Lyle’s Golden syrup’s 125th anniversary

            Lyle’s Golden syrup’s 125th anniversary celebration this year hallmarks an immense achievement and to think this is just one of the company’s revered achievements to date. A world- renowned manufacturer of food and industrial ingredients, Tate & Lyle takes pride in sweeping the food industry globally with more than 65 production amenities in 29 nations. Founded by Henry Tate and Abraham Lyle in 1921 in the United Kingdom, it has since expanded into five divisions namely: Food & Industrial Ingredients, Americas; Food & Industrial Ingredients, Europe; Sucralose; Sugars, Americas and Asia; and Sugars, Europe and the company dwells on renewable crops which innovate ingredients as major ingredients in food and beverage across the world. There are basically ten renewable ingredient portfolios  and these are cereal starches; cereal sweeteners; sugars, syrups and molasses; SPLENDA® Sucralose; proteins; acidulants, biogums; alcohols and polvols; other fermented products; and  AllegraTM which could be found in various foods and beverages.

 

            To achieve the company’s objectives, there is the involvement of a number of key resources who help the company accomplish them. The company uses the services of 7,000 in its subsidiaries and about 4, 800 in their joint ventures. Their manpower covers a wide range of skills and experience in different areas such as sales and marketing, food science, engineering and business support services and the Group sees to it that the high caliber recruits are retained and makes sure that the employees are able to hone their potentials and their growth and roles are maximized and challenges are meet while their careers progress.

 

Like any other successful business conglomerate, the company stands by its objectives to effectively penetrate the market while upholding the company’s standards. The first objective is the continued growth of their value added products and this could be achieved through the commitment of providing quality products to customers and to develop their already value added products such as SPLENDA® and Bio-PDO™ and this will benefit the company through higher margins and greater earnings stability. Next is the investment in acquisitions and partnerships. Tate & Lyle continue to seize prospects through selected purchases that enable the company to add new products in the market and the company also ventures into partnerships with other established businesses globally.  Take for example the company’s global coalition with McNeil Nutritionals for SPLENDA® Sucralose and their combined endeavor with DuPont for Bio-PDO™. Moreover, these alliances and partnerships will lower the cost of investment efficiently.

 

            Another objective is unity in their business which gives importance to a more client- centered marketing strategy and to sustain such, all their divisions carry the name ‘Tate & Lyle’. This is serves as a global portfolio which bears the company’s distinct, profitable and high value products in the market consistently and true to this, the company formed the Global Food Ingredients Group which centers on activities that will maximize profits, access the market and grasp future opportunities. Furthermore, the company also aims to have an efficient operation which means quality products at low- cost. To come up with this, the company boosts their adeptness in excellent manufacturing and use of logistics and utilities.

 

Another goal of the company is towards investment in technology and people. As advancement in technology continue to surge higher, the company also to engage in innovations by increasing the expenditures on recruitment of scientists and research to cater the challenging and growing needs of the consumers. Aside from this, the company also intends to improve leadership, develop talent and put value on success among their employees thus, the implementation of ‘The Tate & Lyle People Strategy’ happened to guarantee that the employees have the right skills to endure the challenges as their careers flourish. Behaviors for success, talent management, leadership programme and graduate recruitment are the components that consist this strategy.

 

To elaborate, behaviors for success promotes leadership among employees which is needed for success while talent management focuses on business issues which tackles the necessity of appropriate skills needed in planning and development. On the other hand, leadership programme offers opportunities that hone the skills and inflates the knowledge of those that belong to the managerial and supervisory levels. This is achieved through the different programs and workshops that uniquely cater the managers and the supervisors’ needs. Lastly, the graduate recruitment program aims to attract and develop talents to be utilized in the development of the existing operations.

 

Moreover, the company is committed to serve their customers with their exemplary service. The company’s Global Quality Service and Standards ensure that high level of service is rendered to satisfy the clients’ needs without compromising the company’s name. This means that the clients’ welfare is at the top of the company’s list of priorities. With this, the company- consumer relationship is maintained which is important to continue the company’s successful endeavors.

 

            However, on the other side of the coin, even a well established company is still faced with major risks. In fact, in 2007 Tate & Lyle shared the same sentiment as its sugar business ran into a breakdown straight in three years according to the BBC news and the group out their blame on higher prices of corn, oversupply problems and the weakening of the dollar. With this, Tate & Lyle said, “Given the importance of these factors, the board views the near term outlook with caution,” in a trading update. Along with this, the company identified some of the risk factors the company are facing such as the safety issues that have detrimental effects to the company; over all performance of the key personnel and employees which the company depend on; damage to the company’s reputation due to noncompliance with the legislation; raw material, freight and other operating input’s fluctuations in availability and prices; changes in consumers’ preferences in dietary requirements or decrement in demand; operation and sufficiency of the company’s geographically diffused manufacturing plants; and competitive advantage of some rivals among others.           Meanwhile, businesses must ally their values and behavior with the perspective and needs of stakeholders which include not just the investors and consumers but also the employees, suppliers and the communities as a whole and this is what the corporate social responsibility or CSR is all about and to capitalize benefits and curtail downsides, it demands that the businesses should give importance to the economic, social and environmental effects of their ventures. With this, Tate & Lyle associates CSR with four core values – safety, integrity, knowledge and innovation. In fact, there is no higher priority of the company than safety and annually the company reinforces their devotion to make certain that there is a safe and healthy condition for workers, contractors and visitors and this is likely through reports, recognition, and rewards to safety performance. The company also takes into consideration the environmental impact of their operation globally thus their environmental policy is directed towards following relevant laws, consents and regulations pertinent to the environment. Moreover, there is a yearly review of the Board regarding the environmental performance and policy and it continues to subscribe to the International Chamber of Commerce’s Business Charter’s principle for Sustainable development. Further, there is integration of environmental management to the company’s operational systems and protocols. On the other hand, the company also regards their employees, suppliers and the communities as a whole as long time allies. Thus, there is an annual review of Tate & Lyle’s policies and performance and the one accountable for the all areas of CSR is the Chief Executive of the Board. Moreover, the report lays future plans and explicates how CSR is handled that will profit both the company and their partners.   Lastly, as the company continues to strive for the betterment of their products and as they continue to reap numerous prestigious awards and recognitions, Tate & Lyle remained true to their goals of keeping their reputation of success a source of inspiration to continue uphold their objectives.  

 

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Understanding Forensic Psychology in the Context of Crime

 

OUTLINE

 

I.                    Introduction/Background of Forensic Psychology

II.                  Theoretical Approaches of Forensic Psychology

III.                Forensic Imaging and its Ethical Issues

IV.               Background of Crime

V.                 Criminological Theories for Resolving Crime Cases

VI.               Understanding Crime

     V.1 Trends

    V.2 Patterns

    V.3 Behavior

VII.             Crime Detection

VIII.           Role of the Public – Perception

IX.               Role of Forensic Psychologists in Understanding Crime

 

 

 

 

 

 

 

 

 

Points to Develop:

 

I.                    Develop comparison of criminological theories and forensic psychology theories

II.                  Determine and recognize applicable case studies especially in understanding forensics and crime

III.                Utilize a sound organization of the literature review

IV.               Recognize points of arguments useful for the realization of forensic psychology and crime

V.                 Conduct and administer empirical research methodology

 

The research plan will ideally involve comprehensive research with the appropriate usage and application of several research tools and methodologies supported by qualitative and quantitative data and information.

 

 

 

      

 

 

 

 

 

 

ANNOTATED BIBLIOGRAPHY

 

 and ‘ (1999) Handbook of Forensic Psychology and Principles and Practice of Forensic Psychiatry ( and , 1990).

Both provide comprehensive overviews of each topic covered, with extensive bibliographies. Principles and Practice of Forensic Psychiatry is more readable, and more accessible to undergraduates, but has the relative disadvantage of covering UK law more extensively than US. A good companion to these works is the recent publication, The California School of Professional Psychology Handbook of Juvenile Forensic Psychology (, 2002) which concerns itself with the interaction of juveniles with the criminal justice system.

, . and , . () (1990), Principles and Practice of Forensic Psychiatry, , London.

Another impressive comprehensive work, written by a team of 141 experts attempting to provide an overview of “the principles and practices of forensic psychiatry” to “professionals dealing with mental disorder and law and crime”. There are 1,600 pages with an 84-page bibliography, and an index of legal cases from nine different countries with the majority from England. Of particular interest is the story of Daniel McNaughton, with a description of the murder and trial that led to the development of the McNaughton rules (, with many more references throughout the book). This work includes chapters on aspects of forensic psychiatry in a number of different countries, and so it is a good source for anyone interested in practices outside the USA. The one drawback to this work for the American user is that the legal emphasis is very much on the English system.

, . and , . () (1999), Handbook of Forensic Psychology, , , New York, NY.

This is an excellent comprehensive resource, and probably the best starting point for information on any topic in forensic psychology. It has over 700 pages with 26 chapters written by different experts, and divided into six sections. Most aspects of the field are covered, ranging from a history of the discipline to practical applications and professional practice. There are extensive bibliographies at the end of each chapter. Highly recommended.

There are some works that are useful ready reference materials, available for providing quick overviews of the more popular topics.

Lethal Violence 2000 (, 1996) provides good overviews of murder, sex murder, police use of deadly force, media violence and other popular topics. Most of the articles are written either by psychologists or psychiatrists. Science, Treatment, and Prevention of Antisocial Behaviors: Application to the Criminal Justice System (, 2000) attempts to convey the biological basis for psychopathology. Particularly notable are the chapters on serial killers, sexual offending, and neurological perspectives on violence. The Handbook of Antisocial Behavior (., 1997) focuses on interpersonal aggression, defined as “threats, attempts or actual infliction of physical harm”. The Handbook of the Sociology of Mental Health ( and , 1999) is useful for placing mental health into a sociological context, and is relevant to contextualizing forensic psychology in a criminal justice background.

, . and , . (1993-1999), Law & Mental Health Professionals: New York, American Psychological Association, Washington, DC.

Contains sections on legal credentialing, forms of business practice, insurance reimbursement and deductions for services, privacy of professional information, practice related to the law: families and juveniles; other civil matters; civil/criminal matters; criminal matters; voluntary or involuntary receipt of state services, and limitations on and liability for practice. Other editions in this series cover other states

 

 

 

 

 

 

 

Principles and practice of forensic psychiatry.

, . and , . (). London: .

 

Another impressive comprehensive work, written by a team of 141 experts attempting to provide an overview of “the principles and practices of forensic psychiatry” to “professionals dealing with mental disorder and law and crime”. There are 1600 pages with an 84 page bibliography, and an index of legal cases from 9 different countries, but most are from England.

 

, . (1989). Crime and Society. Basingstoke, .

 

This is a scholarly examination of the way sociologists have looked at the city and crime.  discusses in detail the approach of the Chicago school whose scholars were the first to see crime as a social phenomenon and as symbolic interactionism and to enrich the study of crime with ethnographic methodologies.

 

 

 

 

 

 

 

 

 

, . (1995). “The impact of crime on communities.” , .

 

“This article examines impacts of past and changing crime rates in Baltimore, Maryland, neighborhoods in the 1970s. The results reveal that different crimes influence different aspects of the housing market.” The author then suggests “that impact of crime and related problems on neighborhood viability may be contingent on personal, historical, and locale-specific factors” ().

 

The Mental measurements yearbook

, . (.). Highland park, NJ: .

 

This is the most comprehensive list of published tests available. This work was originally published in 1938, and updates are published frequently. The most recent edition is the 13th edition, which was published in 1998. This yearbook lists and critically reviews tests that are available commercially. The updates contain information on any new tests that were considered for inclusion since the previous edition was published and any information on older tests that have been revised.

 

 

 

Other Useful References

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Project Formulation Framework :Miraflor Rural Educational Enhancement Project

 

Project Formulation Framework

 

 

 

 

Title:                Miraflor Rural Educational Enhancement Project

 

Duration:         2 years

 

Project Site:     Miraflor, Northern Nicaragua

 

 

Section A      Development Problem(s) intended to be addressed by proposed project.

 

A1.      At the sectoral or subsectoral level (the “macro” level):

 

There is inadequate early education coverage in rural areas of Nicaragua.

 

Causes: Rural education in Nicaragua at pre-school level is low due to a lack of adequate facilities which impacts upon the low enrolment and progression into other levels of education.  Rural areas are poor with very little government intervention or support in terms of education, health and infrastructure.

 

Evidence: World Bank Reports, USAID Reports

 

A2.      At the level subject to solution by the proposed project itself (the “micro” level):

 

The Miraflor region of Northern Nicaragua has very little educational coverage at pre-school level and the quality of education available is poor.

 

Causes: Several communities lacking pre-school education due to a lack of inadequate facilities such as school buildings, teachers, supplies and curriculum.  The Miraflor region is made up of subsistence farmers who are poorly educated and with very little input at government level.

 

Evidence:  UNESCO Reports

 

 

Section B      Target Beneficiaries

 

B1.      Who identified the development problem and how has it come to attention?

 

The World Bank, USAID and UNESCO have all identified the national education problem in Nicaragua in consultation with the Ministry of Education, Culture and Sport (MECD).  The Foro Miraflor Co-operative has been working with the Miraflor region communities in identifying and establishing their specific educational needs.  Several other local NGO’s (Funarte, Pueblito & Miraflor Foundation) have been working with the communities in the Miraflor region to address the education deficit of this rural region of Northern Nicaragua.

 

 

B2.      What particular group(s) are intended to benefit from the solution of the development problem identified in A2.

 

The target beneficiaries will be the children in the communities of 4-6 years old, their families and the communities involved. 

 

The direct recipients will be Foro Miraflor Co-operative and the MECD department which deals with pre-school education, local educators and teachers who will be involved in the education of these children, regional and local contractors who will be employed to help build the schools.

 

Section C      Pre and Post Project Situations

 

C1.      Statement of the present/pre-project situation

 

About 32% of rural community populations of 15> year olds are illiterate.  These communities complete on average 3.2 years worth of schooling.  Since 2003 Nicaragua has implemented a ‘Friendly and Health’ initiative to enhance its education across the country.  Progress has been slow in remote rural areas and this initiative has been mainly aimed at primary school education.  Pre-school education has been slow to take off and in many cases pre-school age children begin schooling in primary school, as there are no pre-schools to attend.  This severely affects their progression and can impact on the high numbers who drop out.

 

At present in the Miraflor region there is inadequate pre-school coverage which means that very few children in the region are able to attend pre-school before starting primary school.  There are also inadequately trained pre-school teachers as the MECD depend upon voluntary educators for this teaching who are only compensated through incentives rather than salaries.  These educators can be any member of the community and little or no training is provided.

 

The quality of teaching is also problematic as many rural teachers are not accredited and at pre-school level the teachers are voluntary staff with very little training or incentives to stay on to teach. Nicaragua does not provide training at pre-school level and therefore there are many teachers, mainly women, who are not accredited teacher in rural communities.  Teaching materials are not adequately developed and little or no guidance is available in rural areas for the voluntary teachers.

 

Nicaragua began an autonomy style structure to its education system enabling schools and school boards to become autonomous in handing their budgets and curriculum.  However this has not always been successful and does require the involvement of communities, children, parents and local education ministers to work together.  The MECD provides supervisors for pre-school education who are usually university students who lack training on how to support the educators.  The Ministry is responsible for the regulation and monitoring of its education system but rural education programmes are not regulated and monitoring only happens occasionally.

 

C2.      Statement of situation expected at the end of the proposed project

 

To have increased pre-school coverage which will benefit the children in the Miraflor region as they will be provided with the adequate advantage of beginning their education at the right level before entering into primary school.  Establishing more pre-schools in the region will impact upon these children’s capabilities to learn, progress through primary school and allow them to continue on to secondary school.  The enhanced training programme at pre-school level targeting the existing teachers or new teachers will ensure that the children are provided with an early education which will enhance their overall development.

 

To have developed teaching materials specifically for pre-school level education and to also provide guidelines along the ‘Model school’ initiative which Nicaragua has been developing since 2003.

 

To have established a school board for the Miraflor region involving all the schools from pre-school to secondary to build upon the infrastructure in the region.  This would allow the education within the region to be developed to the specific needs of these communities, be governed by the communities and allow the region to build upon the capabilities of its children.

 

 

Section D      Special Considerations

 

D1.      Identify those special considerations which may be relevant to the proposed project and describe how they influence either the content or form of the project.

 

The project will facilitate an increase in the number of children who can receive and complete quality schooling in rural Nicaragua which is a key Millennium Development Goal that the project can target.  MECD is committed to their education system and are working with national and international agencies in developing and aiming for their MDG education targets by 2015.

 

Adequate pre-school coverage and quality of teaching will enhance children’s ability to progress successfully into and through primary school.  Increased education allows children with a better chance to rise out of poverty and develop their own future by participating in their communities.

 

The Miraflor cooperative has built upon its strong community base and actively supports these communities through programmes of enhancement, agriculture ventures and establishing economic commerce both regionally, nationally and internationally.

 

D2.      Identify any negative impact which the project may have on the environment or on particular groups.

 

There will be no negative impact from the project.

 

 

Section E      Other Donors and Programmes

 

E1.      Identify and describe the linkage of the proposed project to the activities of other sources of external assistance

 

World Bank – Second Basic Education 1999-2003 project IDA32810.  This projects goal was to improve the development of human capital in Nicaragua.  The projects development objective was to provide a more equitable and effective basic education system which involved communities particularly in school governance.

 

USAID – BASE Project 1997-2003.  The project’s aim was to help Nicaragua raise its low education indicators by improving the country’s overall quality of primary education, improving student achievement and increasing the numbers of students completing primary education.

 

UNESCO – Early Childhood Care & Education in Central America: challenges and prospects background paper in 2006.  The paper provides a rationale for early childhood education and its importance to childhood development.

 

 

Section F      Development Objectives

 

F1.      Development objective and its relation to the country programme

 

The development objective is to improve / expand upon Nicaragua’s goal to provide pre-school education for all 4-6 year olds.  The MECD recognises that increased pre-school enrolment is necessary in order to eliminate primary school drop out rates.

 

 

 

Section G      Major Elements

 

Immediate Objective

Facilitate and provide pre-school education

in the Miraflor region of Nicaragua 

Success Criteria

By the end of the project:

 

There will be 2 new pre-school facilities

 

There will be 2 trained qualified community pre-school teachers

 

Quality designed curriculum and clear, improved administrative infrastructure which will provide pre-school education for 80% of 4-6 year olds in the 2 selected communities within the Miraflor region.

 

 

 

Output 1

A new administrative system

 

Success Criteria

 

A new administrative system in place and procedures for the School Council; annual review policy and recruitment policy created

 

Activities for Output 1

Responsible party

1.1

Hire a Project Manager

 

Consultant

1.2

Identify a project office

 

Project Manager

1.3

Hire an administrator

 

Project Manager

1.4

Identify the MECD regional liaison officer

 

Project Manager and MECD

1.5

Assess current region’s school system

 

Project Manager and MECD liaison officer

 

1.6

Create school council if none exists and identify community members to join the council

 

Project Manager and MECD liaison officer

1.7

Assess managerial training need for the school council members

 

Project Manager and trainers

1.8

Develop managerial training programme

 

Trainer

1.9

Provide managerial training for school council members

 

Trainer

1.10

Develop a recruitment policy for enrolment

 

Project Manager and MECD liaison officer

1.11

Develop a monitoring and evaluation policy for the annual review process

 

Project Manager

1.12

Develop procedures for the annual review policies including guidelines and support network

 

Project Manager and MECD liaison officer

 

 

 

 

 

Output 2

Two trained pre-school teachers

 

Success Criteria

 

Pre-school teachers will have been hired, trained and integrated into the regional education network.

 

Activities for Output 2

Responsible party

 2.1

Hire a teacher trainer

Project Manager, MECD liaison officer

2.2

 

Assess training requirements for the pre-school teachers in terms of curriculum, delivery and teaching methods

 

Project Manager and Trainer

2.3

Prepare training programme for teachers in line with the ‘model school’ initiative

 

Project Manager, MECD liaison officer and Trainer

2.4

 

Hire pre-school teachers

Project Manager, MECD liaison officer and regional School Council

 

2.5

 

Train pre-school teachers

Trainer

2.6

Develop an annual staff development review policy and system

Project Manager, MECD liaison officer and regional School Council

 

2.7

Review the training requirements at end of school year

 

Project Manager

2.8

Develop revised training programme for teachers

 

Project Manager, MECD liaison officer and Trainer

2.9

Liaise with teachers from the region to identify a support network for the teachers

Project Manager

 

 

 

Output 3

Curriculum for pre-school

 

Success Criteria

 

The curriculum will have been prepared and certified by the MECD.  The pilot curriculum will be monitored and evaluated.

 

Activities for Output 3

Responsible party

3.1

 

Identify the curriculum needs for the pre-school and align them to the MECDs pre-school curriculum and teaching aid programme

 

Project Manager and MECD liaison officer

3.2

Design curriculum

 

Project Manager and MECD liaison officer

 

3.3

Identify learning materials and teaching aids required for the curriculum

 

Project Manager and MECD liaison officer

 

3.4

Identify training requirements needed for the curriculum

 

Project Manager and Trainer

3.5

Prepare training programme for teachers in the delivery of the curriculum

 

Project Manager and Trainer

3.6

Purchase learning materials

 

Project Manager

3.7

Implement the pilot curriculum

 

Teachers

3.8

Develop monitoring system of effective teaching methods and materials

 

Project Manager

3.9

Evaluate and revise curriculum

 

Project Manager and Teachers

3.10

Develop progression and retention policies

 

Project Manager and Teachers

3.11

Create a policy document for annual review sessions in line with progression and retention

 

Project Manager and Teachers

 

 

Output 4

Two pre-schools built and equipped

 

Success Criteria

 

Two pre-school facilities will be built and equipped to the specification of the ‘Friendly and Healthy’ initiative

 

Activities for Output 4

Responsible party

4.1

Assess and identify location in Miraflor to build the 2 pre-schools

 

Project Manager

4.2

Hire Architect

Project Manager

 

4.3

Liaise with MECD regarding specifications required for a ‘Friendly & Healthy’ school

 

Project Manager and Architect

4.4

Draw up blueprint plans for the buildings

 

Project Manager and Architect

4.5

Hire a foreman to supervise the construction

 

Project Manager

4.6

Hire construction workers

Project Manager and Foreman

 

4.7

Identify supplies required and supplier(s)

 

Foreman and Project Manager

4.8

Procure supplies and equipment for construction of school

 

Foreman and Project Manager

4.9

Co-ordinate construction and plans with timeframe

 

Project Manager and Foreman

4.10

Construct the pre-schools

 

Foreman and Project Manager

4.11

Arrange inspectors visit to examine and approve the pre-school buildings

 

Project Manager

4.12

Procure the educational equipment and supplies for the pre-schools

 

Project Manager, MECD liaison officer and Teachers

4.13

Arrange the furnishing of the pre-schools

 

Project Manager, MECD liaison officer and Teachers

4.14

Arrange inspectors visit for final approval the pre-schools

 

Project Manager

 

Section H      Project Strategy

 

H1.      Who are the people / institutions who would benefit in the first instance from the proposed outputs, inputs, and activities of the project?

 

Foro Miraflor Co-operative will be the institution which will benefit from the project initially. They are an association of settlers and producers of the Miraflor region who organise, manage and execute social, economic and environmental projects to improve the quality of life for the inhabitants of the region.

 

H2.      Describe how the benefits proposed to be delivered to the direct recipients will lead to the benefit intended for the target beneficiaries

 

Once the pre-schools are built, staff trained and the administrative policies organised, the Miraflor children in the 4-6 age bracket will benefit from the education provision.  This education system will enable them to enhance their education capabilities and facilitate their progression into primary school and therefore allow them to fully integrate into the community both locally and nationally.

 

H3.      Describe the implementation arrangements proposed for the project

 

Foro Miraflor will be responsible for the implementation the project along with guidance from the MECD with regards to the curriculum and the ‘Friendly and Healthy School’ initiatives. They will either work alongside the project manager or provide a suitable and experienced person to be the project manager.  Foro Miraflor Co-operative will be responsible for the management of the project.

 

MECD will provide an education liaison officer to ensure that the 2003 ‘Friendly and Healthy’ initiative is followed.  This person would provide supervision for the project manager and Foro Miraflor.  Liaising with regional educators regarding what initiatives are working would be the responsibility of the project manager.

 

H4.      Identify alternative project strategies / implementation arrangements which have been considered and why they have been rejected in favour of the one(s) chosen

 

Working only with the MECD may not be in the best interest of these remote areas.  Allowing the autonomy of the school system to work for the region and enhancing the already existing system would better ensure that these children receive the education best suited to them without the bureaucracy of the Ministry.

 

Section I        Host Country Commitment

 

I1.        Describe host country’s commitment to the project

 

Nicaragua’s government, through the MECD, has worked with USAID, the World Bank and UNESCO as well as a variety of NGOs to improve upon their education system.  In 2003 towards the end of the World Bank and USAID projects Nicaragua implemented their ‘Model’ school programme and the ‘Friendly and Healthy’ school initiative.  They incorporated many of the recommendations into their education policies and have continued to develop their education programmes.  They have improved their personnel, equipment and facilities in line with new educational budgets. 

 

I2.        Describe any legal arrangements are necessary

 

The long term arrangements will need to ensure their civil servants in the education system are trained to handle the education programmes and policies needed to improve their education system.

 

 

Section J      Risks

 

J1.       Description of risk &

J2.       Likelihood

 

a)            Inadequate public funding for pre-school educational costs.  Liaising with MECD to ensure clear financial commitment is included within their annual budgets to ensure that post project sustainability is ensured.  This is a modest risk.

 

b)            Loss of political support for the school autonomy programme.   Continuing to involve the MECD and local communities will promote school autonomy policies and make it more entrenched within the Ministry making it harder to lose political commitment.  This is a modest risk.

 

c)            High staff turnover due to low salaries and changes to government commitment.  Liaising with the MECD regarding incentives and compensation strategies will ensure that these policies are sustained post project.  This commitment will encourage donors to have confidence in the Ministry’s commitment to education.  This is a high risk.

 

Section K      Inputs

 

K1.      Skeleton Budget

 

National Input (Cordobas)

1 NIO = 0.055 USD

 

External Input

(US Dollars)

 

Personnel

 

 

224,547

 

 

55,000

 

Sub Contracts (specific types of goods & services)

 

 

90,909

 

 

20,000

 

Training

 

 

90,909

 

 

6,500

 

 

Equipment

 

 

90,910

 

 

21,000

 

Miscellaneous

 

 

181,818

 

 

18,300

 

TOTALS

 

679,093

 

 

120,800

 

K2.      Comment on any proposed inputs which raise policy issues on which headquarters guidance is sought (e.g. high equipment component, payment of local and recurrent costs, incentive payments).

 

There are no policy issues which require comment at this time.

 

Person(s) primarily responsible for this formulation framework:

 

 

 

Signature

 

Name:

 

 

Title:

 

 

 

 

 

 

 

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