latter school hes been approved and the following certificates authorised: "Prfotico Rural" on completion of the 3rd Grade "Perito Agricola" on completion of the 4th Grades and "Bachiller Agrénomo" The "Bachiller Agrénono" certificate will be equivalent to Bachiller of Soience and Letters ‘in General Education, 84. The "Carlos Pfanni" School which was founded in 1956 is officially recognised ns.® Pilot School in Paraguay. ‘The School has 3,000 hectares of food ngricultural land and its excellent location would enable it to improve agricultural development in the new settlenent areas, Three hundred hectares are used for buildings, parks, sawmills, poultry farms and an airfields 1,300 hectares are forest and it is intended to use 1,000 hectares of this aren as grassland and 300 for crops. The 4,778 square metres of buildings have been designed without the benefit of sound architectural advice and have resulted in» great deal of wastage of space and construction materials. The school, however, is well provided with water and electricity. 85. The Director of the School is appointed by the Salesian Society in Turin (Italy), on the basie of recommendations submitted by the Splesien Inspector of Paraguay. The Director ia assisted by an Advisory Counoil consisting of six Salesian superiors. 86. The school year consists of 34 wooks ond 4s divided into tro terms of four months each, plus examination time. The average time devoted to general subjects in the first three grades (basic cycle) is about 16 periods of the total of 26 periods a weck, and technical subjects take 10 of the lecture hours. In addition, students do 22 hours of field work per week. While the curriculum for the upper school cycle (Grades IV-VI) is still in the plenning stage, it is most difficult in these three years to reconcile the study of general education necessary for university entry with the technical subjects required for efficient training. 87. In 1959 the school completed its first four-yeer course leading to the "Peritos Agronomos" certificate. Enrolment end output from that year to the present time has been as indicated in Table 26.45 88. Of the 15 teachers, moat of whom belong to the Selesian Society, 7 teach general subjects end have several year of experience, 8 teach technical subjects end have, as a minimum, a “Perito Agricola" certificate, one of them being an “agronomo". Most of the staff have received pedagogical treining in Uruguay and the Argentine, but their qualifications could be improved. The pupil/teacher ratio is extremely low (511) and the school could take » larger enrolment, probably about 220, without increasing the staff. With the transfer of students from Ypacerai next year, the enrolusnt is expected to increase tq 130 and progressively to 150, which is the maximum number for whom there are boarding facilities. 89. There is a grest need for laboratories, equipment, reference books, faru machines and implements, workshop tools and enimels. The lack of these basic facilities 18 » serious handicap for better terching standarda. (£) Conclusion and recommendation on Agricultural Education 90. The five Regionel Agricultural Schools now operating under very poor conditions do not fulfil eny important role for future agricultursl development, either ns middle-level training institutions or as efficient fermer training unite. It 4s recommended that their present programmesshould be changed so that they becone Rural Instruction Centres providing short treining courses for farmers end demonstration centres for extension units. 91. The Salesian Agricultural School should receive first priority for training middle-level personnel. It would require less investment and returne would be chieved sooner then in any of the regional schools. The output of the school should be inoreased to 60 per year and the enrolment to 200. 92. The school should be residential, operating at the upper secondary level (grades 4 to 6) and students should be recruited after the completion of the basic cycle and the length of the vocationel course should be three years. 93. Recruitment should not be problem. There are over one thousand students from Casguazu, Paraguari, Cordillera, Caszapa, Cusira end Misiones who have completed lower secondary education in 1966, and this number might reach 2,000 in 1968. The admission to the school should not be limited to students of the Snlesien lowe: secondary school (if it is to be continued) but it should also be open to candidates from other schools. 94+ The curricula for the voc=tional »gricultural school will require careful construction and must be developed in close relation to the objectives for the training of middle-level personnel who will partake in the development of agriculture. This should have priority, but provision should »lso be made for able students to continue their training. 95. During the initial stage of the school's operations, technicel »ssistance will be roquired. The members of the staff require to be upgraded, given adequate teacher trainin, kept informed of new research developments and provided with information about the real needs of the ngricultural: community. It seems advisable that the school should, therefore, come under the direct ssiatance and guidance of the Frculty of Agriculture and Veterinary Science.46. In fact, it would be well worthwhile if this liaison could be established on * permanent basis. 96. Te encourage closer contact between the school and the surrounding sgricul- tural community, the Mivdstry of Agriculture should consider setting up en extension service unit on the school premises. The creation of an Advisory Council to the school with the participation of the Faculty of Agronomy and Veterinary Soiences, the Ministries of Agriculture and Gducrtion, and the Rural Society, would ‘serve the seme purpose. 97. As the output foreseen will not cover even half the estimated needs for the next decade, it ie recommended, once the School "Carlos Pfenni" is in full operation, thet the experience gained be applied to the opening of one or more additional schools depending on a re-evaluation of manpower needs. At least one of these new schools should give greater weight to training in livestock production, partioulerly extensive systems of produotion, in order to provide Quelified personnel in this field for the private sector, In the meantime, the school could perhaps organiee special courses in livestock production in co- operation with the Rural Sooiety of Peraguay. 98. The financial aid required for the development of the "Carlos Pfannl" school (see Project 4) should cover the cost of some new buildings and a certain amount of remodelling of existing buildings, a6 well as costs for equipment, furniture, farm machinery and implemente, and a reference library.41. CHAPTER III our. CHOOL AND ADULT EDUCATION AND TRAINING 1. In the field of out-of-achool and adult education, the Ministry of Eduoation and other educational agencies heve recently developed nctivities oriented towerdss~ (a) the training of farmers and their families in the improvement of cultivation techniques and fara dwellings; (») the provision of upgraded training to ndults in industriel tredesy (c) the training of girls in industrial trades end handiorefte, and (a) the provision of literacy education for the completely and partially illiterat In the following paragraphs, 6 short account is given of progress made in eroh of these fields, together with the comments end recomendations of the Mission. Rural Eduoation and Training 2. . In 1952, Peraguay initdnted a progremme of rurel extension work in co= operation with the U.S. Government. The Inter-American Technical Service of Agricultursl Co-operation (STICA) was responsible for the programme, which included the organiontion of 329 4-C Clubs vith a total memberehip of 8,042. One purpose was to initiate young people into better methods of ferming and animal breeding. Women were also taught how to iaprove their homes snd how to give better nutrition to their femilies. ‘The personnel used by STICA 8 extension workers to carry out this work wero “agronomos" who received in-service training in extension methods, and university graduates in agriculture who coordinated andeupervised the programmes. Recruited from rural arers, the primary school tenohers were treined in hone science and charged with tenching this subject to farners' wive Later, the Institute of Rural Welfere (Instituto de Bienster Rurel) of the Ministry of Agriculture developed extension programmes in new colonies, end it expeste to expand thie progrenne substantinlly in the next three years, 3. The Paraguayan Aray ia contributing to some extent to the treining of 1» This ie being sccomplished through in-service training among th dreftees and is carried out in the process of food production in army ferm The progranue prepares them for better farming once they are released from the army. 4. Other programmes in rural areas sre carried out by the PAEN (Programa de Alimentroion y Educacion Nutricional) and by the Ministry of Health and Social Welfare. PALM 4s Joint programme sponsored by the Min’ of Bi . Agriculture and Yealth, and supported by International Agencies including Unicef, WHO, FAO and Unasco. The programme was designed to improve children's nutritional understanding, their knowledge of food production, and aleo to develop the community by improving fermers' homes, the estsblishment of orchards and vegetable48. gardens, poultry breeding and other associnted notivities. The PAEN works through primary schools in the Departmente of San Pedro, Cordillera, Guaiva, Canguazu, Paragueri and Alto Parana, and also distributes tools to school-age youngsters, and sewing mechines to mothers’ olubs. The Ministry of Health and Social Welfare promotes hygienic habits both in villnges and in the scattered settlements, mainly in the central provinces. Comments and Recommendations on Rural Education and Training 5. _ The above-mentioned programmes, and particularly those of STICA and TBR, are likely to be expended in forthcoming years. To this end, not only will edd- itdonal slloon sions be needed, but also additional extension workers, of which there is already a shortage, together with women specially trained to » higher level of home economics. The success of expanding the extension services depends to e large extent on the development of the proposed Projects 3 and 4, and on the imple~ mentation of the “ission's reconmendstions in respect of the Regions] Agricultural Schools (see Chapter II). Training for Industry . (®) Upgrading of Adult Workers et the Presidente Lopez Vocational School 6. The Vocationsl School Presidente C. A. Lopez provides training in short evening courses for adult workers. The trades taught are the enme as in the day school, and the duration of the courses varies from some weeks to 2-3 month. Treinees pey 8 smell subscription fee and a monthly fee. The teaching includes theory and some workshop practice. During the past eight years, 2,472 trainees have completed short courses of this type. 7. For the most important trades, complete series of such short upgrading courses have been arranged in such a way that they cover the same subjects as those taught in the day courses. Evening course trainees who have successfully attended the whole series are given the same certificete as day students. As Table 24 indicates, the enrolment in evening courses during 1957-1966 has varied from a minimum of 119 trainees in 1962, to # maximum of 316 in 1966. The number of treinees obtrining certificates, 165, (of whom 56 per cent were trsined in handi- crafts) was nearly 20 per cent of the totel output from the day courses (Table 25). 8. Trade Schools for Girls are administered by the Teachers’ Training Depertment of the Ministry of Educmtion, but only loosely connected with the regular educetion scheme. They provide practical training of 2 yeara' duration (9 months and 15 weekly periods), with the main objective of helping girls to obtain a gsinful occu- pation. Girle are edmitted from 13 to 20 years of age, generelly irrespective of previous school achievements. Training is givon in arts and crafts, sewing and tailoring, hairdressing and home economics. Before being admitted to the short- hend end typing classes, the trainee must have completed Grade 9 education. 9. Enrolment in 1964 was 5,042 (86 per cent in private schools), and at present it has stabilised around 4,000 persons, of whom about 20 per cent are in public schools. Only about 300 students complete the two year training. Pupil attendance is uneven, and so are the finel results of training. Still, girls who have followed their training in the best schools (mainly religious) are able to develop a part-time activity in industry or handicraft.496 10. Where trade courses are initiated, the Ministry of Mducation should include their operating coste,in eddition to personnel costs, as a seprote item in the hol budgets. he onse of trade schools for girls, the Ministry cannot expect outside finsnoiel co-operation. On the other hard, the partial financing of the best private (non-profit) schools might be taken into consideration. (b) Apprenticeship 1. The Labour Code lays down rules for apprenticeship contracts with regard to the duties of employers and apprentices, the maximum duration of apprentice- ship, the procedure of examination and the minimum number of apprentices to be employed in factories. The number of contracts registered (and still valid in August 1966) is as follows: Apprenticeships: Contracts Ratified by the Ministry of Labour Age of Apprentice: 1965 1966 Total 18 years or more aL 256 287 Less than 18 years 6 22 28 31 278 315 Most of the regulationa foreseen in the Labour Code in respect of apprentices seem to have fallen into disuse and tho resulte of this form of training are negligible. (c) Conclusions and Recommendations on Adult Training 12, Adult training and upgrading courses should be organised for those trades and levels for which there is a demand in industry, handicraft and basic services to be identified on the basis of detailed human resources studies, Woll established methods of training should be adopted, suitable teaching material introduced, and instructors should receive proper training, 13, , Should the Vocational School Presidente C.A.Lopez be expanded na suggested, there would be the possibility of providing evening training end uperading courses to some hundreds of adult trainees per year (from 4 to 500) depending upon the provision the Government may include in the school budget for the additional expenditure. Participation of private or governmental enterpri in the training expenses should be sought, 14. To provide adult training in semi-skilled trades ‘-hich may be needed, and to introduce in the country the practice of modern methods of accelerated training, three centres could be created, of which the first would provide training in building trades (carpenters, plumbers, electricians, bricklayers), and would be attached to the Presidente C.A.Lopez School in Asuncién. This centre mipht train 75-150 trainees a year (depending upon the possibility of sdopting50. e@ full-time training scheme of six months at 40 hours per week, or a part-time course). ‘TWwo small centres to train 30 trainees per year in automotive mechanics and repair (including agricultural equipment) would be created in Encamacion and Coronel Oviedo. ‘The introduction of modern mothods of adult training (including radio and audio-visual aide) end the creation of a team of qualified instructors, would prove very useful at a later stage, should import- ant demsnds for semi-skilled workers rise in industry, in the construction sector, and in basic services. Project 6 gives details on the mpproximate cepitel cost, and the technical assistance needed, 15. In the case of trade schools for girls, the Ministry my wish to consider:— - orienting the training according to recognised noeds; ~ subsidising the best private, non-profit trade schools as far as provision of equipment and running expenses are concerned, and * = dmproving training byt = setting up progranmes of training for trade instructors; = adopting, publishing and distributing teaching manuale for trade instructors; - increasing present allocations for the running of work- shops in public and the best private non-profit trade schools3 ~ equipping the workshops with dnezpensive equipment, 1s, The apprenticeship system could be revised by setting up a technical service which should: define the trades admitted for apprenticeship; estab- lish programmes of training; determine the conditions in which the training should be carried out in enterprises; ensure supervision of the training in enterprises; make available complementary instruction to apprentices, If a proper reorganisation is introducad, the apprenticeship scheme should allow the training of 50-100 apprentices a year, 1d Tho technical and administrative responsibility of adult training of girls! trade schools and apprenticeships (1) should be transferred to the Department of Vocational and Technical Education and Training to be set up in the Ministry of Education, Other Initiatives in the Held of Adult Training for Industry and Basic Services. 18. The Institute of Telecommnications was created in 1958 by Antelco (National Administration of Telecommmications) following suggestions submitted by ITU (International Telecommmnications Union, a Specialised Agency of the United Nations), which provided US $12,000 for laboratories, workshop equipment and technical literature. Training facilities inolude classrooms and laborator- des of electrical and radio equipment; hand and automatic telephones; telegraph (1) In this respect the Ministry of Education will, of course, act in close cooperation with the Ministry of Labour and other interested institutions,51. courses provided, and modernisation has been foreseen. The ataff includes 29 teachers of general subjects like langusges, scientific and related subjects, and workshop practice. The Institute's annual budget was £ 3.5 million in 1965 and # 4.5 million in 1966. The increase arose from the cost of Fellowships provided by Anteloo to those of its employees receiving training. Antelco also provided in 1959 the present building which cost approximately f 62 million. 19. Since 1959, 212 workers and technicians have graduated from the Institute. By trade these were: 52 technicians, 30 radio telegraphers, 47 radio-communicatone operators, 43 fitters and 40 linesmen. The enrolment and number of graduates can be incressed in reletion to the requirements of the telecommunications sector. 20. The Training Institute for Flectrical Trades was created in 1965 in Asuncion on the basis of an agreement concluded between the Ande (Administracion Nacional de Electricidad) and the Electricité de France. The French Government hae provided equipment and Fellowships for the Paraguayan teaching staff to ve trained in France, and the services of an adviser for two years. nde has provided the land, the building and the furniture, and will pay the annual budget. ‘he installation of workshops and laboratories will be completed at the beginning of 1967. al. So far the Centre has carried out four introductory courses for 120 adult workers, Starting in 1967, 20-60 trainees will specialise annually in the following skills: linesmen (air cables and underground cables); cuief of area; responsibles of high tension stations. it is expected that all the needs of Ande, including those for middle-level technicians in electricity and electronics, and for chiefs of hydro-electric power stations will be provided forat the Institute. 22. The creation of centres for adult training in industry is explicitly mentioned in the Convention of Social Cooperation concluded on 5 November 19/5, between the Paraguayan and Spanish Governments. Part 4 of the Convention indicates that the lanistries of Labour of both countries will cooperate in order to establish at least one Vocational Training Centre to satisfy the needs of skilled personnel required by the development of the Paraguayan economy. The Government of Spain will provide Fellowships for the teaching staff of the centre and technical assistance in respect of the installation and initial functioning of equipment. 23. A Development and Productivity Centre has recently been created under the sponsorship of the Organisation of American States, and US AID. The OAS will make available short-term advisory services, and US Aid has appointed a long-term consultant to act as adviser to the Director of the Centre. ‘The Federation of Industrial and Commercial Production (FEPRINCO) has provided office space and equipment, and will take charge of the Centre's budget. One of the Centre's objectives is the training of managers, and administrative 2d technicel personnel of industry at all levels. Literacy 24, cy index ed 43 goey the of 1950 and that of 1962, from 34.2 pér cent to 25.6 per cent as a result of theeffort: displayed by the Government to expand and improve primary education. The number of illiterates was 255,000 in 1960.52. 25. Until 1966, some militery services only oarried out literacy education mong recruits, enrolling 17.5 per cent of the totel military force. No statis- tios mre available on the results of such courses, Literacy progrenmes have also been developed in the national prisons, where 25 per cent of illiterate pr: are treined. 26. In 1966, 1,123 adults, of whom 250 were women, were admitted to s first literacy and adult pilot education course planned and implemented by the Ministry of Education's Department of Fundamental Eduoation in 12 centres. Seven of these centres are in urban areas, 2 in suburban, and 3 in rural areas. Some of the 618 who enrolled in the first cycle were completely illiterates others hed slresdy attended the first or second primary grade. Conclusion and Recommendations on Literacy 27. Results of this pilot experience have been promising in the onse of adults who had attended some grades of primary school. In this case, future expansion of the pilot experiment might be carried out almost without change. Despite the effort the Department had made for the selection and guidance of teachers, in an attempt to adjust the teaching materials to suit locel conditions, the progress of the completely illiterate pupils was lees evident. 28. It apperrs that further rctivity in this field might be developed slong the following lines: (mn) In the field of adult education, litersoy eduontion of completely illiterate pupils deserves the highest priority. (v) Literacy has to be functional so as to prepare present illiterates to cerry out efficiently their economic, civic end social responsibilities. For example, it should be linked to community development activities, industrial expansion plans, or fermers' settlement projects. (c) Teachers and supervisors of literacy programmes should receive a thorough specialised training. (a) Tesching materials should be improved and adapted to local conditions. 29, From the quantitetive point of view, it appears that attempts so fer developed are out of proportion to the extent of the illiteracy problen, ne are the objectives assigned to the literacy field in the Second Plen for “cononic Development (4,000 and 6,000 pupils respectively in 1967 and 1968). However, given the country's limited resources, it would be hard for the Government to carry out » literecy cempaign completely finsnced by the Ministry of Eduortion's budget. ‘The collsboration of public and private institutions (such as the Armed Forces, Workers' Unions, Hmployers' Associations, religious bodies, communities, agreriean reform institutions etc.) and the enrolment of voluntary workers (e.g. secondery school and university students, community snd union leaders, young personnel from private end public administrations etc.) should therefore be fostered. Moreover, the utilisation of radio progranmes for the motivation end treining of teachers should be taken into considerstion.53. 30, The Ministry of Education would thus become the agenoy responsible for the guidance and supervision of the technical aspects of literacy activities, and would, in addition, perform taske of coordination and promotion. The identification of priority groups to be trained (perteining to urban or rural population), would be the responsibility of a special body, like en Inter-Ministerial Literacy Conmittee, in which public administration and private sector representatives should take part. 31. The Ministry of Education Literacy Department would be responsible fort ~ the development of appropriate methods of literncy education, adapted to the special needs of the various groups to be educated; = the training of a teem of teachers to act as instructors for the literacy workers ~ the making available of terching materials to the institutions which agree to follow the methods recomended by the Ministry. The Ministry might also wish to promote the creation of e voluntery agency for adult literacy which should co-operate with national and locel edministration and orgeniestions, end obtain the enrolment of voluntery workers. Recent Developments in the Field of Out~of-School and Adult Education 32. In recent months and particularly under international influences, a movement has developed in Paraguay, eimed at filling the gap existing in the country in the field of out-of-school end adult education, and at oo-ordinat- ing various initiatives. The creation of a National Commmity Development structure has been suggested, which should includes (a) A National Committee in charge oft - the definition of national policies in harmony with the objectives of the Eoonomio and Sociel Development Plans = the elaboration of a National Community Development Plany the supervision of its realisations the evaluation of its implenent- ations the carrying out of enquiriesy - (b) An Exeoutive Technical Office atteched to the Technioel Planning Seoretariat and responsible for co-ordinating the activities of various Conmunity Development Departments attached to specieliced public administrations. ‘The request of internntionsl technical assistence for the implementation of thie programme is also being considered.She 33. Preliminary enquiries end studies being made ty the Community Development Department of the Technionl Planning Secretariat indicate that first priority should be given to adult education activities in the new agricultural settle- ments and in the suburban areas close to the capital.. 55+ ‘CHAPTER Iv HIGHER EDUCATION Orgenisation and Administration 1. . Paraguay hes two universities ~ both operating mainly in the evening - the National University and the private Catholic University, "Nuestra Sefiora de la Asuricién", The National University was created in 1689 wit’ the opening of the Faculties of Law, Medicine and Mathematics, and is at present regulated by Law No. 356 of July 1956, which established its charter and defined the extent of its autonomy. The academic year is from April to Ootober; November and vecenber are examination months. 2. Chart 4 shows the administrative organisation of the Netional University. The University is governed by the Rector and the Superior University Council, members of which ere the Rector, the Deans of Faculties, titular professor of each Feoulty, # non-teeching university graduate and a representative of the students. The Rector, who is appointed for five yeers by the Government from » list of three osndidates submitted by the Superior University Council, is renppointable. Each Faculty 4s governed by # Dean end # Faculty Council. The Froulties, Schools and Institutes of the National University, the type of degree granted by ench Froulty end the duration of studies are indicated in Table 29. 3. Tho ordinary resources of the National University are included in the Netional Budget and the Rector distributes them according to the needs of the Faculties, Institutes and Schools. Extraordinary resources for the University come from a tax levied on travel tickets. 4. The administrative and teaching personnel amounting to 1,674 in 1966 is shown 4 Teble 30 by Faoulty, Schools and Institutes. ‘teaching personnel represents 38 per cent of the total, Administration 16 per cent, and Services 30 per cent. Non-teaching professional personnel, including auxiliary personnel, amounts to 14 per cent and is mainly employed in the University's clinics. 5. _ The number of teachers et the National University increased from 213 in 1956. to 630 in 1966. The University provides the salaries (1) for only 11 full-time professors, of whon three are in Medicine, five in Agronomy. and Veterinary Medicine, one in the Science Institute and two in Fine Arts. Full professors, sesistent professors and lecturers msy teach ‘a maximum of tro subjects in the emme Faculty, but no limits exist as to the meximum number of subjects thet my be taught in different Faculties. Lecturers may also teach on » free contract basis end inthis onse there are no limitations to the nunber of subjects they may teach in the seme Faculty. Of the total number of 1,040 subjects taught in the National University in 1966, it may be conoluded that on an average about two subjects are taught by each staff (1) More ful1 time steff are paid by US Aid bilateral funde in the Faculties Mea! of Bo 4 Agronomy ona ¥:56. 6. Professors' fees average about ff 5-6,000 per subject per month for three hours teaching per week. For one hour of teaching per week, the feo is # 2,700-3,000, while for ten houra of teaching per week it reaches f1C,200- 10,800. 7. The Catholic University, oreated by the Venerable Episcopel Conference of Peraguay and recognised by Law No. 663 of September 1960, is governed by the Episcopate, which delegates its functions to the Archbishop of Asunoién. He is assisted by the University’s Rector, who should preferably be an ecclesiastic. 8. Feculties, schoole, graduation degrees and the duration of studies of the Cetholic University are indicated in Table 31. The administrative and teaching personnel of the Catholic University in 1966, by Faoulties and Institutes, including the dependencies of Villarica and Conoepoién, is et present 201 persons, of whom 167 are professors, 8 are Chiefs of Departments, 16 belong to the administrative staff, and 10 to services. ‘Two professors serve on # full-time basis. Enrolment end Output 9. Students possessing the "bachillernto" or an equivalent qualification, may sit for the entry exemination to any Faculty, except Economics, for which the commercial school diploms is needed. Teacher Training School graduates are only ndmitted to follow the course in Pedagogy of the Froulty of Philosophy. Table 32 shows the total number of candidates admitted to the various Faculti: of the National University in 1966. Most Faculties place no limit on the number of entrants, but the Froulty of Medicine sdmits only 36 national and 4 foreign students. 10. Total enrolment in the National University in 1966 has reached 4,304 students. Enrolment by Faculty between 1957 and 1965 ie given in ‘Table 35 and calle for the following comments: (#) overall enrolment has increased at » yearly growth rate of 4.29 per cents (bv) tho main exception is enrolment in the Faoulty of Medicine where, as a result of the entry policy adopted in 1957 - and described above - enrolment hes fallen from 626 to 282. (c) the highest incrense in enrolment in the period discussed was observed in the Froulty of Physical and Mathematicel Soience (annual growth rete 17.28 per cent). 11. From the comparison of enrolment breakdown in 1957 and 1965, it may be observed thet, despite the appreciable inorerse, enrolment in technology and soiences (Froulties of Physics and liathematicsl Sciences, Agronomy and Veterinary57. Medicine (1), Architecture and the Institute of Suiences) is only sbout 22 per cent of the University's totel enrolment. In 1957 it wae about 10 per cent. 12. Total enrolment by yeers of study, 1955-1965, is given in Table 34 for Faculties for which this information was sveilable. These:data indicate that in recent years enrolment has been gradually increasing, but drop-out rates still remain very high. 13, Total output of the Nationel University by Feculties between 1956 ond 1964 amounted to 2,539, which represents a yearly aversge of 282 gradust (Tedie 35), or'about 10 per cent of students enrolled. The output increased between 1956 and 1964 at » yearly growth rate of 7.44 per cent. It mey be observed thst the medical and para~medioal graduates group forms 49.9 per cent of the totel, (if pharmacists and biochemists who represent 93 per cent of graduates of the Chemistry Faculty, are added to dentists end dootore es they mainly act in para-medical folds). Graduates having received a technological training only form 9.7 per cent of the total. 14. For reeent years, tho budget of the National University is show in Table 36. A steady inorease in absclute figures (and also a coneiderable Ancrease in cost per capita of the enrolled population, deapite its continuous growth) may be noticed. At the same time general expenditures decreased from 40 per oent of the total budget in 1956 to 24 per oent in 1966, while salaries inoreesed correspondingly. Yearly expenditure per student enrolled is given in the following tables National. Univeral tys ditur nrolled_student_in 1 Medicine $1,129 Agronony and Veterinary Medicine 536 Dentistry 360 Physics and Mathenatios * 238 Architecture 218 Cheniatry 40 Public Administration 13 Pine Arts 108 Philosophy 90 Economics a Lew 45 152 In the Catholic University, enrolment increased at a mare pronounced, pace ‘between 1960 and 1964 as is shown in Table 37 and has, at present, reached about one-third of that of the National University. The output of the Catholic University sterted only in 1964, So far there have been113 graduates, of whom two~thirde are in Asunoién. (1) The Faculty of Agronomy end Veterinary Medicine was created in 1954 and started to operate in 1956.58. Generel Comient 16, The vitality of the National University. and its ambition to keep the leadership of higher educstion in Paraguay, partioulerly in the economic and scientific fields, ie shom by a.series of recent initiativ 17. Among these initiatives, the following should be mentioned: (a) the 10-year programme of cooperation, sponsored and financed by the US bilsteral programme, between the Faoulty of Medicine end the State University of New York at Buffaloy (b) 9 similar agreement concluded in respect of the Agronomy end Veterinary Medicine Faoulty, aleo sponsored end supported by the US bilatere] assistance programmes (0) the oreation of the Science Institute, sponsored by Unesco, aimed at | treining scientific researchers with modern mathods end equipments (a) the creation of » Public Administration Schools (e) the alloostion of funds in the University budget for scientific research at various faculties and institutes (Medicine, Dentistry, Agronoay end Veterinary Medicine, Institute of Sciences); (£) a reorganisation programme studied in 1964 costing a total of 2.15 million dollars. Of thie amount, 1.5 million dollers will be advanced as a loan from the Inter-Amerioan Developsent Bank, and US bilateral assistance progranme is considering fincnoisl participation. 18, It is expected thst on the oocrsion of the forthcoming reorgrnisntion, the Netional University will pry pertiouler attention to present trende so far as enrolment (which hes increased during 1957-1966 st a yearly growth rate of 4.12 per cent) snd per capita expenditure (inorensed during 1960-1966 at a yearly growth rate of 7.12 per cent). In fact, should such trende apply through to 1975, enrolment would reach 6,200 students (4,304 in 1966), per capita expenditure # 98,000 (# 42,000 in 1966) »nd the National University budget # 603.3 million, ‘an smount which would be disproportionate in respect of the foreseesble budget of the Ministry of Education (even in the case in which the latter had to inorease at 9 yesrly growth rate ne high as that forecast for the CDP during the seme period). Of course, moderate increase of the per capita expenditure hao to ve anticipated, partioulerly if the National University introduces some limit- ation in the enrolment of the Law and Philosophy Faculties and favours sve to the technologion) and scientific faculties. At the same time, the university might consider sone geieral measures on the enrolment of students, such sat (a) « stricter system of selection in all Faculties and applied to all students without exception: (>) not allowing students to remain indefinitely at the university, end fixing 8 maximum number of of attendance for each Faculty.59. Faoulty of Philosophy 19. The two Philosophy Froulties (the National and the Catholic University), provide degrees int Philosophy, History and Eiuostion. A first degree in Philosophy and Pedagogy at the National University requires three years, and no doctorate has been created. A first degree in Philosophy and Education at the Catholic University requires five years of atudy and the doctorate six yeers. For a degree in History, four years sre required in both Universities, but the doctorate requites five years in the Catholic, and six in the National University. It would appear desirable to smooth out these differences end to harmonise ourri. oula, duration of studies and requirements for admission end graduation in both Univeraities. 20. Practice tesching in secondary schools is foreseen in the ourrioule of the National University Faculty of Philosophy end was to be carried out in the Secondary School (Celegio Experimental Paraguay/Brazil), which funotions by day on the same premises as the Faculty. This practical training is not carried out and graduates from the University, when they stert teaching in secondary schools, nske their first teaching contacte without proper guidance in their first yonrs of assignnent. A similer situation occurs in the Catholic Faculty of Philosophy. In-service training of graduate secondary teachers finds its justification here. 21, ‘The unresolved question of terchers' status should not prevent the Facul- ties from (») upgrading to a reasonably high level the admission test for students; (b) improving the level of the scientific training. provided, with particular emphasis on the mbsolute need for a secondary teacher to have mastered fully the Spanish language, (If a fourth year sf study is needed in this Faculty, then it should be added to the present quite short curricula); (c) ebstaining in the future from the ourrent trend of considering thet theoretical knowledge of tenching theory and methodology oan replace the actual training practice, and making concrete arrangements for studenta to prectice tesching in schools under the guidance and control of University professors and quelified secondary school teachers. University Education for Technology 22. In Chapter I it was indicated thet « minimum aim in relation to the training of engineers would be to reach a ratio of 150 engineers per million inhabitants in 1985. Taking into account survivors of. present stock, this would need an expansion of the present yearly output from 7 (the average for 1956-64) to about 25 in the following years. At first sight, the. Science Faculty would not strong enough to fill the gap. However, the following points should be taken into consideration. (a) sotual output of the Faculty is higher than statistics indicate as many students, having completed their 6th year studies, do not fulfil the final project and are allowed to enter industriel and public activities as recognised engineers;60. (b) faculty facilities are being expanded and improved; (0) the effects of the stendy enrolment inorense observed during recent years will be felt in the near future. In the case of the. Faculty f Chemistry, where the present output of industri) chemiste is low, faculty facilities are being expended and enrolment will certainly increase. when employment prospects appear to be more favourable then now. Incentives, for students enrolling in the Technologio- al Faoulties, might be rorth considering. 23. Under theae conditions no further action seems to be needed for the time eing concerning the expansion of facilities for either Faculty. But in order to make the best use of available finenoial resources, steps should be teken to carry out joint eduational end training activities in whatever fields it would be possible; organise common measurement end control laboratories, workshops and technicel libreries; set up a joint department of seni-industrial plants for planning and implementing technological research end for training studente; foresee the joint plan for the upgrading of profeseors who may be needed in the industrial sections of both faculties in order to cover the widest possible fields of experience, and to avoid duplication of effort; study together e joint plan to be submitted to the verious instances of technical assistance in order to obtein such professors who may be needed for special fields for which no qualified teaching personnel is available in the comtry; promote, under Governnent sponsorship, the participation of private and public enterprise in the finenoing of si-industriel plants and in carrying out of research. Institute of Science 24. ‘The Inatitute of Soience established in April 1962, provides training in chemistry, physice and the natural eoiences, aimed et giving students the knowledge of modern methoda and of equipment for scientific and applied research. About 100 students sre enrolled in the Institute and the output might be 25-30 gredustes per year. At the same time, the Institute carries out a research programme eimed, in partiouler, at the better utilisation of national raw materials in industry, end promotes international exchanges and meetings to keep Pareguay's scientific research up-to-date with modern tronds in the fields of pure and applied sciences. Facilities for education are adequate, though there is a stending need for recent scientific equipment for various lsboratoric Organisation problems are being take care of in the Plen of the University reorganisation being financed by IDB. In the case of the Inetitute of Science the appointment of a higher number of full-time professors and researchers seems to be of basic importence as any scientific or technological research programme would give much better results if oarried out on a full-time basis. Unesco has aeaisted the Institute since ite creation, both technically and finsnoielly, and it 4° foreseen that in 1967 en evaluation of the scientific performance of the Science Institute will be carried out by e special ‘Unesco itission.61. University Eduoation in Agriculture (a) Present Situation 25. The Faoulty of Agronomy end Veterinary Medicine of the Nationsl Univer- aity began operations in 1956 in the premises of the National Agriovitural Sohoot at Sen Lorenzo (10kms outside Asunoién). The Faculty has 300 hectares of 1nnd of which 100 are uged by the Inter-American Technical Service for Agrioultural Co-operation (STICA). The buildings are too smsil for the Faculty and lack basic facilities for teaching snd research. 26. Enrolment from 1956-1966 is shown in Table 38. During this peviod, 85 students graduated in agronomy and 64 in veterinary science. The average annual output for both professions has been 14. All students of the Faculty are dey students; sbout 60 per cent come from rural ereas. 27. In reoent years the demand for graduates in the publio end private sectors hae increased, and there is now a general shortage of graduates. Substantial increases in enrolment in the first year of studies ~ 75 per cent for agronony end 78 per cent for veterinary sciencé - have taken placé during the last two years, apparently as a result of better employment opportunities. 28. The teaching staff consists of 70 members of whom 10 are working on a full-time basis, 7 half-time and the remaining 53 on en hourly basis. There are 16 Ayscoiate Professors, 16 Assistant Profesaors, 6 under contract, and 2 temporarily assigned to instruction. Eleven steff members are teaching basic aciences and they make up the majority of the senior members of the steff (asscoiate professors) in the Faoul Twenty-six staff moubers have received post-graduste training of more then one year in univeraities or professional centres abroad. Of these, 12 teach ugzcnoay, 6 veterinary science, end 6 teach subjecte coauon to both disciplines, mainly animal husbandry, The overall pupil/teacher ratio in the Faculty is 4.411; thie emell rate ie a consequence of the large number of part-time staff, The standard of education could be greatly improved and both research and extension work could be performed mare efficiently with lese academic staff, 1f their qualifications could be further improved by treining abroad and if e larger number were employed on a full- title basis. 29. The curricula are rigid and allow for no elective subjects, which fa not in line with modern thinking. For both professions, the first year of the five year course is largely devoted to the teaching of hasio sciences which could well be given in other departments of the University, or at the proposed School of Generel Studi The average number of periods per week in the agricultural course is 52 and for veterinary sciences 36; gach period is 40 minutes. 30. The Paoulty has started to develop research projects, some of whioh are co-ordinsted with the National Agronomic Institute under STICA, and which will develop in the future when a larger number of full-time steff is available. Commendsble efforts of co-operation between the Faoulty snd the Ministry of Agriculture have been made, such as the establishment of an artifical insemin- otion centre and a soil laboratory within the Faculty by STICA, There is also a project envisaged for the establishment of a new extension unit of STICA within62. the Faculty with the co-operation of the Faculty staff. This type of co~ operation should be encouraged further for the mutual benefit of the institutions concerned #8 it will lead to better stendards of education and thus to egrioul- tural development. . 31. ‘The Faculty's 1966 budget is f 19,160 million, which is almost entirely used for salaries, and leaves little for other operational costs. It is expected that adtitioral income from the Faculty farm will raise the income this year to a total of about # 21,160 million. The annual cost per student in 1966 1a estimated at about US $531. 32. The Faulty has received assistance from US AID, previously ‘through the University of Montana (1963-64) snd at present through the New Mexico University for » six-year programme ngreed in October 1964, The aid provided by the two North Americen Universities consisted mainly of technical assiatance, fellow- ships and equipment, na well ns sone nid to cover part of the seleries of selected local staff, Some, however, has also been utilised for the remodelling of inadequate buildings, end for tonching and research. The results ‘so far pppear to be quite srtiofactory. The administration es well as the mondemic organisation has been imoroved by the establishment of departments; staff have been upgraded through in-service training by external teachers and study abrosd; some facilities for teaching snd research have been improved, and a better co- ordination with Governmental institutions engaged in research and extension has been achieved. The sid to be provided by US AID for the period 1966-68 will be about US $242,000, of which US $120,000 is to be used for the purchase of equip- mont. (») Conclusion and Recommendations on University Education in joulture 33. The need to increase the output of the University graduates in agriculture and veterinary medicine hes been expleined in the first chapter. The expansion of the Faoulty's facilities should go hand in hand with the improvement of the standards of the education provided (Project 3). 34 The present five-year course could be reduced to four years if the first year of atulies which covers mainly the subjects of basic sciences, were given by other faculties or departments within the University (such ae the proposed School of General Studies). This would avoid duplication end wastage of human and finencial resources, nnd would enable the Faculty to concentrate on a specielised four-year course. 35. The time eveilable during the ecademio year should, as much ae possible be used for lectures, laboratory end field work, and the time now set aside for exeminations should be reduced. Concurrently, the ourrioulum should be adapted to the present end future needs of the country. The senester system offers a good opportunity for doing so es it hes a greater flexibility with regerd to new subjects than the present system, thereby allowing for some degree of specialisation towards the end of the course.63. 36. The expansion of research is of paramount importance, not only because of its inmediste benefita for the country's agricultural development, but elso beoause of ite etimulrting effect on the students and their motivaticn towards scientific progress. ‘The existing close co-operation between the Faculty and the Ministry of Agriculture should be developed further, especislly in research and extension work end services to farmers. The Faculty might aleo resist in the training of teachers for the mediun-level agricultural "Carlos Pfannl" of the Selesian Society. An expanded technical assistance programme including additional fellowships is needed, ns well as qualified full-time local staff. Any additional assistance should be co-ordinated with existing help given by US AID through the New Mexico University.64. GHAPTER V THE INSTRUMENTS OF EDUCATIONAL DEVELOPMENT - FINANCING, ADMINISTRATION AND PLANNING 1, Hinanoing’ of Biusstion The country's totel expenditures on education are obtained from the following sourcest (e) the Ministry of Education's total expenditure (1) (b) the expenditures of various other Ministries which maintain special schools providing vooationd, generel and secondary eduostion (e.g, Agriculturel, Interior, Public Works, Conmun- dentions, Army) (c) the expenditure of the Catholic University (a) the expenditure of private schools (mainly st the secondary “" level). 2. In 1966, the motuel expenditures from the above sources were a5 followst- (a) expenditures of the Ministry of Education # 956,935,154 (b) other Ministries (estimated) 27,987,000 (c) Catholic University 6,000,000 (d) privete primery snd secondary schools 179,632,000 (2) # 1,170,554,154 3. _ Total expenditure on education, during 1966, may thus be estimated at £ 1)170,554,154 (US $9,290,112). Given a total estimated population of 2,030,000 the per capita expenditure on education is approximately $4.58. Of the Gross National Product, which for 1966 ie estimated at 55 billion Gusranis, approxin- ately 2.1 per cent is spent on education. (1) This totel is obteined in the following way. Totel approved current expenditure (A), minug the sums not sotually spent (9), minus the amount relating to religious care (>), plus sotiel expenditure (c). The 1966 data ie a follows: 995,800,2485 (a) = # 58,783,094; (b) = # 16,082,000; (c) = # 36,000, om Thus, the actual total expenditure on education by the Ministry of Education in 1966 wae ff 956,935,154. : (2) Eetaimated on the basis of unit costs in Government schools which aret at the ‘primary level, # 1,843 per child per year; at the lower secondary level, £6795 at the upper secondary level, f 4,338. .65. 4. ‘That part of the 1966 National Budget allocated to the Miniotry of Eduoation is as follows: National Budget Education Budget Percentage of Nat. Budget. Reourrent expenditure] 5,176,673,587 995,800,248 Capital expenditure | 1,571,867,080 36,000,000 6,698,540,967 | 1,031,800,248 5. & summary of the Ministry of Education's 1966 Budget, by itens, is shown in Teble 39. The reletively large emount for primary teacher training does not accurately reflect the real situation since this eum includes 18 million Gusranis for primery schools and 24 million for lower secondary schools. With this correction the percentage distribution for the main seotions of edvontion may be summarised es follows: Type of Education Percentage of the Budget of the Miniatry of Education Primary Education General Secondary Education Teacher Training Vooational Education Higher Education Special Programmes (1) Other . The budget includes practically no provision for textbooks, educstional materials and supplies. The proportion of the budget ellocated to secondary education (general end vocational and teacher treining) is reletively omell (12.7 per cent) (1). 6. In previous chapters the Mission has submitted the following suggestions: (1) The item "Speciel Programmes"refera to the two rural centres of San Lorenzo and Encarnacién and includes expenditures far secondary education. Should this expenditure be edded to the totel referred to above, total exponditure for secondary education (general, commercial, teacher training énd vocational) would probably approach 15 per cent of the Ministry's totel budget. However, given the eter of the rural centres (and the fect that per oapita costs are; in thie case, much higher) it has been considered convenient to keep the relevant expenditure separate fron that of secondsry education.66. (a) reorganisation of primary education with the introduction of the system of multiple class teachers; automatic promotion; a minimum of provision of tenching aids to pupils; the expansion and strengthening of the instruction; the keeping within bounds of the gerolnoat in the teachers training achoola (Chapter II, paras. 28— 33)5 (b) the modification of the ourriculun of the secondary educstiony the expension of the enrolment of the secondary edwoation at lower oycles the construction of about 800 claseroome and of 170 rooms for the teaching of science; the creation of a Pedagogical Institutes; the creation of a scientific stream in upper seoondsry educations the reorganisation of the commercial stream of the upper secondary educations the strengthening of the School Building Depertments the orestion in the Ministry of e new Department for Vocational and Technical Education (Chapter II, paras. 49-56)s (c) the upgrading of the training and the expansion of the enrolment at the Voostional School, Presidente,C.A. Lopez, and, in due course, the construction of one more school of the seme (modified) type and size (Chapter II, paras. 65-69); (a) the upgrading of the education and the expansion of the enrolment at the Salesian Agricultural School (upper level of secondary education (Chapter II, parase 91-98)5 (@) the oraation of training. centres end their eventual expansion: the improvement of trade training for girls, (Chapter III, paras 12-17); (f) the strengthening of the Literacy end Adult Education Department (Chapter IIT, paras. 27-31)3 (g) the edoption of measures of selective admission to the National University; the fixing of a maximum number of yeare of attendances and the shifting of enrolment towards scientific and technological faculties (Chapter IV, peres. 18 and 22); (h) the upgrading of training and expansion of the’ enrolment at the Faculty of Agrioulture ond Veterinary Medicine (Chapter IIT, paras. 33-36). 7+ _ Should the sbove suggestions be edopted by the Government of Paraguay, there would follow: 4) on inerense in the expenditure of the Minietry of Eduention; 41) » modification in the present composition of the expenditure:67. ‘The Mission has attempted to quantify these consequences for 1975 (Table 40, Case A), and has also compared them with an assumed budget, should present trends continue, partioulerly in primary, secondary, vocational education, and, to # certain extent, higher education (Case B). The Mission is well aware of the purely indicative aspect of such an exeroises; nevertheless it is hoped thet the cnloulntions may be instrumental in promoting feotual discussions in Paraguay on the goals to be assigned to the national system of eduostion. 8. From the comparison of the two calculations, the following main points may be observed: (a) in Case A, the Ministry of Education's Budget would increase at « yearly growth rate of 6.3 per cent (4.5 per cent in Case 3); (b) the primary education expenditure in Case A would be slightly higher then in Case B. However, the standards of education provided would be better, and the output at the VI grade would be about 50,000 in Case A (22,000 in Case B). Moreover, in Case A, expenditures for a stronger department of literacy and adult education have been foreseen. (c) secondary education expenditure in Case A would be almost double that in Case B (if expenditures for commercial education were included in the total for the sake of comparison). However, in Case A, the Government would not only take a wider responsibility for secondary education at the lower level, but it would improve the etandarde of teaching end offer a new eduostional stream (scientific stream in the upper level). (d) vocational education and training would be organieed on a completely new basis and in Case A its share of totel expenditure would exceed 5 per cent of the totel. Fourteen hundred atudente would be enrolled in the vooational school at the upper level; four hundred trainees would attend adult centres; about 5,000 students would be enrolled into diversified and modernised commercial schools, and » large proportion of the leavers from these schools would enter directly the active populstion. (e) in the oase of Higher Education, present trends in enrolment and in per capite expenditure would be modified: the National University would enter a phase of reorganisation and stabilisation daring which the exceasive incresse in enrolment would be discouraged. The budget of the National University oould reach 20 per cent of the total expenditure of the Minister of Education, but wherever possible, not exceed it. oe Administration Although the problem of the organisation of the Ministry of Education falls outside the scope of the present Report, the Mission has gathered the impression that » written, clear definition of the functions of each Department68. and a streamlining of the procedures would be a prerequisite to attaining a higher degree of administrative efficiency. However, the present legislation for edwoation consists of a number of Decrees, taken at different times and reflecting different ideas and policies. The unification of various legislative decrees in one general Education Act would make it possible to pursue one line of action at all administrative level. 10. The Mission would also recall the suggestion embodied in the Report concerning some modification of the present administrative atructure of the Ministry: (a) the efficienoy of primary education could no doubt be improved by - strenghtening the inspectorate, especially in oities and rural arene outside Asuncién. This would involve, firet, en inorease in the number of inspectors and, secondly, a higher degree of responsib- lity to regional school inspectors. It 1s considered that the number of inspeotors should tend gradually to one to every hundred teaching posts; provision should also be made for trensport foeoilities end a travel expense budget; (b) should the Government decide to increase the output of vocational and technics] schools, to raise the level of technical education and to expand full and pertetime adult training courses, then the administration’ of this sector would acquire e far greater inportence than now. In thet case, the creation of » separate Departnent for Vooational Training and Technical Education, including comercial education, agricultural education, and giris' trade school is Feoommendeds (c) 4n connection with the implementation of proposed projects 1, 2, 5 end 6, the Department of School Building should be given a wider responsibility then at present ond should be reorganised so as to enable it to carry out new taskes (d) the Department of Literacy and Adult Education should be strengthened to reach gradually a steff of about 30 officiele, the main number of whom would be speoislly trained in methods of teaching literacy to the completely illiterates Provision should also be made to equip this office with transport facilities end « travel expenses budget. ll. As indicated in previous Chapters and in the recommended projects, the largest part of the suggested modification of the present administrative set-up would be facilitated by the provision of technical assistence from Unesco or from other soure So fer as Unesco is concerned, even if no commitments are made in this respect, favourable attention will be paid to any requests the Govern- ment submits. The following fields may onll for actiont69. (#) The Government might consider the esteblishment of a School Building Development Group (to assist the Department of School Buildings), consisting of an architect, a quantity surveyor (cost engineer) and an edvontional administrator, who should not only study the standerdisntion of schools with a view to reducing construction costs, but also study the location of new schoole. The Government might wish to request Unesco to provide » quantity surveyor for a period of six months to train a local counterpart. The remaining officials to be assigned to the Croup fre locally available. (b) The Government might consider requesting the services of a literacy expert for 12 months to assist in the organisation of the Literacy end Adult Hducation Department, and in the training of its personnel. (c) The Government might wish to consider the request of experts for the orgenisstion of the scientific and comerciel strenm of the upper level of secondary education. 12. Educational Plenning The national plan for economic and social development includes a Chapter on education which was prepsred by the Technical Secretariat for Plenning in collaboration with the Ministry of Maucation. This Chapter briefly describes the present conditions of the education sector and sets out quantitative and qualitative targets for the biennium 1967-66, as well as their financial implications 4n importent feature of the plan is that it not only desls with primary and secondary education, but also with the development of higher education, which obviously plays an importent part, at least potentially, in the economic and social development of the country, However, it may be observed that so far the short-term economical and social planning has had no important besring on the financing of education. The Budget of the Ministry of Education has continued na in the past to be drafted on » year to year basis, and overall policies discussed and agreed t the level of the Governmant have, so far, not always been taken into account in the Ministry's Budget. 13. The experience gained in drawing up @ short plan, the availability of nearly all relevant statistionl data, end the existence withir. the Ministry of fduastion of # Planning Division, would now seem to make it possible to work out a lone-tern plen covering the quantitative development of education, 9s well as improvements in quality. It goes without saying that the financial implications of such » plan should at once be agreed by the Government in advance, for the period of time to which they refer, A helpful practice, which it might be edvisable to introduce consists of having a tentative budget for a period of, say, 5 years ahend. 4. The drafting of a long-term Sducstional Plen could also provide the education=l and planning authorities with the opportunity of tackling, in a unitary way, the problem of school libraries at any level (whioh has been repeatedly mentioned in previous Chapters and in the projects) and, if fessible, the related problem of public libraries.70. 15. The main policy decisions regarding educational development will probably be taken by the Eduostional Planning Board on which the Central Plenning Bureau, other Ministries and perhaps non-governnental organisntions will be represented. As at present, the technicel end administrative work involved could be carried out by the Planning Division of the Ministry of @ducation in colinboration with the Central Planning Buresu. 16. Since vocational training and technical education would no doubt require special attention in any development plan, the Minister might also wish to consider the establishment of a specinl Advisory Committee for this purpose. It would obviously be importent thet the private sector is represented on such m committee.Table 1 + PARAGUAY - Population by Large Age Groups (1950, 1960 ana 1970) 1) —.— 2 t t 2 t : ts . Per cent Per cent, Par “ognt : t 1950 + 1960s rs lgto> ot : Age Groups by by Ages, by Age : # (thousands) | ene + (thousands) ' otpe *. (thousands) Groupe : et t 3 * : : s : : : : : : t s 0-14 : 595.- 3) AAs 8186 9: 46.7 + 1,084.— 3 > 45.6 ¢ 2 : : : 2 ' ' : 115 - 64 1 695.7 + 518 + 6626 2 49.3 : Lent 4: 512: 2 : : 3 : t : : 1 65 end above + cat OR Tr thet T1322 2 t a : : i es : ~———____.—_____, ge x : 1 : 1 : : 2 TOTAL 11.3432 1000 t 1475162 § 100 t237%.- 2 100 ot 4 t 1 2 2s 1 ios (1) Censug data corrected for 1950 and 1960 and estimatad for ‘1970, Source: Estudio Demografico no, 2 - Svoretarla Téonica de Planificaoicn,Table 2: Para \QUAY ~ Population, Grose National. Product Capita Product (1950 — 1! : eH {GHP por capita =f 3 ' Popul: nen! (thousands) (utttions 1962 Ae : (ag62 4)! "(us $) ' ' ————————— eee {19590 } 4,37 f 31,188 {23,681 | 168 ! s 1951 6 1,352 ' 31,086 + 22,993 + 182 + f igse $1,388} 32,003 {23,057 } 163} 21953 1 1,425 32,453 1 22,774 + 181 8 4 1954 $1,463 f 33,776 t 23,087 | 183} 2 1955 + 1,502 1 36,089 2 24,027 + 191 3 F196 $1,542} 35,651 23,120 | 184. } 11957 + 1,583 + 31,983 1 23,994. + 190 + § 1958 | 1,625 f 40,069 + 24,658 | 196 ¢ + 19599 + 1,668 1 399970 + 23,963 2 190 + } ig60 $ 3,712 f 40,607 1 23719 } 1890 f + 1961 3 1,757 1 42,880 1 24,405 + 194 1 { is6e $92,803} 435552, {24355 } 392} 11963 + 1,851 45,301 1 24414 1 194 8 +1964 | 1,900} 46,672 24564 } 194} 1 ‘ 1 : : Sources Cuentas Nacionales Ge 1a Republica del Paraguay y otros antecedentes estad{stioos — Vole, I and i, 1964.Table 3 s PARAGUAY - Gross Domestio Product and Size of Lehour Force ‘by Eoonoaio Sectors 965). : 7 7 1 : Fooncnte : aD. P. : Labour force : ; Sectors ina ai . : L1lion of! Por'cent Per-oamt : 1 1962 8} of the nota} Towsand® | of tne Total ! ' : 3 3 : {Agricul ture : 16,78 | 36.6 1, 34996 57.5 : : ' 1 1 : ' ' : t : : Industry ; 8,105 | 15.9 A 89,9 14.8 5 ' : : ' : aa ' : 1 t {Construction te w2T f Cy oe Ce) a5 : + ' : : $ Basic Services | 2,265 | 4a 3 16,~ 26 06 oy 3 ” . 7 . ” ° t ' ' : 1 : Other Services‘! 20,775 | 40.6 $ 1376 22,6 : 1 5 1 : ; All Beotora $ -5y210 F100, 1 608,4 100, i ' ' ' 1 : Source: La Planificacién de los recursos humanos on El Paraguay - Bases para una estrategia futura - Asunoién — Setiembre 1966 / Seor, Téon, de Planificacién,Table 4+ PARAGUAY - Number and Type of Farms by Size (1956) ? Type of farms + 1 7 t 2 Large Farns ' 4 : : 2 * : : t Grop : : : : ‘ ; Land area (ha) | 574,979 | -1,077/443 | 728,588 | 2,361,010 f° 14,2 ! Number of farma 2° 77,825 + 60,668 =: 2,042 ' 140,735 + 94.1 | Average eize (hs) } 144 wT 356.8 | F : 1 1 : ; A : * * * t . t Livestook Ranches 1 . t 2 ; Lond area (ha) | 547,361 | 39972791 | 5y332)206 | 9,852,358 | 58.6 ? Number of farma ! 1,639 ¢ 862 126 3 2,627 + 1.8 ; 334e— {4,608.8} 42,3192 } : t 5. 2 iy a = : so ¢ a + Mixed Farms 1, 1’ 2 1 : ; band area (ha) | 672,265 | 2,266,026 $1,542,377 | 4,480,668 } 26.6 + Number of farms + 4,881 1 5228 25 4 5,428 3 3.6 | Average cise (ho) $ 137.7} aye} 61,695.21 ! : t 2 s 2, 3 3, : — 3 rr a ' Other, : : 1 : 1 ; band area (na) } : : $102,584 | “6 ' Number of farms : ' . : 824: 6 . t + ' 1 . a J . t ‘ t - Grand Total ’ ' : ' ' . t ' . + ' : Land area (ha) ' ' ‘ 116,816,520 + 100 : Number of farms} : ; 149,614 {100 ‘ ‘ : ‘ : Sources Agricultural Census (1956).Table 5 : PARAGUAY of Elves Cpcupational Categories and Le’ ‘in thousands) — thoes). ' { Professionals } Administrators } Employees | * personal ; armed | ; Educationnl Atteinnents | and ‘ and. Workers | Services } Forces | TOTAL t Mechniciens * Manager : 7 : : : t 1 University education 4d : OB : # 05 + Of + Oh 85 } 7 complet: 3.0 : 4 : : - hoe foe 369 = incompl.-te 14 2 0.4 1 1 0.5 1 02 4 Ol 4.6 t _. 4 : 1 1 : 3 7 ¢ : : * 1 Secondary school education t 10,8 2 21 + 127 + 200 + 45 "1 29 + 60,0 $= secondary goneral } 10.3 ; 2.0 $3930} aga fad $28 579 = complete : 3.9 : 0.9 1 60 +t dt 09 + 03 t 134 i= incomplete : 6.4 : aa $1330 [47 | 5b 5 fb 4b t= others 1 0.5 : 0,2 1 04 & O9 + O2 + O02 2.1 2 ‘ 2 : ' ' : 1 a2 2 1: — : : : : : : Primary education Ae sae + 242, 43d , 22 , LZ , 5dmD + ~ complete ; 2.3 : 0.5 + 42 +327 1 41 4 5.2 51.8 : : ' 1 = incomplete 2 oT : 0.5 t 155 5 1765 § 122 | 17 | 224.2 ' less than 3 years and ' ® : 2 t A : with no instruction — { 0.9 : 0.2 $12.3 $ 225.2 ¢ 11.0 f 14.4 § 264.0 Fi $$ $$, >, — + TOTAL : 20.1 + 4.1 2 56.9 + 454.9 + 32.2 +1 40.2 3 608.4: Source: La planificacién ds los recursos humanos, op, cit,Table 6: PARAGUAY - and Projection of Gross Domestic Product, ‘oductivity (1 ——— : Gross Donestio Product Ocoupation Produstivi : Seotors (millions of $ of 1962) (thousands) ($ of 1962 : : 1950: 15621 19651 1973" B54 1950 1 1962 + 1905+ 1973 + 1985 1 ————_-———. — [———_:—_._—__: —— 1235. 4315. 31349.62442.93 429: 425: 4261 508 tAgrioulture OL: 134 1149 + 205+ 1 716% tIndustry 43: 571 641 1285 6 84.73 89,91130, 9 6271 613: T12 1 9781 1,570 + sConstruction 4: Bt 10r 254 12.8: 14.42 15.31 26,31 313.1 5551 654s 951 1 1,667 + tBasic Services 12: 16: 181 351 10.21 14.12 16,0: 24.8: 41,391,176 21,135 11,125 22,411 + 2,155 1 10ther Services 88: . ' . 98, 12128, 62137,62199. 53 304.3 897 11,128 21,199 11,404 + 2,001 + itotal 248; 360 | 406 | 693 t 425,1,557-1, 608, 4 824.4 4 1,272.4 583} 646 667} 841 | 1,273 | {Unemployment ae a 9.7% 3 34.8" 25.0} 25.0% : photive population 431-3) ste! 64. 1849. 4 ff {Unemployment f 2.8, Sel} 5.4) ea ' (bv) Anrual Growth Rates : Gross Domestic Product Occupation Productivity : Seotors : 50/62 + 62/65 + 65/73 + 73/85 , [$$ ——. —_—. {Agriculture - tb = 2 22 2g f Hndustry 06 1 19 1 4.0 + 4.0 } {Construction 49 1 5.6 1 48 2 48 f ‘Basic Services ree ee ee ‘other Services 190: 20 5 20 2 3.0 } 08 + wet 29 * 35 t 1 Total ¥ :Unemploymant tActive population rUnemployment rate Source: La planificacién de los recursos humanos... op. cit. Note (1): 9.D,P. ané Productivity values given in the original table in Guaranis of 1962 have been converted into dollars of 1962 at the rate of 126 # <1 US ${Levels of educational | Total { Total | Survivors of | New : : attainnents i $2965 | 1985 | 1965 in 1985 ¢ ocoupations | fe nr nt 1 + 1 ' t 11, University education + B51 227 4.3 ' 184 6 | = complete 1 9} 126 20 $ m6 f t= Ancomplete 5464 92 23° 4 68-8 : 1 1 : os * 2, Secondary school : : : ‘ : Sdugation 2 6000 , 274.8 30.0 1 2448, 2 = ss0ondary general & 5769 + 189.9 29,0 s 160.9 {= complete $134} na 68° $1043 ¢ 1 = Ancomplete 2 44.54 78.8 22.2 + 56.6 + ' : 1 1 ' + 7 voostional 2 21, 849 1,0 i 83.9 | 1 : 1 2 ' 1 3. Primary odusation # 539.9 974.9 270.0 + 704.9 + {= complete $58 | 218.2 2.4} 192. } 1 = incomplete £ 224.1 1 455.3 198348 ' - 1ess than 3 : —_ i : : and with no 1 $2640 | 30164 132.0 faa ft * £4. Botad + 608.4 1272.4 | 30435 6A : A ‘ 2 ' Sources La planificacién de los recursos humanos, op, cit.Table 8 : PARAGUAY - Manpower Foros in the Agrioultural Sector Bducational “Attar amen nt and 0; tional Status, 5 ’ 7 7 Fi + 1 er : ' Occupational Status a 2. Percentage of the Total : ‘ : ———— . 1 BR To Say | RS | ome Te | t : { qmterprises, “Activity: employed + Baployed } Studying 1™PM°4 5. Activities | ; : ; 1 4 3 : 2 : ‘ } University graduates} ; + 2 2 : : : ; (Ingert agrénomos), 100 ¢ 9 ’ 67 a) 2 2 A t 2 8 2 5 t : 2 ' ' ftp 1 Veterinarians 2 13% 7 ; 8 boa of a os 7 Ga fg 2 : : : ' : : F ——— ——— {+ {i { Middle Level Cortifi- } : 2 3 : ; : t : 7 cate (Agrénomos ) 1 494, 6 + 30 2 12 . 5 : - 2 9 2 38 A : ' t : ' ‘ _—!-____._____._—_, $$. ____ + Farm school : 1 ; : : : : : ' 3 (Préoticon rurales) + 2,135 ¢ 9 A 1 1 ot an) poe 7 404 10 ’ : : : : Sourcet Ministerio de Agricultura y Ganader{a - Secretar{a Técnica de Planificacién ~ Gomité de Coordinacion OEA-BID-CEPAY SIDA.Table 9 : PARAGUAY - Agricul tural Seotor: Retimsted wer Feeds Ptpiterohis sat desea ved . i i ; Estimated | Survivors in 1 Average | i ; ; Present | Mature Force | 1975 of 1965 | Force to be! } Present } Ps Educational Attainment ' Porce ’ Required in ri stock ' frained 2 Output : Annual ' 0 5 ; 1975 1 (60%) 2 ; Heeded | Output } r t a . : : : ' 1 Higher level ' ' : : : ' : : ' a : : 5 1 : 1, University graduates: : : 1 2 2 ' + in agriculture ' 200 450 ' 60 . 390 t 39 . 43) + 1 Netorinary aurgeona =} 130} 40d : 8 136 fF 33 faa) t r + ’ . . ' . 2 Total =: 230 1 854 138 1 76 + 7 2 (27) 1 . 2 1 ————:———: 1 1 t : : 2 ' : 1 Middle level + 494 +. 1,700 t 296 2 1,404 +40 oo: - ¢ : : ' ' : : : : : Souroer Data provided by the Ministry of Agriculture, Rural Society, and the Faoulty of Agronomy and Veterinary Medicine.Table 10 : PARAGUAY - Number of Graduates in Veterinary Medioine B dT Livertock Population as Basis for the Oaloulation + ' Ad} ‘Situation 1966 Situation (thousands) thoasands: : t Number of 1 ' ' t Animal Number | Conversion ' ' : aninal 1 Speode | t GQ) | inter (2) unite t ee t ' 1 ' 1 Equine ' 673.1 1.0 - . ' 1 ' —— 1 : ' 1 : 1 Cattle t 524610 1 05 - ' ' ' 1 : : ——)————_—_-;-____—; ——— : 1 ' 2 1 Swine + 819.0: O42 - ' ' ' ' ' ——— 1 _———————— ' ' 1 ' 1 Sheep + 438000: Od - ' : ' ' ' i ey ' 1 : : 2 Poultry + 642960 5 0201 - 1 1 : ' ' r 1: 2 : ' ‘ : 1 ‘Total ' 40040 (3) ‘Tue number of vaterinarione required in 1915 will be of 404 (applying the rates 1 veterinarian per 10,000 animal mits, as it 40 oustomzy in other countries of Latin America with more advanced professional services). Hote: (1) Segundo Plen Hecionel de Desarrollo Boonfatoo y Social Bienio 1967/68 ~ Anexo 1. (2) F.A.0. Livestock Year Book 1960 (The index for cattle has been reduced to 0.5 in view of the extensive aysten used in Paraguay for livestock production). (3) Bate of inorea: Mission. of per cent per, year, aa estimated by theTable 11 + PARAGUAY - Population Bstimates for 1965 (in thousands: ‘ a : Total : ‘Asuncién ‘ eee : Rural areas ‘ Y 2 * : . : 2 Ong + 35155 1 41.8 : 61.6 t 248,1 : 7 #9 : 324,3 : 41,3 : 58,9 : 24,1 : : 1014 + 26058 + 41,2 1 5195 + 168,1 + : 1 : : 1 3 : 19 p B2Y 54,5 fl 85 5 18,2 | 20-24 : 171,9 : 315 : Bll 1 103,3 ' {25629 7 13857 7 28,6 : 23,2 7 86,9 : s 30634 ' (11354 ' 23,1 ' 20,5 ' 69,8 + 1 35-39 ; 9599 : 18,3 : 113 : 65 t + 40-44 1 81,0 : 4,8 1 16,0 . 50,2 1 1 4549 : 6855 : 14,6 : BA : 40,8 : 3 50-54 1 553 11,8 : 20,5 : 33,0 1 : 55=59 ; 4547 : 93 ; 8,8 : 276 : + 6064 2 3598 ’ 654 ’ 6,6 . 22,8 + : : ' : ' : 5 65=69 ‘ 26,6 : Syd } 58 : Lr $s TOTS : Wt 3,2 : 3.5 ' 7 8 + 15-19 : Bo fF 2,6 : 3,0 : m4 ft a 60+ ' 12,0 1 2,2 : 2,2 : tT + F Totel t 2,030,0 i 356,2 T 377,1 i 1,296,7 . 2 1 ‘ 1 Source: Seoretarfa técnica de Planificaeién.Table 12 + PARAGUAY - Education: Ehrolment_and Distribution : : School Year age # : 11952 {1953 {1954 11955} 1956 | 1957; a95e * 1959 11960 {| 1961 | 1962 | 1965 } 1964} 1965 i oSet Aer aug! 228, aes qat 2,752: 2,3411 2,209 2240: (2): (a) (a) i 6 ; 2,814! 54126! 6089? 71894) 9,502! : ; 11,885; 11,866 12,078" 15,207} 15,388; 12,0624 6,090 $7 § 33)716: 33,715: 36,026 36,792: 37,452: 39,8151 42,969: 41,975: 44,390: 46,359: 48,566: 49,026: 52,409: 52.987 1 8 4 29,959) 32,5301 34,575) 35,852) 36,551! 36,550! 38,944 42,003! 41,p16' 45,999! 46,025? 4T4T09) 49,789; 524358 $9 + 29,5001 50,541 334113: 555515 36,201: 37,5302 35,8991 39,2581 42,2171 42,181: 45,1722 47,208: 48,648: 49,915 + 10 { 30,078; 32,526! 33,990; 36,2981 37,690! 38,956! 38,544? 37,736! 41,692) 44,540: 44,648; 46,398: 48,011! 49,682 + AL + 50,248: 28,5101 51,518: 31,7921 34,0531 35305: 35,461: 35,627: 34,833: 37,497: 40,8773 40,1463 42,438: 44,187 + 12 {28,616 294353, 28,904) 31,4651 32,256! 53,004! 32,669 53,154! 33,444! 31,601° 35,320 37,307! 31,593; 39,523 + 1 + BLyA1Gs 22,0251 2552642 22,564: 24,414: 2441531 24,8681 24,159: 24,9811 24,255: 234599: 25,397: 27,519: 28,980 + Mf 14,492) 14,513, 15,876; 16,451; 15,321} 16,052! 15,759! 15,829! 15,675! 15,463! 15,714! 14,661 17,295; 17,992 #15 41 9579+ 10,107+ 10,7551 12,841: 12,861: 12,529: 12,597: 12,1632 12,2022 11,6412 11,691: 11,398: 13,3791 14,284 2 1 ¥ re * ——: . #Potel + 250,6671258,768:254,118: 267,643: 275,454:287 ,0451290,4711296 , 5392505 44792311 , 8331327 0591534 ,6381349 ,143: 356,998 1 t : : : 1 ‘ 1 : : : : : : ‘ (1) Included in age group 6. So ureet Ministry of EducationTable 13 + PARAGUAY - P ' a) ' : : School Yoar : 2 : 7 7 7 7 * 1 Grade + 1961 + 1962 1 1963 1 1964 + 1965 2 i ' 1 1 1 1 : ' * 3 * : * 2 : ' ‘ : : ' : 2 VI 1 155467 2 16,602 + 17,569 + 19,102 + 21,313 toy {22812 $24,358 { 24,412 | 27,828 | 29,727 | ow + 34,061 + 35,665 + 37,240 + 41,077 + 43,054 © {TEx} 50,245 } 53,750 } 554039 | 58,105 | 59,867 { + IE 1 72,664 1 76,732 + 78,943 + 81,161 + 64,215 + ior {112,972} 116,201} 126,852 | 127,344 | 116,022 f ——— 2 1 hat 1 : : 1 : ' ' : 1 ' ' : { Grades | 308,219 1 323,208 | 330,054 | 344,637 | 356,998 | 1 1 ‘ L ‘ : Source: Ministry of Education.Table 14 + PARAGUAT = Pri Baiucation: Enroluent by Age, Grade anid Gaesy rT 7 ot ' Ww i |_| —-|—. : ' : : wee 6 3,262 3,586 Bt "bo 1 2,387s 3,703 | 6,0908 7 J 24,402122,083 36} 279 16} : 27,586} 25,401 | 52,987! 8 14,176223,309 2,442: 2,504 1673 ' 26,678: 25,680 | 52,358: 9 8,647) 7,498 5,614; 5,836 | 1,722! 1,934) 207! 25,787) 24,122 | 49,915! 10 | 5,517: 4,620 6,196: 6,274 | 3,934: 4,228] 1,390: 195: 197 | 25,5232 24,269 | 49,682: n 2,918) 2,546 54599; 5,266 | 4,211; 4,255] 2,944" 2,955 | 2,253!2,362 | 22,861! 21,326 44,287) 12 | 2,960: 15478 419661 34860 } 45612: 4,074] 5,377: 34261 | 2,22342,312 | 21,4693 18,054 | 39,5231 902; 646 34552) 2,550 | 4,292) 2,854] 3,159; 2,719 | 2,390!2,279 | 16,601! 12,379 28,980! 451: 281 149208 2,095 | 2y504s 1,557} 2,515: 1,831 | 2,209:1,060 10,758: 7,234 | 17,992: 1,019; 565 | 1,661! 2,436; 1,201 | 3,398'1,925 | 9,352 4,932 14,284! 2a. 1 t 2 : H : : sgraden| 62,617156,205 |45,129:39,086 |31,627:20,240 ]25,1391 19,915]16,028113,699 ]11,452:9,061 | 198,992: t 5 ‘ : as : : ‘ 59,867 43,054 21,313 Sourset Iinistry of Education.General Seconda: School Year 1962 1963 PARAGUAY = Table 15 Grad 2,535 3,198 116 t 1 ® : 2 ' t a 2 2 2 ® + 1 1 1 2,220 2,871 Ministry of Education. Source:Zauoation: Enrolnent b; 3 ‘and Authorit; fi 5 1 PARAGUAY = Jj Table 16 Teacher Training + 7 2 ‘ 8 rie P Grade 6 BRa€28 $2538 aww $3933 3 aoa eee 8 S33388 a8 as & ad Paes Rak aS 288 ae aa So Rea Rag ae ga & a2 8 Rg § aaa g@8 33 wees 23 8 3 1 : 780 + 3,185 + 16,662 1 16,640 + 35,302 1,703 + 2,405 + san 4 gradent 2,623 + 3,566 1 65209 + 1,294 1 409 + Government. (G) and Private (P) Schools. Notet Ministry of Education. Sourcesto the 3 2 Total 101 Agcordi: 0 ‘and ass eoti 1 Secondary Etuoa! PARAGUAY = Gen: Huber of ‘Table 17 Sections Clase 4 5 5 4 B aT 20 Ministry of Eduoation. i04 Commoretal, Surriculun PEL tem Pimt tt bo orm tit @ a tm mm fuett tommtnt tof out ned Baohi Rayoation: vit Petimit om fimmtre pirtan ¢ tmtmite fart tommatt @ wm ort ter out Pommirt @ om it tie tt PARAGUAY ~ Gone: Winiotsy of Biuontion Table 18 + Bubjeot education of educntion observation 128, Pedology 126, Child poychology ation 127. Principles of education 411 subjects Surcer 24. Physical edtio— 35. Com, Practice 36, Correspondence 137. Off, Preotioe 394 Hone economics 38. Agric. 129. Payshology 125. CLassroom 130, Sociology of iTble 19 : PARAGUAY ~ Primary Education: Bumber of Teaching P Professional Grades of Teachers (1963-1966) ¥ = Grades Qualifications Monthly salary :__ Wunber of teaching posts 2 : in A (1966) 1963} 1965 ' 1966 ! : 2 : : roa Graduate of present norsal school : zo : t (3 years after “oiclo basico") 5,100 + 3,747 59024 6,005, t : r * : 2 Same as Grade 3 below but with 10 yearo experience 3,900 280 169 164 2 3 3 § Graduate of previous normal school + (S-years poot-primary) 3,600 1,733 986 1,060 4 + Same as Grade 7 below but with 3 summer : course credits 2 2,400 1,629 1,795 + 1,756 1 : : : : : : 5 Same as Grade 7 below but with 2 sumor : : : : course credito 2,000 434 435 469: : : : : : : ? : : : 6 + Same as Grade 7 below with 1 oummer : 3 : : + course credit 1,900 : 466 433+ a2 : : : : : : : : : t 7 No formal qualifications 1,700 1,901 1,640 + 1,364 + 2 : : 2 : : 3 : : aa + 10,190 10,592 30 : : : 10, : : grades , : : : 2 : : t : : : : Source: Ministry of Sducation,Teble 20 : PARAGUAY - Secondary Baucation: Government and Private Schools: Omership and State of Building Geample) 3 State of buildings é . = = Grand Total } Schools Omership Wot indicated } Total i eo i picipe ep : : too + Owned : 2 - 14: Me 35 : 3 : : SERENE aueaeEeeemeenee : : : : Rented : 6 lor: a: 40 : : : : : : + + + = : : : : 1 : + Other 2 2 6 : 2 4 4 210: OB: 33 : : : 3 : : 3 : : . 7 + > > — > : : : 1 : : Operating in 2 : + : : : Frimary Schools °: 3B 8: ls: 22 : 5 8 38: 4T : : : : : : : : : . - - * + . 2 : : : : : : : : : ‘Total #1207 43 75 # §’y fF a3 131 + 175, : 3 3 2 : : : : 2 : : : 2 : Note: G = Government P = private schools. Source: Ministry of Education.PARAGUAY ~ Technical Education: Table 21 t_ (1961-1966 Grade and Out) Enrolment _; Enrolment by GRADES v vv ur Ministry of Ziucation estimated. Souroes +Table 22 + PARAGUAY - Yooational Sohool "P: Enrolment in Day Cours Source: Ministry of Education 2/ estimatedTable 23: PARAGUAY - 7 z = Specialization :1950-55 : 1956 : 1957 fc pa & g S Leather engraving : 19 : a Printing Wedes 0: = t= 6 4 2 2 r 3 3 7 i Auto-mechanios «= 64s «10: 5: a 4 : : : 2 : : ? ? ? + Fumiture mking + 44 : 6 + Br 2 4 2 2 2 t : 3 * 3 1 Meotricity to2 2 92 Bt 5 A 2 : : : : 2 * ? + Welding and ‘ : 2 1 Smithing 1 a T1211. 4 — “ + Genoral Mechanics : we: 5 : 2 3 Pluabing 22 4: 10 a renee ca ee Radio gots 2 91 6 1 7 Refrigerstion a 6: 7: 7 : : ; TOTAL } 2m} 62} 63 fF 10 Hote (1) estimated. Source: 3inistry of Bducation,Table 24: PARAGUAY - Private Vocational Education: Enrolment by School gnd Total Output (1961-1 : ‘ Enrolment by school Output ft = + 1 Ville Roos | Piler { 1 ALL Schools + 1 ‘ All Schools + ' gt wt : ' 135 moot 342 64 a 7 * 1 t : slo: 187 + 127) 8 = 8 500 T ' : ' ‘ ' 132 tio ft 528 + 2B : : ' Notes: {2 Salesiaris schools 2) Jesuit's schools (3, School run by a local committees (4) Harinnists school, Source: Ministry of Education,=1964) Barolment and Output (1 icul tural Sohools: onal Aj Region PARAGUAY — Ri Table 25: 2 Concepcion 7 indy Qui jan Juan, Bautista 8 fica t + Villa Ri 9 5 7 0 © Output, B= Fnrolments Notes: 6n agrtcota en “1 Paragay. Ta Piueaeii @, Tamayo Ve, Source:iculture "Carlos [fannl" = 1959-1966 Table 26: PARAGUAY - School of Ay Enrolment and Output SnroimentTable 27 : PARAGUAY - Vocational Schvol "President C.A. Li Bhrolment ipgreding Evening Gourst Tas Specialization in Gj Specialization 1957 + 1958 ¢ 1959 + 1960 + 1961 + 1962 1964 : 1965 : : ‘ Leather engraving 36: 25 Printing trades 20 15 Auto-mechanios 15 90 Furniture making 25 - Electricity 49 Generel mechanics Plumbing Bailio Refrigeration Welding and Smithing ‘Television : All trades 255 + 188 Source: Ministry of Bducation.able 28 : PARAGUAY - Vocational School sPresiient Ged. Lopes": Adult reinings Graduates of Upgrading Evening Courses, 7 7 ? ? 7 7 7 : Specialization 21959 : 1960 : 1961 : 1962 + 1963 1965 + 1966 rom. : : : : : : : : : t t 3 7 ¢ 7 j Meether engraving yo; 23} 5i mi 2 1 fas 93 — * + * + . : : : : : : : 3 : Blectricity =| - tr et oe tos at - 38 : : : : gg a } Plumbing pei - - fai -f - -i- 12 : 2 2 : : : Badio : Se Po wo Sa a - wo; 60 - : . * } Refrigeration ; - ; 8io- -}; 10 + 2 + 3 * 4 } General Uechanios : porated eG 2;10 } wi § : % + 2 * + 2 + {441 trades : 93d) a far ist 2 arias 185 2 : : : : i Source: Ministry of Baucation.t Institute of Scinnces Licenan exrct cont. : 7 r 7 7 : : Facil fy; cohol, : 3 years 4yeara ot = S years st 6 years : 2 —. 2. ' 2 : : t + Philosophy : License in Philosophy; License in : ym Doctor in History 1 : Pedagogy , History fl 5 : : : Literature : : fi : Mathe- : : : ; ; natios : : 7 . * : } Agronomy & Veterinary : * Doctor in Veter-t : : " Nedicine : } inary Medicine + fi ' : Agronomy Engi- + 5 : : : { neer : : : —: - —: —— : 1 Architecture ; : i" Archi tect ' ' at — : : 1 seiences (Maths; + physics, chemioy : try) ; + License natural t sciences : : " : t : : (Biology, : geology) * 1 Obstetrician Nurse = Social + Institute Andres Barbero ; Assintant at on School of Fine Arts . : Dance, Piano, Plastic arts, professor, 3 to 6 years 2 Doctor in Public 8 : # Boenni lic f : ashes lS SACSioLAcasnesteesonlt fapensel tae, : raeierecetcreat : * : : 1 Business Adminis— 3 : : 2 2 tration ps Source: Informe Oficial sobre "duvacién (1963) and other data,Table 29: PARAGUAY ~ National University: Buration of Studies by Faculties, Schools & Institutes (1966) : 7 7 7 7 : earit San : 3. years tf yea 15 year 16 years r 2 7 ¢ 1 1 Law & Social Sciences : Notary : : 3 Lawyer : : : : ta Doctor at Law t 2 2 : : r : 7 ‘ 1 Boononics : : 1 License in Boonomics : : : y i : a 1 : r : : 2 * Physical & Mathematical Sciences: Land Surveyor + 2 = Civil Engineer . ® : 3 tm Industrial Engineer) t : t 3 ‘ t : 5 : + ‘Chemistry & Pharmacy ' + Pharmaceutical + : Doctor in Industrial 1 : t Chemist 1 : Chemistry : : ' : 1 Doctor in Bio- : : : : 1 chenistry t b i 7 3 7 * . ' + Doctor of Medicine : : : : 1 & Surgery 1 h __. 1 1 1 i : * : Dentistry : : 1 Doctor t : 1 tTable 30 : PARAGUAY - National University: Administrative, peach: 1d Service Persounel by Faculties, Schools and fnstitutes Tee} : FACULTIES i SCHOOLS } INSTITUTES ; TUL : 2 :ContsLaw sedis ChawasPhys, sixties loonsPhilosAgs. :ArohiaFine:Publ ix InsttdndrestHighsriPoraom? Poroont + ' tdm.t & soinestry + & ttry tSc. tsophy: & :teo- tArts:Adm, t of :Barbe-:Leng. mel 1 of the : 2(1) tS00.2 8 Matha: tt sVeterture 1 :Sohod:S0, 120 & tInet. ¢ 1 total: : 2 80,2 ot oo ttt led. to: | aObetet: : : : 2 er eer zt :_1P ody t 2 1 : : ye +e et t 3 * : : por orig took toe ' 1 1 : + Administration: 36: 10 279 114 rage 2 6: 2 4 3 + Bur : : Pole yt ye Bye ole : 1 : : . Deans - 2 t a t 2 t t a7 e Me Me 9 ' vo t : Heads of + : t + : ' : 2 . ® z 2 Departs, Lid: 4et- boat +61 StL 338 : 2 to: to tot 1 t : : ' rr 1 1? t : ? : : Professore 141 11201 63 role 2361 53 1 3 1 630: 38 : 1 pane zo pos 2 2 1 : : at tf % * t 1 1 Professional roa + 3 t : : : 1 Pers. -1 221608 = 210r = t = & 170% : : toot to ' : ' 1 echnicians 15 : PL tagt togt : : : : 1 & lab, -, 7,399, 7 od ee EO : t + ' a t ' ' : ' t 1 Services 6: = 3357: 4 2 9r 19 2: 497% 30 : t poo: zo: : 2 ‘ : : ? 2 . ‘goTaL : : : Hote (1): ‘he Personnel of the Brasil/Pareguay Secondary School and of the Language Institute is not included, Source: The Budgot 1966 of the National University.Table 31: PARAGUAY - E 7 7 ? 7 7 Faoulty, School or Institute : years =: 4 yours + 5 years +: 6 years 2 : 2 : . : ? ? Law, Political & Social Sciences * : : ¢ Lawyer ; : ‘aDootor at Law : : 2 : ? 7 7 t Philosophy, Biucstion, History + t Ideense in Philosophy +: Doctor in ' : : " "8 History" Philosophy + 3 : " " Biveation : "History 1 : 1 2 " Eiucstion + 2 2 2 4 2 + * t Accountancy & Administretion + License of Accountancy 1 Dootor of Aco- + : + Administrative 1 ountamcy& + : + Sodences 1 Administrative : 2 ' 1 Soiences t : 2 : 1 : 2 1 2 Source: The Catholic University. Hote: Graduations preceded by an asterisk require the presentation of a thesis.Table 32: PARAGUAY - National University: Gandidates Admitted by Faculties (1966) ' r T 7 7 : 1 Faoul ties 1 Candidates 1 Absentees 1 Passed exam- , Failed exan~ : : : { “inations | instions } : 4 1 aa 1 Law and Social Soiences 1 202 + 4 + 120 ' 8 : " ot 1 Medicine : 120 2 1 36 : eo os Rees ee erent 1 Physics & Mathematioal Soiei mo 8 4 38 : 52 + ey 1 Poonomics to + 5 ¢ 53 : 52 : ot — _—————s 1 Dentintry t 5 + 4 tl 19 ' 36 : a 1 Chemistry & Pharmacy > mo + 7 +8 45 ' 58 ' c ee eens 1 Philonophy » lot 4 ¢ 2A ' 79 t — a + Agronomy & Veterinary Hedioine + & + - 4 16 ' u : ' 1 1+ 1 Archi teoture 1 outo+ 2 ¢ RB 1 a t Public Admintetration School 1 29 1 9 8 20 : : 1 Se a Ee 1 Inotitute of Sciences ' 64 otk 51 ' 12 ' F ‘ — 1. + 1 Higher Language Institute t wo: [= tl 10 ‘ = t cee a ' t : ' ' 1 T0TAL 1326 § 42 f 669 + 45a : ™ Imoludes candidates not admitted owing to the limitation of available place Source: National University.Table 33: PARAGUAY ‘Boho: ' 7 7 7 7 7 7 7 7 7 + 2 Faculties 11957 1 1958 +1959 21960 1 1961 1 1962 + 1963 11964 : 1965 + 1 : 1 4 1 1 1 a 4, : : 1 4 Y + 7 ¥ ¥ + 3 Law and Social Sciences 1 5201 572: 624: 628: 7061 838t 895: T7101 7524 eee ot it 4 ts 4 Medicine 1 6261 576 S11 t 430% 418s 355% 289% 2901 2821 ® . 11 1———1 = 1 ——: 1 Physios & Mathematical Sciences! 89 + 1051 121: 1271 182% 203: 200% 230: 3151 + . I ge + Boononics # $171 56L 558s 572s 6502 673: 6431 620: 6631, (SV 1 a a + Chemistry and Pharmacy 1 3451 313s 295 299 3348 «402s 2702 40h AST I * * It op a a se ss * Dentietry t 137 162.2 1722 «178 1922 1822 1621 1481 1644 + 1 ft et 1 Philosophy t ATL a 4052 412 5544 6522 4992 456: BTL: 491 : + ——. 11+ 1 8 Agronomy & Veterinary Medicine : 119: 1121 142: 2041 1432 185% 214: 2541 2741 ee. ————1 1-1. 1———— 1———-+ + 2 Architecture 721 78: 78: 86: U7t 142s 195: 271 230% 2 It at at at eet a Fine Arts Boo- b m b = t 156 158 2452 2638 1641 207: i ss es 2 Public Administration ros b= 8 = t 592 63s 100s 119: 137: 14Te ' Att ts 11 1 Institute of Sciences toe et et eb = t We 54t Bt TBE pe gq tt : TOTAL 1 2,896 t 2,924 1 2,913 1 3,293 1 3,615 + 3,904 + 3,760 + 3,688 1 4,055 8 1 1 1 4 2 1 2 2 : Source: Seoretarfa Técnica de Planificacion,Table 34: -PARAGUAY - National University: rolment, by wesre of Sindy) = (1955-65) = ' ‘ Years of study : 1 ——<—<$$$ $$$ $$$ 1 I mola twit oviiwis : oY 2 st : 219 1 255 + 237 + 135 * 77 | ' 1 7 344 5 257 § 244 2 132 8 103 | ——_—- 1 ' : 388 1 269 1 263 2 133 8 127 : batt +1958} 858 + S27 + 328 + 333 + 118 + 106 | ‘ a tt tt 4.21959 1 798 1 464 + 460 t 326 # 170 + 106 | ter tn! {1960 + 82) # 507 2 43l 1 361 2 250 + 184 ' marae ot $1961} 966 1 576 1 505 1 340% 274 + 202 | ee fp at : +1962} 994 + 589 + 473 4 375 280 3 759 | pe ae a ee eet : 963 | 829 + 655 + 483 + 390 +, 264 + 219 | Sg gt +3964 832 + 529s geo tgs 285 4 aca aan Taree aera : 5 965 12062 + az 1 STs 3922 203 + 283 t ‘ ' Note(1)Faculties included! Hoonomioay Physics & Mathenatical Soiences; Agronomy & Veterinary Medicine; Philosophy; Chemistry & Pharmacy; Dentistry; Laws Sooial Sofences. Sourcet- Seoretarfa Téchion de Planifioacién,Toble 35: PARAGUAY - National Graduates by Faculties (1956-1964) . t r + . . : . 2 t Percent of : : Faculties & Schools 1 1956 t 1957 © 1958 1 1959 + 1960 : 1961:: 1962 1 1963 : 1964 1 Total: total output: : : : : : : ' ' ' ' : 1956 - 1964 : 2 —+ 211 } Law & Social Sciences: : go} 45} 38t got got ast a8 48 16.5 : Notaries t 10 1 wW 5 13 1 12 : 18 ® 15 ’ 10 ' Lawyers 1 30 : 26 ’ 25 1 28 1 22 A 30 P 38 { Boonomics : sop ws} 76 t 4st aT ast 4 a. 8.3 : Public Administration ' -y ea -, =, =~ =) 20 40 1.6 { Medicine : aT} Tet 62} 50% 10% ai oF 532 21.0 } Dentist=y : dai aot ist ie? 3B:t 36% 39 194 1.6 : Chemistry & Pharmacy : ap 16) 585 SOE 53 OBE 45 “586 23.1 : Pharmacists ; Ty 425 AOE) BP AE BT. 30 : : Biochenista : STP ME mi agy ish a3 ie i : Industrial Chemists ; TEESE RE et att 3 ct * Physics & Mathematical Sciences! af aioe af aot sat a 63 25: % : ‘ : ' ' : : 1 : ' : Industrial Engineers : -P Sp cb Lg ei ede. Cy : Building Engineers : 2, Wy 6F 1p wy 3} 20 * philosophy : r5t ped add. Bet 8 ATE. 40 327 1290} : History : Ti o5t 4t 3b 5b mt 4 : Mathematics A 6, 4g Ma 2a Rae Ta 8 5 Philosophy ' 3 5 5 ’ 5 : 5 ’ 10 t 5 : 10 : Pedagogy : Se 4, Bb 4p yy gy : Literature . 4) 4, 1p sp we by. le t Agronomy & Veterinary Medicine t toe St AAs ad 158 | 27 136 : Veterinary Doctors t -t 221° te oud Agronomy Engine=rs : 2 228 4 2 1 Archi tecturs : : ' : 2 Fine Arts : ' : ' : + Institute of Sei 2 2 ' + 2 + 322.4 3241 3182 355 1 2530 Source: Seoretar{a Téenica de lanificncidn,Table 36: PARAGUAY - Rational University: Annual ture Bagot (7956-1966) ' 7 as 7 + {Year ads { of yearly! Salaries | Tota 1 a 1_budget 1 1 t 1 v + * t +1956 + 15,572,400 40 1 23.014,800 + 38,587,200 ' 1 1 1957 1 18,686,880 1 38 1 29,919,240 1 48,606,120 1 = 1 1958: 23,624,256 + 38 # 38,723,088 + 62,347,344 1 — $e, > + 1959 1 29,484,672 1 35 t«52,661.040 + 82.145.712 1 a ef ef se + 1960 31,120,044: = 35, t 57.125.028 + 88,245,072 ——1 =_——————_— + 1961 + 35,188,572 + 35 t 62,625,576 + 97.814.148 ¢ —— oe 1 1962s 46,016,400: 38 ot 14200 + 119,307,600 + a $+ + 1963" 3 + 130,616,452 1 ——_—_———— — 1 1964" + - 1 149.556.1205 ——— es + 1965" 5 - 1 - ' - 1 135,032,840 + a = 1 1 1966 s 29,311,450 1 24 1 118,804,000 + 148,115,450 1 t, L 2 1 1 ' m Since 1963, the budget systen by programmes has been adopted, sm Ton months (Maroh ~ Deosater). Source: National University.Table 371, PARAGUAY - University "Nuestra gefora de 1a Asunoién’s + wrolment, “Faoulties = _Asunci6n, +. 8 7 2 rr 1 1960 1961 + 1962 + 1963 1:1964 s 1965 8 179} 252 ¢ a 1 130) Nursing Social Sciences Inet, of Adm. and Aocountancy Inet. of Family Education Philosophy Peyohology 1 ot, 8 Inst, of Religious Sciences Methematios t 3 1 1 ‘TOTAL t 394 216 gale 1 1 1 Source: Catholic University.a 3 3 a Enrolment (Agronomy) 4th 25 12 10 45 ro 12 3B 3rd 25 13 n 4 MW 12 a 20 j a P 4 B e é z i @ a 5th 4th 3rd Faoulty of Agronomy and Veterinary. Source:Table 39: TARAGUAY — Mii of Education! Detail ~ SEE Tepeeat enat fase Badge 566 Expendivure Budget : 7 7 + Percent + t Object ‘Thousands of ff + USS toe total: f * ——__——— 4 1 General administration + 5,268 + 41,8101 5 4 Admin, services 1 12,706 + 100,841+ 1.3 + 4 Technical services : ' ' : 1 = Statiatios + 1,427 2 ~ Planning 1 691 ' ' : = Ea. payohology + 4,578 : ' : = Teaching aide + 2,025 ' : ' 1 = Textbook preparation + 3,583 1 ' 1 1 fooee 1 Primary education ’ 589,703 + 4,680,183 1 59.2 1 1 = Adm, & Inspection + 10,298 : + 2 1 = ‘Teachers’ salaries + 576,947 1 ' 1 1 = Rent 1 1,756 1 ' ‘ 1 = Subsidies zl 702 ' : 1 : ‘ 4 “1 “4 + Seaondary education : 73,236 1 «581,738 7.4 t = Administration + 3,378 ' . 1 1 =General education + 73,780 ' t 1 : = Commercial education : 14,196 ' ' ' 1 = Lower sec. education : 21,739 ' : 1 = Vocational & tech, + : : : 1 ' ' 1 education ‘Teacher training 73,539 + 583,643: 7.4 & Adminiatration t : : = Teacher training : : : t = Voo. ed. girls : : 1 * * s i School construction = t : : : : rerviee 1,790 + «14,906 tw? tk cuiture & sport 4,385 1 34,8021 64 ot t Contr, to international ' : 2 organizations 2,869 1 22,7701 3 t University : 180,121 1 1,429,532 : 18.1 1 —— — + 4 Rural education : 23,648 + 187,6831 7.4 8 ~ Administration 1 1,784 ' : 1 = San Lorenzo + 10,098 1 ' 1 = Encarnacion 11, £06 t ' ' ——— ——1 ——_—1 Adult education 1,535 + 12,1832 Religion 16,082 $127,635} 1.6 : Special allocations 1,614} 12,609} 42 ' - Sports 960 7 : . i = Secondary ednoation 654 Fl a ¢ TOTAT, 295,800} 7,903,176 1 100, : Sourcet Tresuruesto General de 1a Nroién (1966).Table 40 + PARAGUAY ~ Ministry of Education: 1966 nd and 1975 Betinate excluding religious atiaiee) : 1966 ie z : : css CSE 3 ee :Ghousands : Percent = Thousands © Percent + + Thousands : + of f : of +: Notes # of Notes of f Notes total + of 1966) + total ,_(of 1966) : 2 ¢ : +General Administratior : . sand technical services 2 : :School Building and : :Miscellaneous 39,4TL + 460 61,334: 3.5 (8) 39,471 (a) :Primazy Bduoation 589,703 1 : 9) os 18,000 3 {ie : 11 : 607, 703 62,0 46.2 114,060 (22) : _——— tt 2 sSecondury Education + 62,596 (3) 3 : 146,938 = : (23) : 24,000 : 13) 5 9380 ¢ 24, : : : : : : 36,556 8.8 #222 + Bil,245 s 14.3 : 2 = + 31539 342+ (4) 1 : : : 2 : 2 7 GAY : : 2 He : : 26 2 : : : (28).} : : 10,640 laf (5) Sed : 10,640 2 OT : (26) 23,648 23 3 (6) 2.6 5 (29) 45600} 3.7 | (27) 280,122 $ 18,4 } (7) 20.0 } (20) $ 400,000! 27.0 } (28) s TOTAL 2 919,718 100 loot 1,481,016 1001. 3e 4 5. 6. Te 8. oe 10. ne 12. 13. Hot to Table 40. Budget figure, ff 18,000,0008 ‘training school: xpenditure for primary schools ennexed to teacher Expenditures as in budget plus # 24,000,000 whioh is the expenditure for lower secondary sohools annexed to teacher training schools. Enrolments 16,257, of which - 12,340 lower oyole and 3,917 upper oyole (Bachillerato: 2,623; Commerces 1,294). As in budget 1. Enrolment: 728, ff 42,000,000 (wee notes 2 and 3), Enrolments 2,405. Includes the two centres of San Lorenzo and Encarnacion, Fational University - Enrolment 19661 4,3045 per capita expenditures fi 42,000. Caloulated on the basis of 1966 expenditures and a yearly growth ra’ 5 % to take into ecoounts -inoreased expenditures for goneral ervicess -the organisation of @ vooational and technical education dopartmenty -the strengthening of the Building Section, to cope with wider duties; -and the running expenses of ‘the Pedagogical Institute. Enrolment: 384,000 (Chart 6). Output at the VIth Grades 50,000, Per ospite costs 1966 per capita cost (f 1,843) increased ty 10% (to allow the distribution of tecohing sids and a minimua equipment of classrooms) = fi 2,027. Inspection will be strengthened (f 10,000 of additional expenditures). ‘Tho Department of Literacy anf Adult Biuoation oxpenditures have boon caloulated assuming 30 officials in servico, plus travel expenses (ae suggested but not specified in Chapter III) - # 10,000,000, Enrolment in lower oyole secondary education 49,000 (Chart 4). Pe: capite cout: 6,879 (as in 1966 per capita cost), The constraction* SE? Olessrooms will allow the teaching of groups of 35-40 pupile. The savings thus obtained will be utilised for the inmprovenent of the quality of education (tecohing aide, running of laboratories, etc.) Upper secondary: Total enrolment 10,605, Enrolment for the Bachillerato stream has been obtained by projecting the present trend (yearly growth rate 1955-66 = 12,37) and keeping the present percentage of Government enrolment: 4.3 % thus obtaining « total of 19,000 of which 8,700 in Government Schools. Enrolment in the teacher training stream has been kept ac in 1965 (2,405 in Goverment eohools) taking into account the decreased neod of teachers in forthcoming yeara ‘Chapter II). Pér oapita cost: it has been taken from present date 4,338) dnoreased by 20 % (f 5,205) to allowbetter utilis: science laboratories and the improvenent in teaching aids,14 15. 16. he 18; 19. 20, al. 22. 23. 2h. 20 Vooational Education expenditures include: Pres, Lopes Vooational School upgraded and expanded as suggested in Project 5; a new wooational school of the same size and enroluont, Technical education includes present technical school. Adult training inoludes provision for the yearly training of 400 trainees at 2 per capita cost of # 31,200 as estimated in Project 6, To this aim the centres foreseen in Project 6 will have to be doubled). ‘Trend of enrolment in commercial education would be deeply modified as & consequence of its reorganisation. It is estimated that by 1975, 90% of the pupile will attend Government Schools (present figure 75 %) and that enrolment will increase at a yoarly growth rate of 12 % (present rate = 9.74) taking into account the large needs of th tortiary sector of economy. Output, given the presence of one years courses, will be proportionately much higher than at present. Enrolment will thus be 4,910. Peroapita expenditures will be higher than in genoral education (estimated at fi 6,000). Girls trade schools expenditures have been estimated at # 10,000,000, By 1975 four regional centres of rural education will be in operation, Expenditures have been calculated on the basis of 1966 San Lorenzo and Encarnacion expenditures. In the Hationsl University present trends have been observed: enrolments yearly growth rate (1957-1966) = 4.12 %) per capita costs yearly growth rate (1960-66) = 7,12 % In order to avoid a dispropro- ‘donate increase of the expenditures for the National University which would reach in 1975 following the present trends # 608, 341,000, measures have been suggested (Chapter IV) aiming at the adoption of a solective cdmission procedure and the donsolidation of expenditures through a better organisation, The total expenditure of the National University should not exceed 20 % of the Ministry of Education’ budget as a maximum, In this hypothesis and assusing that enro’zent be maintained at the present level (4,304 in 1966) per capita uxpen- @iture would reach in 1975 # 79,642 (US $ 632, instead of US $ 333 in 1966). The yearly growth rate of the per capita expenditure would thus be (1966-75)s 6.49. 1966 figure. Bnrolment 420,000 (Chart 6) - Output 22,000, Pef capita cont = 1,843 (1966 figure). Lower oyoles Enrolment 22,000 (Chart 4)s Per capita cost = A, 6,679 as in 1966. Uppar oyole, commercial and tescher training, Caloulated on the basis of present trend for bachillerato and commercial, keeping 1966 repar— tition between Goverment and private sohoo! enrolment as in 1966, Total enrolment: 13,965. Girla trade nohoola: as in 1966. As in 1966, I3 21. ‘Taking into account the foreseen opening of two new rural oontres, 28, ‘Total expenditure for the ational University has been kept a ‘ 400,000,000, an anount likely to be easily exceeded unless decided neosures are taken at en carly date.DIRECCION Gral. DE VIALIDAD i a we YEMAP 2: PARAGUAY POPULATION PARAGUAY Lagat 1962 population .in thousands 208 iv doharencnt (bascd on camplo ustimates) Average population increase t7 25% Satwoon 1950 and 1962 / 1398 Ce / Qe 92 ae? 4 of NSE eS) Nay as NS DECEMBER 1965,MAP 3: PARAGUAY DISTRIBUTION OF ALL SECONDARY SCHOOLS AND ENROLMENT BY DEPARTMENTS, 1965, a, po / ( ‘OLIMPO. BOQUERON Deal 169 lunes CONCEPCION ites ROILLeRAS ‘oi cHAGUAZU ASUNCION 70 colo 16,049 alumns CENTRAL, 32 calegion 4.199 clomos 708 alunos‘Chort No. 1: PARAGUAY ~ STRUCTURE OF THE EDUCATIONAL SYSTEM (1966) Commercial Farm school Teccher training Catholic University Hel) HEFERE HET ese rama apisied He Hell Hie He He ‘secondary Pre Schoo! Primary Edvention Lower secondery GHehyGHeHeHeHeHeh yi He HetCHART 2: PARAGUAY MINISTRY OF EDUCATION : ADMINISTRATIVE ORGANIZATION MINISTER J Secondary Educ, Cool roe of Lege Al Berea etndigamovs Alois [seester comet] Peimery Edveetion Secondary Education Planning | | el(CHART 3: PARAGUAY ~ PRLIARY EDUCATION + MOVEMENT OF A GIVEN INTAKE OF 'S THROUGH DIFFERENT GRADES” 130 I 85 38 16 i t v i ws oh ah | »lel.l.t. ¥_]¥ ¥_]-¥ wtaw lets Tt. rr a ¢ wtmlels«t.t ¥ ¥ t tf wh wh ap LY aPROJECTION OF ENROLMENT FOLLOWING PRESENT TRENDS ~ (1966-1975) CHART 4: PARAGUAY = LOWER SECONDARY EDUCATION 40 1961 1962 1963 966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976(Chart No. 5: PARAGUAY ~ HATIONAL UNIVERSITY \DMINISTRATIVE ORGANIZATION RECTOR L I od of eget Adviae Teeth ote ‘Gon Sect Sibert aca che we. | [enone eee een | | Bee | | een Rewat | | PeSingere Sstrmee| | Ein | | Bip | | Ries | | See | | Be ess, | [fe gusins) | saa pans’ | | Sots Satan a Scloneas Scleneoe SRremcey ins = realy reat te Fen rn ron ; ca | Lex | Ces] eon | (cen ] [ee | Lee | [ ee iano 4 _ lesroreey- Seesil ile ow canoes Mettcine Dentist “Aronomy “Archinecnere meer Fearn Weea || Ear as ™ = emer’ History Scheel shpat teen Obamatrice Medicine Potomer Lend Blochamlatry ie team = Wee Hoa The Higher Lanqegs isto has hee oped a 196,Enrolment 70,000 60,000 50,000 420,000 400,000 380,000 360,000 340,000 320,000 300,000 9 CHART 6: PARAGUAY = PRIMARY EDUCATION PROJECTION OF ENROLMENT AND OUTPUT (1966-1975) A) PRESENT TREND 8) DECREASED FAILURE & DROP.OUT RATES 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 «(1975 resort tend) =4--7F ——t bent | 1965 1966 196719681969 1970971 1721973 1974 1975CHART 7: PARAGUAY ~ SUGGESTED STRUCTURE OF THE EDUCATIONAL SYSTEM a, I, LES aoe DRT PH HHH eH elt ray Petia to eee LH Primory schoo! strts 0307 PLE = Prinary leaving exominction SAP _ = Selective Admlesion rocedie (to upper secondary) cher education edmission examination PLE HEAE, Unger voectons HoHePeh ee socender Technical my Institute: amie