the university of botswana, lesotho and swaziland schools examinations council development plan...
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ED 131 096 T8 005 798
AUTHOR Cieutat, Victor J.; Snyder, Conrad W., Jr.TITLE The University of Botswana, Lesotho and Swaziland
Schools Examimtions Council Development Plan(1976-1985).
INSTITUTION American Institutes for Research in the BehavioralSciences, Washington, D.C.
SPONS AGENCY Agency for International Development (Dept. ofState), Washington, D.C.
PUB DATE Sep 75CONTRACT AID/afr-668NOTE 49p.
EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage.DESCRIPTORS *Certification; Curriculum Development; *Developing
Nations; *Development; Economic Factors; ElementarySecondary Education; Job Training; *NationalPrograms; l'rogram Costs; Staff Orientation;Standards; Technical Assistance; Testing Problems;*Testing Programs
IDENTIFIERS Botswana; Lesotho; Swaziland
ABSTRACTThe University of Botswana, Lesotho and Swaziland
Schools Examinations Council (UBLS/SEC) is preparing to expand itsexternal examination and certification responsibilities, as well asits role in primary and secondary school curriculum developmentwithin its member countries. This plan addresses the educationalmeasurement aspects of the expansion, as well as its edonomicfeasibility. It also estimates the technical advisory assistance,capital requirements, and local staff training required for theCouncil to become an educationally effective and economically viableregional institution by 1985. (Author/EV)
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THE UNIVERSITY OF BOTSWANA,LESOTHO AND SWAZILANDSCHOOLS EXAMINATIONS COUNCILDEVELOPMENT PLAN (1976-1985)
The University of Botswana,Lesotho and SwazilandSchools Examinations CouncilP.O. Box 507Maseni, Lesotho
American Institutes for Research3301 New Mexico Avenue, N.W.Washington, D.C. 20016U. S,A,
AID/afr-668
September 1975
PREFACE
Educational development is an important aspect of national growth.Careful planning of this development is more likely to result in institu-tions responsive to societal as well as individual needs. Localizationof staff for such institutions will take place more smoothly and rapidlywhen the number and types of training positions are selected duringplanning. From a financial point of view, advance planning makes knownto all parties the full development costs of an educational project, sothat its relative usefulness can be determined before project inception onan accurate cost effective comparison basis.
Consultant assistance for the present plan was made possible by theUnited States Agency for International Development, under ContractAID/afr-668 with the American Institutes for Research. It has been a re-warding professional experience for both of us to assist in planning thedevelopment of the University of Botswana, Lesotho and SwazilandSchools Examinations Council. We would like to express our apprecia-tion to the many individuals, in the United Kingdom as well as the BLScountries, who freely contributed their time and expertise to the devel-opment of this plan.
vJCCWS, Jr.
Mbabane, Swaziland
CONTENTS
CHAPTER 1. INTRODUCTION 1
1.1 Working Party 11 2 Consultant Assistance
11.3 Consultative Meetings 21.4 Review Schedule 2
CHAPTER 2. BACKGROUND 3
2.1 Need for Change 32.2 Commonwealth Examinations Systems 42.3 The Cambridge Syndicate 52.4 UBLS/SEC Development 62.5 External vs. Internal Examinations 82.6 Life-Relevance of Examinations 8
CHAPTER 3. PURPOSE 10
3.1 Human Resource Utilization 103 . 2 Educational Re sponsivenes s 103.3 Institutional Development 10
CHAPTER 4. MEASUREMENT ISSUES: EXTERNAL EXAMINATIONS 12
4.1 Advantages 124 .1.1 Teachers ' testing expertise 124 .1. 2 Uniform standards 124 .1, 3 Teachers' roles 134 .1. 4 Student incentives 134 .1 5 Curriculum influence 13
4.2 Disadvantages 144 .2 .1 Interest, attitude , and ability 144 . 2 . 2 As ses sment vs . certification 144 2 3 Classroom backwash 144.2.4 Single assessments . 154 .2 .5 Markers and standards 154.2.6 Local syllabusses 164 . 2 7 Success prediction 164 2 8 Re sults delay 164 .2 9 Student feedback 164.2.10 Standards over time 17
CHAPTER 5. PROGRAM STANDARDS 18
5.1 Technical Excellence 185 .1.1 Examinations 185 .1 . 2 Standards 185 .1. 3 System compatibility 18
5 .1. 4 Utility la5 ,l. 5 Comprehensiveness 18
5 .2 Curriculum Reform 18
CHAPTER 6 . APPROACH 206 .1 Plan of Action 20
6 .1.1 Institutional development 206 .1.1.1 Existing institution 206 .1.1.2 Strong National Offices 206 .1.1. 3 Expansion 216 .1.1.4 Capital construction 21
6 .1.2 Training 216 .1. 3 Program development 23
6 .1. 3 .1 Examination Administration 236 .1. 3 .2 Examination procedures and analysis 236 .1. 3 . 3 Examinations programs 2 3
6 .1. 4 Project implications 246 .1. 4 .1 Standards 246 .1. 4 .2 Curriculum reform 246 .1.4 3 System evaluation 246 .1. 4 .4 Objective tests 24
6 .2 Inputs 246 .2 .1 Advisory services 256 .2 .2 Training 256 .2 . 3 Equipment 256 .2 .4 Capital requirements 25
6 . 3 Outcomes 256 . 3 .1 Institutional 266 . 3 2 Functional 26
6 . 3 .2 .1 Certification 266 3 .2 .2 Selection 266 3 .2 3 Curriculum reform 26
CHAPTER 7 . COSTS 277 .1 Expenditures 277 .2 Income 277 . 3 Summary 27FIGURES
Figure 1. Governing Structure 28Figure 2 . Headquarters Office 29Figure 3 . National Offices 30
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TABLES
Table 1. Staff Development Schedule 31Table 2. Staff Development Schedule 32Table 3. Staff Development Schedule 33Table 4. Staff Development Schedule 34Table 5. Participant Training Schedule 35Table 6. Technical Advisory Schedule 36Table 7. Recommended Data Processing Equipment 37Table S. Capital Requirements 38Table 9. Expenditure Estimates for Headquarters Office 39Table 10. Expenditure Estimates for National Offices 40Table 11. Candidate and Examination Fees Projections 41Table 12. Income and Expendittxe Summary 42
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THE UNIVERSITY OF BOTSWANA, LESOTHO AND SWAZILANID SCHOOLSEXAMINATIONS COUNCIL DEVELOPMENT PLAN (1976-1985)
CHAPTER 1
INTRODUCTION
The University of Botswana, Lesotho and Swaziland Schools Examinations
Council (UBLS/SEC) is preparing to expand its external examination and certi-fication responsibilities, as well as its role in primary and secondary schoolcurriculum development within its member countries. This plan addresses theeducational measurement aspects of the expansion, as well as its economicfeasibility. It also estimates the technical advisory assistance, capital re-quirements, and local staff training required for the Council to become aneducationally effective and economically viable regional institution by 1985.1.1 WORKING PARTY
The governing body of the Council has established a Working Party whichhas prepared the present develoPrnent plan as well as a second document dealingwith administrative details and policy issues related to the Council's growth.Represented on the Working Party, which has met several times during the pastyear, are the three concerned Ministries of Education, UBLS, the CouncilStaff, the Regional Testing Centre, and the American Institutes for Research(AIR).
1.2 CONSULTANT ASSISTANCE
All planning has had the benefit of consultant assistance. In 1973, for
example, the Centre for Educational Development Overseas (CEDO) provided
consultant services of J. Deakin, former Registrar of the West African Exam-inations Council. Deakin prepared a report on "The Feasibility of Establishinga Regional School Certificate to Replace the Cambridge Overseas School
Certificate Examination." T.P. Keilthy prepared a report 1975 on continuous
assessment, Under sponsorship of the British Council ("Interim Report on the
Introduction of Internal Assessment in the U.B.L.S. S.E.C. Junior CertificateExamination."). This present report was prepared with the consultant assistanceof y.j. Cieutat and C.W. Snyder of the American Institutes for Research in
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cooperation with the Working Party. V.J. Cieutat has previously served asDirector of the Test Development and Research Office (TEDRO) of the WestAfrican Examinations Council, and C.W. Snyder established and was appointedas Head of the Swaziland National Office of the Regional Testing Centre.Financial support for the services 1)f Cieutat and Snyder was provided by theUnited States Agency for International Development.1.3 CONSULTATIVE MEETINGS
Members of the Working Party, singly or as a group, consulted with variousinstitutions concerned with overseas examinations development, administration,analysis, and interpretation. Meetings were also held with funding agenciesto determine interest in supporting the development plan. Organizations con-tacted included the following: the Uliversity of Cambridge Local ExaminationsSyndicate, the West African Examinations Council, the Regional Testing Centre,the Commonwealth Fund for Technical Assistance, the British Council, theOverseas Development Ministry, and the United States Agency for InternationalDevelopment.1.4 REVIEW SCHEDULE
A preliminary version of this report was reviewed by the CounciPs StandingCommittee on August 19, 1975. Committee membership included representationfrom the Ministries of Education of the Council member countries and UBLS.On the basis of this review this report was revised by the consultants for sub-mission to a full Council Meeting on September 23, 1975. The report, withthe incorporation of any changes recommended by the Council, is to be sub-mitted to external donors for funding of those portions of the plan calling forsuch assistance. Those aspects of the plan not requiring external assistancewill be implemented with Council supoort beginning in 1976.
CHAPTER 2
BACKGROUND
In spite of the controversy associated with the merits and shortcomings
of examinations, they without doubt constitute a powerful component of educationalsystems both in modern and developing societies: They are related to progressand certification in educational systems, entry qualifications for many positionsin the public and private sectors, and upward progress on many occupational
ladders. Although external examinations are utilized essentially to assessstudent progress, as well as eligibility for further education, these examina-tions have a profound effect on what occurs in classrooms. It is thus virtuallyimpossible to successfully achieve any educational reform, where externalexaminations are an integral part of the educational system, without havingsuch reform closely coordinated with the examining system.2 .1 NEED FOR CHANGE
Curriculum content and related certifying examinations in the BLS countries,as in most Commonwealth nations, have historically been strongly influenced bythe British educational system. This has been the case at primary, secondary,and tertiary levels, although most pronounced and formalized at the secondary.Over the past two decades there has been a trend in developing countries awayfrom full British influenc-;e over secondary certification examinations, and to-ward partial or complete local control of curriculum content and the setting,
administration, and marking of examinations. The most successful of thismovement toward local control of education has been the West African Exam-inations Council which, in its twenty-three year history, has assumed completeresPonsibility for all 0-Level and most A-Level examinations in Nigeria, Ghana,Sierra Leone, and The Gambia. Similar trends are currently underway in theCaribbean, Malaysia, India, East Africa, Tanzania, Malawi, and, of course,in the BLS countries as covered within the present plan.
Current conditions in the BLS countries favor a change in their curriculum
devslopment and educational certification systems. At the junior Certificate(J.C.) level, the examination given at the end of the third year of secondary
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school, procedures for determining curriculum content on a local basis havenot been as effective as they should have been because of limited funds andlack of adequate Council staff. This plan recommends improvement of thej.C. as a high priority early development target. At the secondary schoolcompletion examination level, the Cambridge Overseas School Certificate(C.O.S.C.) has been only as responsive to local educational needs as mightbe expected from an examining staff based in Great Britain, regardless oftheir competence and experience. There is strong support for local controlof examinations in the BLS countries, evident among government officials,Headmasters, teachers, and the community at large.
This development plan addresses technical as well as financial aspectsof a regional examinations council, and suggests administrative n.%chineryfor curriculum change in addition to that for examinations. Any local examiningbody which does not facilitate procedures for curriculum change risks transmittingsome of the unresponsiveness of Commonwealth certification bodies to its ownlocal situation. Indeed, such criticism has been leveled at the CaribbenExaminations Council in a recent issue of the London Times' EducationalSupplement. Awareness of this possible pitfall, and deliberate planning toavoid it through a curriculum-improvement oriented administrative structure,will circumvent such problems with the TJBLS/SEC and assure that it becomesa dynamic certification body constructively contributirg to responsible curriculumevolution within its member countries.2.2 COMMONWEALTH EXAMINATIONS SYSTEMS
Secondary examining in Great Britain has a long history, has undergonesignificant improvements in the past two decades, has influenced educationalexamining in many countries throughout the world, and tends to be somewhatconfusing to those not familiar with its origins, purposes, and organization.Secondary school examinations in Great Britain are presently administered bytwenty-two approved examining boards. Each develops its own syllabusses,sets its own examinations and standards, and awards its own certificates ofachievement. Prior to 1950 the most important examination administered bythe then existing boards was the School Certificate (S.C.). Award of a School
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Certificate signified that the holder had attended an "approved" school for aspecified number of years and had attained minimum scores on a group ofExaminations, allowing some, but not complete, choice of subjects. The
year 1950 saw a change toward a more flexible examination, the GeneralCertificate of Education (G.C.E.). The G.C.E. allowed students to earncertification of achievement in individual subjects, rather than a group ofsubjects, and without the restriction of having to attend an "approved" school.The G.C.E. examinations are now administered by eight approved examiningboards.
Both the S.C. and G.C.E. examinations were historically designed asselection procedures for university entrance. They thus tended to be academi-cally oriented rather than tailored for certification related to non-academicpost-secondary pursuits. As a reaction to this a new secondary examinationwas established in 1960, the Certificate of Secondary Education (C. S.E.).The critical change was the design of the C.S.E. to accomodate a wider rangeof student ability and the provision for teacher participation in examinations.Three examining Modes are available for schools participating in the C.S.E.In Mode 1 the syllabusses are set and examinations adininistered essentiallyas for the G.C.E. For Mode 2, however, schools determine their own syllabusses,w4.th examinations set and marked by an external board. And with Mode 3 fullcontrol is with the schools, including the determination of syllabus content andthe setting and marking of examinations. Mode 3, in effect, .is practicallyidentical to the secondary certification system used in the United States, ex-cept that certificates of achievement are awarded by subjects rather than on thebasis of having completed a somewhat variable four-year course of study.2.3 THE CAMBRIDGE SYNDICATE
There are only three British boards whicn administer overseas examinations:The University of Cambridge Local Examinations Syndicate, the University of
London University and School Examinations Council, and the Associated
Examining Board for the General Certificate of Education (A. E.B.). The Cam-
bridge Syndicate is of most relevance to the UBLS/SEC, as it is the C.O.S.C.which is taken by all school candidates in the BLS countries. (The London
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G.C.E. is taken by a small number of private candidates.) The Cambridge
examination given in the BLS countries is the Joint Examination for the SchoolCertificate and General Certificate of Education, and is taken both by schoolcandidates and private candidates.
The Cambridge Syndicate has over a century of experience in overseasexaminations, beginning with testing the children of British clergy in Trinidad.Cambridge is by far the largest of the British examining bodies and annuallyassesses about one-half million candidates, approximately two-thirds ofwhich are resident overseas. The Syndicate functions administratively as adepartment of the University of Cambridge, and income from fees is used onlyto cover costs. It is a non-profit ustitution.
The policy of the Syndicate with respect to handing over responsibilityfor examinations to local examining authorities is generally favorable, asclarified in recent meetings at Cambridge between Working Party members andthe Secretary of the Syndicate, F. Wild, and A.V. Hardy and G.J. Overbeke ofhis staff.2 .4 UBLS/SEC DEVELOPMENT
The development plan has a high likelihood of success because of severalfactors. In addition to being carefully planned for a ten-year period, both withrespect to technical and financial aspects, the Council is benefitting from theexperience of similar efforts toward local control of curriculum and examiningin other developing countries. Further, the fact that the plan is based on theexpansion of an existing regional educational institution circumvents the earlyproblems of establishing a formal organization, public recognition, and publicacceptance.
Prior to 1961 secondary school candidates in the BLS countries, then theHigh Commission Territories of Bechuanaland, Basutoland, and Swaziland, satfor the J.C. examination administered by the University of South Africa. Thesecondary school leaving examination was administered by the Joint Matricula-tion Board, an examining organization composed of representatives of all SouthAfrican universities. The Council was first established in 1961 as the HighCommission Territories Examinations Council. In 1963 the Council became
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associated with what has now evolved into UBLS and its name in 1966 waschanged to the University of Botswana, Lesotho and Swaziland SchoolsExaminations Council.
The Council has an external governing board, also called "The Council",composed of the following representatives from each country: a representativeof the Ministry of Education, a representativ gnized Associationof Secondary School Principals, and a prE Ty school teacher.There are also two representatives appoitiLL Vice-Chancellor of UBLS,one of whom serves as the Council Chairman, and a member of the Universityfrom each country. The future structure of-ilie Council, as proposed in thisplan, is discussed more fully in section 6.1.2.2. below.
The Council presently sets and administers the J.C. examination in eachmember country. It also administers the C.O.S.C. , the London G.C.E.examinations, and teacher certification examinations in Lesotho. (The C.O.S.C.examinations in Botswana and Swaziland are administered by their,respectiveMinistries of Education, but this will be taken over by the Council next yearwith the establishment of National Offices in these two countries.) Curriculumcontent for the J.C. examination is now determined by national subject panelswhose recommendations are sent to regional subject panels for final approval.
Aspects of the present plan which relate to a local School Certificate representthe culmination of a series of proposals for local curriculum content determinationwhich began in 1966. In that year the first proposals were set forth for theeventual transfer of curriculum development and examination administrationfrom Cambridge to local authorities. Several factors have accounted for thedelay between 1966 and the present plan. An overriding consideration hasbeen the initial reluctance, especially.in the early post-independence years,to surrender the assurance of "international standards" offered by an overseasexamining body. This early reticence now appears to have been replaced bya sense of urgency with regard to local control of education. Other delayingfactors have included a 1973 recommendation by CEDO consultant J. Deakinthat the Council should not move forward with a School Certificate takeoverat that time, and complications associated with early staff changes in the
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Council post of Registrar. At present, however, the Council is committedto an eventual takeover of the 0-Level examinations, improvement of thecurriculum and administration of the LC., and assumption of responsibilityfor processing results of the primary school leaving examinations within eachcountry.2.5
EXTERNAL VS. INTERNAL EXAMINATIONSEducational examining systems in many countries, both modern anddeveloping, are currently under scrutiny. There is no simpi answer to thequestion of external vs. internal examinations which is vjd across countriesand cultures. Rather, the answer depends upon local factors such as nationaland public attitudes towards examinations, degree of corrfpetence amongteachers, variations in standards among schools and school districts, selec-tion ratios at the end of primary and secondary schools, and the capability oflocal eduCators to produce reliable and valid standardized.tests which areboth culturally appropriate and socially relevant. Measurement issues re-lated to external examinations are discussed in detail in Chapter 4 below.Educational reform in the domain of syllabus content and the examinationsystem is a clearly perceived local need in the BLS countries. Any such reformstrategy, however, must accomodate the constraints of the existing educationalinfrastructure. The concept of external examining, for a variety of reasons,is widely accepted among educators and the community at large within theBLS countries. As clarified below in Chapter 4, curriculum reform not developedwithin the existing infrastructure, which specifically provides a formal andaccepted mechanism for such reform at the central-syllabus level, is unlikelyto succeed. Curriculum reform coordinated with these established externalexamining procedures, however, is not only likely to proceed more rapidly andwith wide acceptance, but also will immediately change the focus and con-tent of classroom instruction. This point is often not fully appreciated byeducators from countries not having a history of external examining, and isthus given special emphasis in this document.2.6
LIFE-RELEVANCE OF EXAMINATIONSInstructional objectives of formal educational systems are often not rele-vant to post-educational pursuits, whether academic or non-academic. One
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reason is that educational systems have no empirical feedback mechanism tomodify syllabusses as a function of their post-educational effects upon stu-dents. Quite to the contrary, syllabus content is often determined by academ-icians and/or public officials who have insufficient information about suchpost-educational effects of formal schooling to initiate relevant syllabus re-vision.
To address this problem of the relevance of syllabus revision, the Councilproposes to have an Assistant Registrar whose primary responsibility will bethe evaluation of examination program' 'Id the revision of syllabusseS.Revisions will be based upon fol1,- s of students exiting the for-mal educational system. Question id interviews will be used to deter-mine the life-relevance of their formal educational experiences. This informationwill then be given to subject panels responsible for syllabus revision. Tofurther enhance the life-relevance of the syllabusses, the private sector, aswell as members of the educational establishment, will be represented on sub-ject panels. Syllabus revisions, coordinated by national and regional subjectpanels, will thus be influenced by three major sources of information: (1) theprivate sector, with respect to skills needed for initial employment and.up-grading, (2) the educational sector, with respect to academic backgroundneeded for academic activities following the various examinations, and (3)actual life-experiences of students who have completed their formal academictraining.
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CHAPTER 3
PURPOSE
Any undertaking of the magnitude proposed herein has r&Skilts at severallevels within society, and at multiple levels of abstraction. The more immediate
and easily assessed outcomes are treated more fully in section 6.3 be,low.More broadly, however, the purpose may be viewed as three-fold as explainedin the immediately following paragraphs. In hypothesizing casual relation-.ships between the proposed plan and the purposes cited below, it should beremembered that the more temporn rlistant these goals are rrnm the plan
itiation, the more c es to attribute their achievement to theplan. The goals specified, in other words, will be simultaneouslY addressedby many other factors and projects within the socio-political sYstems of theBLS countries. Although this poses particular problems for short-term evalua-tion efforts, such more global purposes are often the most significant for thenations concerned.3.1 HUMAN RESOURCE UTILIZATION
The Council will enhance human resource utilization throuah the improve-
ment of selection procedures following primary and secondary ation, andby the identification of naployment-reled skills through their urate andappropriate certificatica. In developing couritries,where educat._ lal resourcesare scarce, their effec=-e allocation is extremely important for 21 .omal de-velopment.
3.2 EDUCATIONAL RESPONSIVENESS
The proposed mechanisms for syllabus revision will assure that theircontent will be relevant for the students and society as a whole. This mechanismmay well constitute the first formalized educational effort to meet such needs inan effective manner.3.3 INSTITUTIONAL DEVELOPMENT
_The necessity of=tinuing institutional base for social change, bothin modern and developtuitcountries, has long been recognized. A strongregional educational i-_:ution, such as the Council, will contribute to
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cultural relevance and low costs for education within the BLS countries. This
will be assured by a local professional staff, well trained in modern measure-ment techniques, evaluation, and administrative skills. The Council will bedeveloped with strong national offices, and this will constitute a federationopen tO new member countries. This structure will make expansion more likely,and thus increase the probability of diffusion of these innovative educationalconcepts within an acceptable traditional external examining structure.
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CHAPTER 4
MEASUREMENT ISSUES: EXTERNAL EXAMINATIONS
Examinations are a powerful factor within educational systems. They arenot intrinsically either good or bad. They may, however, be used in ways whichresult in either favorable or unfavorable educational outcomes. Major issuesin the controversy over external examinations, briefly discussed in section 2.5above, are fully treated in a recent study by W.B. El ley and I.D. Livingstone(External Examinations and Internal Assessments, New Zealand Council forEducational Research, Wellington: 1972). These issues are analyzed belowin the light of their relevance to the proposed plan.4 .1 ADVANTAGES
The following five positions are among those generally taken by thoseeducators who favor external examinations.4 .1.1 Teachers' testing expertise
Centrally developed examinations do not require classroom teachers tohave highly developed skills in test construction and student assessment.This issue is especially relevant in developing countries where many teachershave not attained the minimum qualifications for teaching, much less anyadequate skills in student assessment. Given the inability of many teachersto accurately assess student performance through internal tests, expeciallyin the more remote mral areas of developing countries, external examinationsconstitute an efficient means of student assessment. Limited teacher training .
resources can then be directed more toward teaching methods and subjectmatter content, than toward techniques of test construction and student assessment.
4.1.2 Uniform standards
Teachers proficient in techniques of student assessment can generally ranktheir own students quite accurately with respect to their relative achievement.These teachers, however, have no basis for making similar evaluations incomparison with the achievement of students in other classes of their school,or with students in other schools. External examinations overcome this
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difficulty by having students from all schools take a common examinationwhich serves as an objective standard of achievement for them all.4 .1. 3 Teachers' roles
Within a system utilizing internal examinations, teachers must serve asjudges of student progress. Much of the teachers' time is devoted to thedevelopment, administration, and grading of examinations. With externalexaminations the role of the teacher can be more of a helper than a judge.Teachers can work together with the students toward a common goal. If
teachers have interpersonal difficulties with certain students, which mightotherwise influence internal assessments of achievements, these are notallowed to influence external assessments.4 .1.4 Student incentives
External examinations provide students with long-term incentives, similarto actual life goals in many ways, toward whiCh-they must work over a periodof time. These incentives are tangible, fair, and beyond the whims of individualteachers.4 .1. 5 Curriculum influence
External examinations based upcm published_syllabusses remove classroomsubject matter from the control of incLvidual teachers. Without clearly speci-fied educational objectives, many teachers tend to organize course content onthe basis of their own judgments about what should be taught. This producesvariable course content and, especially in cases where there is a progressionof courses within a single subject area (e.g., mathematics), can allow a stu-dent to progress to subsequent courses without the prerequisite entry- skills.
Curricula can be changed rapidly when syllabasses are centrally developed.Since teachers as well as students are aware of the subject matter upon whichexternal examinations are to be bcised, syllabus modifications results in immediatechanges in the direction of classroom teaching. The subject panel approach tocurriculum development and change, when properly administered by a centralexamining body, asres responsive content for syllabusses in all subjects.
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4 .2 DISADVANTAGES
External examinations are often the focus of criticism among educatorsunfamiliar with the present operations of Commonwealth-type examining boardsand their potential for rapid progress in curriculum change. Critics of theexternal examining system often confuse conceptual with technical issues,as clarified in the following sections.4.2 .1 Interest, attitude L and ability
It is frequently argued that external examinations provide no indices ofthe interests, attitudes, and abilities (aptitudes) of studen 11. LilciL
rvual1tlr are important in student selection and career guidance. This is, ofcours-zp-not a problem intrinsic to external examining. It is a fairly straight-forward matter to assess these qualities withiexternal examinations, and re-quires only a policy decision to do so on tha-Dart of the responsibile authorities.This has, in fact, been done by the West Aftican Examinations Council. Thetest battery for secondarr school selection ithe Common Entrance Examination),which is used to select ezudents into seconLary schools through Nigeria, Ghana,Sierra Leone, and The Gambia, consists of two achievement tests (English andarithmetic) and two aptitude tests (verbal a=itude and mathematical aptitude).4 .2 .2 Assessment vs . certification
Because of their historical roles as academic selection devices, externalexaminations overly emphasize academic content (assessment) to the exclusionof skills related to post-examination activities of the majority of students(certification). The examinations neglect skills and aptitudes related tobusiness, agricultural, industrial, technical, and clerical areas. Thiscriticism, again, is related to how external assessments are used and not tohow they could be used. Designed into the present plan, as detailed insection 2 .6 above, is a procedure to assure life-relevance of examinationcontent, as well as the relationship of examination content to non-academicPost-educational acMvities.4 .2 . 3 Classroom backwash
A common criticism of extes=al examinations, especially prevelant amonguninformed persons, is that they force teachers and students to direct their
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classroom activities toward uniform educational objectives. Such criticismsurely should be directed toward the content of the syllabusses, rather thantoward the system of external examining. External examinations do require allteachers to focus on agreed upon educational goals. And to the extent thatthese goals are suitable, the backwash effects of external examinations z.crl-stitute a very desirable characteristic of external examtning. The issu Itch
must be addressed with respect to backwasi, influence s syllabus content and3ert 'nly rot the concept of external examining.4.2.4 SirLqleassessments
The use of "one-shot" examinations at infrequent stages in-a student'scareeris often cited as an undesirable characteristic of external examinations.This is in some ways a valid criticism. The problem of infrequent assessmentscannot_De solved merely by having more frequent external examinations becauseof cosonsiderations. One solution to the single assessment =-oblem is theuse ofmontinuous assessment procedures. This permits external certificationto be 1ed partly upon internal and partly upon external assessment. Asmentiod earlier, the Council has already taken continuous assessment underadvisement through the feasibility study prepared by T.P. Keilthy, the ChiefExaminations Officer of the Open University.4 .2 .5 Markers and standards
With external examinations requiring larae numbers of examiners and
markers, especially in developing countries where there is likely to be a highturnover rate within these groups, there may be difficulties related to un-reliability of markers and inconsistency of marking standards. This has indeedbeen the case in many developing countries and, although the problem cannotbe completely circumvented, its effects can be minimized throuah the followingprocedures; (1) improved training methods for markers with an emphasis on theemployment of local educators rather than expatriates; (2) improved design ofexammation formats to enhance marking reliability; (3) simplified marking
schemes developed by professionally trained measurement experts; (4) bettertraining for chief examiners; (5) random assignment of scripts to marker:: followedby statistical analysis of their marks to monitor s.--ndards; and (6) partial use
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of multiple-choice tests to increase reliability and validity of tests as wellas to broaden syllabus coverage.4.2.6 Local syllabusses
The de7elopment of regional ylIabusses is rest- y the useof external examining. This is, again, a -Jct. :;a:__ rather than a conceptual
issue. The Cambridge Syndicate allows local deviations from their centralsyllabusses, and will prepare examinations on any such approved syllabus.The UBLS/SEC allows similar options at the J.C. level. Such deviations,however, are costly and should be allowed only where there is clear justifica-tion for the additional expenses.4,2.7 Success prediction
External examinations often predict academic success only moderatelywell in subsequent education and training, or in non-academic post-exariationpursuits. This is true of many external examinations in their present state ofdevelopment. This situation, however, can be improved with better examinationdevelopment procedures as has been done in the United States. At the post-secondary level, prediction can be increased, especially for academic pursuits,by the combinatio'n of external examination results with secondary school inter-nal assessments. This is a technical problem, and can be addressed by apsychometrically well-qualified staff.4 .2 .8 Results delay
The delay of results associated with large external examinations canrestrict educational planning. This is true of many external examinations aspresently conducted. The delay of results can be minimized through the use ofimproved examination formats designed for faster marking, and a computer
compatible marking and reporting system. The use of machine scored multiple-choice tests, even for a few subject areas, car_ greatly reduce the time takento process examinations, as well as marking costs.4 .2 .9 Student feedback
External examination systems are often criticized because they deprive
students and teachers of informative feedback about the relative strengths andweaknesses of instructional programs with respect to individual students,
2316
schools, and school districts. This is only an issue because such feedbackis not generally given, not because it cannot be given. The West AfricanExamlnations_Council, for example, has in the past prepared feedback reportsbased upon analyses of the multiple-choice tests administered at 0-Levels.This can be a costly procedure, although costs are considerably lower withmachine-scored multiple-choice tests, where responses to individual testitems can be read directly into the computer memory as a part of the originalscoring procedure.4.2 AO Standards over time
Another msurement issue., related to external examinations, concernsthe maintenance of standards from one year to the next within a single subjectarea, and the equivalence of grades between subjects both within a singleyear and from one year to the next. This problem is generally handled by theCommonwealth examining boards through the dependence on expert judgment
about the relative difficulty of examinations from one year to the next, and byassuming that there is only insignificant year-to-year variation in studentachievement when the population of examinees is relatively large. Whilethis procedure provides a partial hedge against wide fluctuations in standards,it is not easily defensible on the grounds of sound measurement theory. Thisproblem has been addressed by psychOmetric experts at Educational Testing
Service in the United States and it is proposed that some of their proceduresbe applied to examinations in the BLS countries. These procedures requireneither the use of multiple-choice tests nor excessively large and stable stu-dent populations from one year to the next.
2 4
17
CHAPTER 5
PROGRAM STANDARDS
The following program standards, in the areas of technical excellenceand curriculum reform, are suggested as design and development criteriaagainst which the plan and its implementation can be evaluated.5 .1 TECHNICAL EXCELLENCE
5 .1.1 Examinations
The examinations must meet professional criteria with respect to theirreliability and validity.5 .1.2 Standards
There must be parity of standards from year to year within single subjectareas, and between subject areas within a single year.5 .1. 3 System compatibility
All activities of the Council must be coordinated with other related educa-tional programs. This includes projects such as the primary school curriculumreform program in Swaziland and the Regional Testing Centre in all three coun-tries.5.1.4 Utility
The program must be relevant, timely, and flexible for it to be credible.It must be accepted and respected by government, educational institutions,teachers, parents, pupils, the private sector, and the community at large.5 .1. 5 Comprehensivenes s
The program must address the total development needs of the member
countries, and not merely the academic requirements of higher-order educa-tional institutions.5.2 CURRICULUM REFORM
The Council's growth should avoid a simple replication of the sometimes
cumbersome organizational problems of some Commonwealth examining bodies.
It is suggested that sound technical measurement and planning expertise befully utilized from the beginning of the Plan and, most importantly, that theplan be implemented along with programs of primary and secondary curriculum
18
reform. This curriculum reform should reflect consultation with educators,private sector employers, and government, so that syllabusses reflect essentialpost-educational knowledge and skills to the greatest extent possible.
26
19
CHAPTER 6
APPROACH
This section describes the Plan of Action for the proposed ten-yeardevelopment period, followed by the Inputs and resultant Outcomes anticipatedfrom donor assistance.6 .1 PLAN OF ACTION
This plan utilizes an existing institutional framework, minimal advisoryassistance for rapid localization, and a proven sequence of emphasis in pro-gram development. Because of the interest and enthusiasm of the involvedcountries for development activity in this area, there will be immediate impactupon the associated educational systems if the planned inputs are not delayed.Timeliness, therefore, is an essential factor in any technical assistance re-lated to implementation of this plan.6.1.1 Institutional development
Technical assistance agencies have long been aware of the powerful in-fluence of an institutional framework for the initiation, promulgation, andcontinuation of socially innovative concepts. The proposed plan will utilizean institutional framework, as described below, to implement the Council'sinnovations in examinations and curriculum change.6.1.1.1 Existing institution. The development plan is based upon the expan-sion and improvement of an existing institution. This approach avoids initialdevelopment problems usually associated with institutional establishment andpublic acceptance, thus resulting in considerable savings in time and resources.6.1.1.2 Strong_National Offices . The proposed structure provides for strongNational Offices, with common services provided by a Headquarters Office.The presence of a strong National Office in each member country, staffed bytrained local professionals, will assure the relevance of examinations to localeducational needs. All international curriculum panels will have representativesfrom national curriculum panels, thus removing the possibility of an interna-tional curriculum body becoming insensitive to local needs.
The proposed structure for the Council is shown in Figure 1 (GoverningStructure). The Examinations Council itself, whose membership is described
20
2 7
above in section 2.4., meets annually to review Council activities and makemajor policy decisions. The Standing Committee meets on an ad hoc basis tohandle the more routine aspects of the Council's operations. Day-to-dayCouncil activities are handled by the Registrar. Reporting directly to theRegistrar are four Deputy Registrars, one for each of the National Offices andone for the Headquarters Office.
Figure 2 (Headquarters Office) shows a Deputy Registrar, who assists theRegistrar with supervision of the three Assistant Registrars, and serves asActing Registrar in the Registrar's absence. (The other three Deputy Registrarsmay also be assigned this responsibility from time to time). There are 3 AssistantRegistrars, one each for Examinations Program Evaluation, Systems and Data Pro-cessing, and Program Coordination. The structure for each National Office isindicated in Figure 3 (National Offices). Each has an Assistant Registrar re-sponsible for Examinations Administration, and for Training, respectively.
The posts shown in Figures 1 and 2 are those planned for 1985. Some mayinitially be filled at lower ranks than those shown in the Figures, with promo-tions expected as the Council's responsibilities increase over the years.6.1.1.3 Expansion . The decentralized structure facilitates expansion of theCouncil. Additional National Offices can easily be added with minimum expan-sion of the Headquarters staff. New member countries can be guaranteed thatany changes in their educational systems will remain under their ultimate con-trol, because the impact of the Council on national educational systems willbe moderated by the presence of these National Offices.6.1.1.4 Capital construction. Proposed capital construction requires officeaccomodations for all Council operations. Construction details and associatedcosts are presented in section 6.2.4. below.6..1.2 Training
The approach to training will place local professionals in line positions asearly as possible. Technical Advisors will hold such positions when absolutelynecessary,but will depart as soon as returned counterparts have been trained.As soon as possible, returned counterparts will be assigned to line positions,and any advisor previously occupying those positions will remain in an advisoryrole for a minimum overlap.
2821
To minimize the training needed for the plan, and to facilitate earlylocalization, trained counterparts from the Regional Testing Centre should betransferred to the Council wherever possible. (This should not seriouslyinterfere with functions of the Regional Testing Centre, as many of its servicescan be assumed by the Council.)
Training will consist of formal academic courses, short-courses with spe-cial focus, and on-the-job training. All training will prepare staff for Councilresponsibilities rather than have a traditional academic orientation. Univer-sities will be asked to prepare special course sequences specifically designedfor the,Council's needs. Seminars and special workshops will be conducted,as required, in cooperation with institutions such as the Cambridge Syndicate,the West African Examinations Council, the Malawi Certificate of EducationExamination Board, the American Institutes for Research, and EducationalTesting Service.
Staff Development Schedules for the Headquarters Office and the threeNational Offices are shown in Tables 1 through 4. Table entries indicate thelocalization schedules for each of the 63 staff positions. Some will belocalized from the first year of operation. A few are first to be occupied byan advisor while a counterpart is being trained. All posts will be filled bylocal professionals by the fourth year, with only three advisors present inadvisory roles during the fifth and sixth years, two during the seventh andeighth, and none during the ninth and tenth.
The formal academic training for the senior staff, necessary for a timelyimplementation of the proposed plan, is summarized in Table 5 (ParticipantTraining Schedule). This requires 8 staff trained at the Masters level and2 at the Doctoral. An additional 3 Masters and 2 Doctorates are scheduledfor wastage and dropouts, as well as to hedge against possible losses toother programs. This additional training also allows for the possible expan-sion of the Council's programs into areas not presently anticipated, such asguidance and aptitude testing.
Estimated advisory services required to implement the -plan are summarizedin Table 6 (Technical Advisory Schedule ). Both Tables 5 and 6 are coordinated
22
29
with the Staff Development Schedules shown above in Tables 1 through 4. Techni-cal specialties for the required advisors are indicated in Table 6. Short-termconsultant services are also required for the plan, and are shown in Table 6.6.1.3 Program development
the following sections describe three basic program aspects addressedby the plan.6.1.3.1 Examination Administration. The entire examinations administration.proce-dure will be reviewed and revised by management and psychometric experts.The revision will streamline the entire process to reduce costs and speed thedelivery of results. The training program will emphasize administrative trainingas well as technical expertise.
6.1.3.2 Examination procedures and analysis. Formats of both the essay andmultiple-choice examinations will be revised to make marking more reliableand faster. A computer systems analyst trained in educational data processingwill devise a system specifically tailored to the Council's needs. The Councilwill have its own computer with data capture units in each National Office.The country units will enable each country's examinations to be scored locally,with the scores then being sent to the Headquarters Office on magnetic casettetapes for central processing.
6.1.3.3 Examinations programs. The initial focus of the plan is the J.C.This is necessary as there have been some difficulties with this examination-in the past, and the Council should establish public credibility for this programbefore expanding into other areas. This should be done by the 1976 examinationyear. The second focus will be the primary school examinations, and responsi-bility for processing results of these examinations should be handed over byabout 1978. Takeover of the 0-Levels is, scheduled to begin with the 1981
examinations, and phase over a five-year period. During this takeover periodthe School Certificate will be awarded on a joint basis with an overseas examin-ing board, most likely the Cambridge Syndicate if satisfactory arrangements canbe made, with the Council assuming full responsibility for the S.C. by 1985.During the ten-year period responsibility will be assumed for other examinationprograms on an as-needed basis. Such examinations will probably includea heavy emphasis on technical and commercial examinations.
23
30
6.1.4 Project implications
The project results have the following implications for education withinthe member countries.6.1.4.1 Standards. There will be centrally maintained standards of achieve-ment, with parity from yeaz to year. Scaling and modera-2...1on willbe introduced to mairn:_.,,n --ndards, ar: -ous asaessment techueswill gf-tcually be ihtroci-.. t:D permit schozA -77:7des to h,e taken into ,,-;.onsidera-
tion in the award cf ed -.:ratital certificates.6.1-4.2 Curriculum zen=a . The system for syllabus development d changewill facilitate the introc ----Lon of new and updated course content., he educa-tional system will thus ze .iple to better deliver skills essential fc.n octal andpolitical development, cco-7dinated with indial considerations. 2.valuativefeedback, as described ah we in section 2.6_ . will assure the life-relevanceof educational programs.
6.1.4.3 System evaluation. In addition to reliable information about individualachievement, the proposed system will provide information about system effec-tiveness on the school, school district, and national levels. This will be doneat only moderate additional cost if programmed into the original development ofthe data processing and retrieval system.6.1.4.4 Objective tests . Early consideration will be given to the use ofmultiple-choice machine-scored tests wherever feasible. Such tests can pro-vide more extensive syllabus coverage than essay examinations which take thesame administration time, thus permitting more comprehensive feedback toindividuals and schools about program effectiveness. Objective tests alsoreduce the problem of examiner training. In addition, they can also be gradedmore rapidly and reliably than essay examinations.6.2 INPUTS
The following inputs are those required from external donors for a timelyand effective implementation of the development plan. Without these inputsthe ten-year period would be extended and/or the local costs would have to berevised upward. (Local costs are presented in full in section 7).
31
24
6 .2.1 Adrzisory servit.c.
To imPlement the plan pr1/4314:feet-vrould reqiie 45 man-years of advisory
services, 3 of which wmild :......:,-..aptcr.posed of short-term consultants , and 42 ofresidential advisors. Ro a-md. iaduLes of these advisors ?_1"=. summarized
in Table 6 (Technical. Adv:soz
6.2.2 Trainin3
External academic trairarzg s-svrziased with the plan consistL of 35 man-
years , and is summarized by spth- level, and timing in Table 5 (Partici-pant Training Schedule). artd oin-the-job trainimg will beplanned and executed by the:',--st:a..1-rechnical adwisors and Assistant Registrarsresponsible for training.6.2.3 Equipment
The equipment to be fundc .:znor is indicated in Table 7 (RecommendedData Processing Equipment). cost is R91,400, and provides a centraldata processing capability at t -7zarters Office, with capture andediting capability at each Nati Thce. The suggested min comPuter equip-ment is based on a survey of sE computer companies with offices in theSouth African area. The choice made on the basis of ease of operation,cost, service arrangements, expandability, and ruggedness. Prior torecommending the Wangequipm=.1._, -emperts from Swaziland's Ministry of
Finance computer installation p ially inspected equipment of the Wang,Datapoint, and Interdata comp 3-'...:quipment from several other companies
was rejected without the neces1.- _am on-site inspection.6.2 .4 Capital requirements
Capital requirements for thre,-..,:::=Dnal Offices, one Headquarters Office,and seven vehicles @ R7,000, are summarized in Table 8 (Capital Requirements).
The total cost is R211,000. Table 8 also indicates the square meter cost basisfor the buildings.6.3 OUTCOMES
The immediate and more easily verifiable outcomes are summarized.below.
These will contribute to some extent .7o-the more global and temporally distantpurposes described in section : above.
3 2
25
6.3.1 Institut.Lonal
At the compkarion of the plan there will be an institutionalized aoc2'_1-_-
capability for educationi certification examirmtions and curriculum reiorm with-in the BLS countries.6 3 . 2 Functional
The following three functions will be served by the Council.6.3.2.1 Certification. The Council wiLl issue certificates of educatiz.achievement reflecting international standards with parity from year to6.3.2.2 Selection. Examinations administered by the Council will ser-rr asselection criteria for further education as well as for selection into trP-T-1-,17-:
programs within the private sector. If desired, tests of aptitude and/=interest could be included in the major examinations. Scores on these-could be disregarded with respect to certification, but incorporated int=selection decisions and/or careers guidance programs. By having the aptitudeand/or interest tests administered simultaneously with the major certificationprograms, the incremental costs of this additional information would begreatly reduced as compared to costs of a separate program.6.3.2.3 Curriculum reform. As treated more fully above, the suggested sys-tem for curriculum change can make educational content more responsive to
social, political, and individual needs. This is an important issue because,within an educational system based upon external examinations, syllabuschange is the only path to effective curriculum change.
33
26
CHAPTER
COSTS
Estimated --:-..--zrenLitures and income, winr. sumr the two, arepresented in the zo..11.7..-wing sectthns. PJL figr.zeis are 10:11.1 African Rand(RI. 00 S1.42).7 .1 EXPENDITU7 ES
Estimated exper....n.,-. are divided into 20 heads aid ;presented in Tables(Ecoenditure Estimats for Headauarters Office) and if) (Famenditure Esttmem-- innNational Offices). Eases for the estimates under each he=L are im working -pa-pers which have beer given to the Regisar.7 .2 INCOME
Estimates of income, _based on candidate fees from examinations, are civenin Table 11 (Candidate and Examination Fees Projections). Details of the c-=.di-date numbers and fee structures, which form the basis for these projections..in working papers which have been given to the Regisar. Income not includedin this table is R112,61'34 for data ;processing equipment to be purchased in 19'76and R211,0.30 for capl-A consmruction planned for 1977.. These two amounts areincluded in che followitvg summary of expenditure and income.7 . 3 SL7MMARY
The firiancial picture for the Council over the ten-year development periodis given in Table 12 (Income and Exptenditure Summary). This summary showsa deficit of R212,140 for 1976 which scaLes down tO a deficit of only R11,049 for1980. Given the assumptions Laiderlyinc these financial -projections, all sub-
-,quent years show a surplus, beginning tn 1981, with a cumulative surplus of
R475,337 over years 19E1-15. Adjustments for inflaticrn have been made neitherin expenditures nor in _corne. It is ass:::...-med that any inflationary increase inexpenses will be offset: by similar ar.± e4uivelient increases in income. Thegist of Table 12, them, is that the Colancia wall become a financially viaEeinstitution within 5 year._.0±-operation, given t'ne ,thmor sistance estimedin the present plan. Profias from the sixth yesn--- onward =mild be used eit:aerto reduce fees, to initiate new programs, or to -keep fees stable even underinflationary conditions of expenditures.
27
3
Figu
re 1
.G
over
ning
Str
uctu
re
Exa
min
atio
ns
Com
cil
Reg
istr
ar
fref
irir
luar
ters
Off
ice
Stan
ding
nom
miti
rr
Dep
uty
Reg
istr
arD
eput
y R
egis
trar
Bot
swan
aSw
azila
ndN
atio
nal O
ffic
eN
atio
nal O
ffic
e
1171
71.0
1118
.1...
..T.,
Dep
uty
Reg
istr
ar
Hea
dqua
rter
sO
f f
ice
Figu
re 2
. Hea
dqua
rter
s O
ffic
e
Reg
istr
arC
onfi
dent
ial
Secr
etar
y
1D
eput
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eput
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eput
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egis
trar
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istr
arR
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rar
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dgL
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, sw
ana
Les
otho
Swaz
iland
=G
ON
atio
nal
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ice
Nat
iona
l Off
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Nat
iona
l Off
ice
Ass
ista
nt..u
ni3(
noi
rAss
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ntA
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tant
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egis
trar
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istr
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trar
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m P
rogr
amm
eS"
ji'r
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Eva
luat
ion
Proc
essi
ngC
oord
inat
ion
Dev
elop
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t
Eva
luat
ion
Off
icer
Prog
ram
mer
/O
pera
tor
Seni
orD
ata
Con
trol
Off
icer
Exe
cutiv
e
Off
icer
Con
trol
lerj
Rec
ords
and
Com
mon
Ser
vice
s St
aff
(8)
1
1
Seco
ndar
yE
xam
sO
ffic
er (
6)
Figu
re 3
.N
atio
nal O
ffic
es (
Bot
swan
a, L
esot
ho, a
ndSw
azila
nd)
Dep
uty
Reg
istr
a r
Con
fide
ntia
lSd
erot
ary
Ass
ista
ntR
egis
trar
Exa
ms
A d
min
i str
atio
n
Arl
opO
nts
Cle
rk
Dat
a C
ontr
ol
Off
icer
s (2
)
Prim
ary
FxR
mn
Off
i c e
r Cof
fin-
ion
Serv
iceg
a!rr
Ass
ista
ntR
egis
trar
Tra
inin
g
Tab
le I
.St
aff
Dev
elop
men
t Sch
edul
e (H
eadq
uart
ers
Off
ice)
1
POSI
TIO
ND
EG
RE
E2
YE
AR
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
Reg
istr
ar-
Con
fide
ntia
l Sec
reta
ryL
LL
LL
LL
LL
L
Dep
uty
Reg
istr
arL
LL
LL
L
A.R
. (Pr
ogra
mm
e C
oord
inat
or)
B-
LL
LL
LL
LL
A.R
. (Sy
stem
s &
Dat
a Pr
oces
sing
)M
YT
AlT
A/T
C/A
C/A
C/A
C/A
c/A
I,I
A.R
. (E
valu
atio
n)M
AA
/TA
/TC
/AC
/AC
/AL
LL
L
A.R
. (E
xam
s D
evel
opm
ent)
MA
ITA
/TC
/AC
/AL
LL
LL
L
Seco
ndar
y E
xam
s O
ffic
er (
6)B
L(3
)L
(3)
L(4
)L
(5)
L(6
)L
LL
LL
Exe
cutiv
e O
ffic
erL
LL
LL
LL
LL
L
Con
trol
ler
BC
omL
LL
LL
LL
LL
L
Prin
ter
LL
LL
LL
LL
LL
Prog
ram
mer
/Ope
rato
rM
TT
LL
LL
LL
L
Eva
luat
ion
Off
icer
B-
LL
LL
LL
L
Seni
or D
ata
Con
trol
Off
icer
Secr
etar
y
B,w
/tL L
L L
L L
L L
L L
L L
L L
1, L
L L
L L
Rec
eptio
nist
LL
LL
LL
LL
LL
Dri
ver/
Mes
seng
erL
LL
LL
LL
LL
L
Mai
l Cle
rkL
LL
LL
LL
LL
L
Prin
ting
Ass
ista
ntL
LL
LL
LL
LL
L
Acc
ount
s C
lerk
LL
LL
LL
LL
LL
Rili
ng C
lerk
LL
LL
LL
LL
LL
Cle
aner
LL
LL
LL
LL
LL
1Leg
end:
A=
Fille
d by
Adv
isor
; T=
Cou
nter
part
in T
rain
ing;
A/T
=Fi
lled
by A
dvis
or w
hile
Cou
nter
part
in T
rain
ing;
C/A
=Fi
ned
by C
ount
erpa
rt w
ith A
dvis
or P
rese
nt; L
=L
ocal
ized
2E
lBac
helo
r's D
egre
e; M
=M
aste
r's; 1
3Com
=B
ache
lor
of C
omm
erce
; 13,
w/t=
13ac
helo
r's w
ith A
dditi
onal
Tra
inin
g
Tab
le 2
. Sta
ff D
evel
opm
ent S
ched
ule
(Bot
swan
a N
atio
nal O
ffic
e) 1
POSI
TIO
N2
DE
GR
EE
YE
AR
: I.:.
Dep
uty
Reg
istr
ar (
Bot
swan
a)D
A/T
A/T
A/T
C/A
1L
LL
LL
Con
fide
ntia
l Sec
reta
ryL
LL
LL
LL
LL
L
A.R
..(E
xam
. Adm
inis
trat
ion
)L
LL
LL
LL
LL
L
A.R
. (T
rain
ing)
ML
LL
LL
LL
LL
LPr
imar
y E
xam
s O
ffic
erB
LL
LL
LL
LL
LL
Acc
ount
s C
lerk
LL
LL
LL
LL
LL
Dat
a C
ontr
ol O
ffic
er (
No.
1)
LL
LL
LL
LL
LL
Dat
a C
ontr
ol O
ffic
er (
No.
2)
--
LL
LL
LL
LSe
cret
ary
LL
LL
LL
LL
LL
Typ
ist (
No.
1)
LL
LL
LL
LL
LL
Typ
ist (
No.
2)
LL
LL
LL
LL
LL
Cle
aner
LL
LL
LL
LL
LL
1 Leg
end:
A/T
=Fi
lled
by A
dvis
or w
hile
Cou
nter
part
in T
rain
ing;
C/A
=Fi
lled
by C
ount
erpa
rt w
ith A
dvis
or P
rese
nt;
L=
Loc
aliz
ed2II
:Doc
tora
l Deg
ree;
M=
Mas
ters
; liB
ache
lors
Tab
le 3
. Sta
ff D
evel
opm
ent S
ched
ule
(Les
otho
Nat
iona
lO
ffic
e)1
POSI
TIO
ND
EG
RE
E2
YE
AR
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
Dep
uty
Reg
istr
ar (
Les
otho
)D
LL
LL
LL
LL
LL
Con
fide
ntia
l Sec
reta
ryL
LL
LL
LL
LL
L
A.R
. (E
xam
. Adm
Iras
trat
ion)
MT
TL
LL
LL
LL
LA
.R. (
Tra
inin
g)M
AA
/TA
/TC
/AC
/AC
/AC
/AC
/AL
L
Prim
ary
Exa
ms
Off
icer
BL
LL
LL
LL
LL
L
Acc
ount
s C
lerk
LL
LL
LL
LL
LL
Dat
a C
ontr
ol O
ffic
er (
No.
1)
LL
LL
LL
LL
LL
Dat
a C
ontr
ol O
ffic
er (
No.
2)
LL
LL
LL
L
Secr
etar
yL
LL
LL
LL
LL
LsP
IT
ypis
t (N
o. 1
)L
LL
LL
LL
LL
LC
CO
CO
Typ
ist (
No.
2)
LL
LL
LL
LL
LL
Cle
aner
LL
LL
LL
LL
LL
1Leg
end:
A=
Fille
dby
Adv
isor
; T=
Cou
nter
part
in T
rain
ing;
C/A
=Fi
lled
by A
dvis
or w
ithC
ount
erpa
rt P
rese
nt;
A/T
=Fi
lled
by A
dvis
or w
hile
Cou
nter
part
inT
rain
ing;
L=
Loc
aliz
ed21
:Doc
tora
lD
egre
e; M
=M
aste
rs; B
=B
ache
lors
Tab
le 4
. Sta
ff D
evel
opm
ent S
ched
ule
(Sw
azila
nd N
atio
nal O
ffic
e) YE
AR
POSI
TIO
ND
EG
RE
E19
7619
7719
7819
7919
8019
8119
8219
8319
8419
85
Dep
uty
Reg
istr
ar (
SWaz
iland
)D
A/T
A/T
A/T
C/A
LL
LL
LL
Con
fide
ntia
l Sec
reta
ryL
LL
LL
LL
LL
LA
.R. (
Exa
m. A
dmin
istr
atio
n)M
TT
LL
LL
LL
LA
.R. (
Tra
inin
g)M
TT
LL
LL
LL
LL
Prim
ary
Exa
ms
Off
icer
BL
LL
LL
LL
LL
Acc
ount
s C
lerk
LL
LL
LL
LL
LL
Dat
a C
ontr
ol O
ffic
er (
No.
1)
LL
LL
LL
LL
LL
Dat
a. C
ontr
ol O
ffic
er (
No.
2)
LL
LL
LL
LSe
cret
ary
LL
LL
LL
LL
LL
Typ
ist (
No.
1)
LL
LL
LL
LL
LL
Typ
ist (
No.
2)
LL
LL
LL
LL
LL
Cle
aner
LL
LL
LL
LL
LL
/lege
nd: A
/T=
Fille
dby
Adv
isor
whi
le C
ount
erpa
rt in
Tra
inin
g; T
=C
ount
erpa
rtin
Tra
inin
g; C
A--
Fille
d by
Adv
isor
with
Cou
nter
part
Pre
sent
; L=
Loc
aliz
ed21
:Doc
tora
lD
egre
e; M
=M
aste
rs; 1
Bac
helo
rs
Tab
le 5
. Par
ticip
ant T
rain
ing
Sche
dule
(M
anY
ears
)
POSI
TIO
ND
EG
RE
EA
CA
DE
MIC
YE
AR
TO
TA
LS
1976
/77
1977
/78
1978
/79
1979
/80
Syst
ems
Ana
lyst
Mas
ters
11
13
Eva
luat
ion
Spec
ialis
tM
aste
rs1
12
Prog
ram
mer
Mas
ters
11
2M
easu
rem
ent S
peci
alis
tM
aste
rs1
12
Mea
sure
men
t Spe
cial
ist
Mas
ters
11
2T
rain
ing
Spec
ialis
tM
aste
rs1
12
Mea
sure
men
t Spe
cial
ist
Doc
tora
te1
11
3M
easu
rem
ent S
peci
alis
tD
octo
rate
11
13
Mea
sure
men
t Spe
cial
ist
Mas
ters
11
2T
rain
ing
Spec
ialis
tM
aste
rs1
12
Subt
otal
610
723
Was
tage
Mas
ters
33
6D
octo
rate
22
2
Tot
al6
1512
235
Tab
le 6
.T
echn
ical
Adv
isor
y Sc
hedu
le (
Man
Yea
rs)
POSI
TIO
N A
ND
LO
CA
TIO
N'
YE
AR
TO
TA
L19
7619
7719
7819
7919
8019
8119
8219
8319
8419
85
Chi
ef o
f Pa
rty
(L)
11
11
11
11
8
Mea
sure
men
t Spe
cial
ist (
L)
11
11
4
Syst
ems
Ana
lyst
(L
)1
11
11
11
18
Eva
luat
ion
Spec
ialis
t (L
)1
11
11
16
Tra
inin
g Sp
ecia
list (
L)
I1
11
11
11
8
Mea
sure
men
t Spe
cial
ist (
B)
11
11
4
Mea
sure
men
t Spe
cial
ist (
S)1
11
14
pP.
Tot
al A
dvis
ors
77
77
44
33
42C
4C
onsu
ltant
s '
5/12
5/12
2/12
2/12
3/12
3/12
2/12
2/12
6/12
6/12
3
Tot
al T
echn
ical
Ass
ista
nce
_5
75
72
23
4-1-
F
34-
112
26/
126/
1245
12"1
2'1
2'1
23-
11
1
)Bot
swan
a; L
=L
esot
ho; S
=Sw
azila
nd
Tab
le 7
. Rec
omm
ende
d D
ata
Proc
essi
ngE
quip
men
t1
EQ
UIP
ME
NT
CO
STS
Hea
dqua
rter
s O
ffic
e
Cen
tral
Pro
cess
ing
Uni
t plu
s R
OM
s, 2
200
C 3
2KB
R16
,000
Prin
ter,
222
1 15
0 C
hara
cter
s pe
r Se
cond
5,90
0C
RT
/Cas
sette
Tap
e U
nit,
2216
/17
2,60
0In
put K
eybo
ard,
222
3 A
lpha
/Bas
ic1,
050
Mag
netic
Dis
k, 2
260
.10
Meg
abyt
es14
,000
Car
d R
eade
r, 2
244A
285
Car
dspe
r M
inut
e5,
800
Sub-
Tot
al (
Hea
dqua
rter
s O
ffic
e)R
45,3
50
Nat
iona
l Off
ices
Cen
tral
Pro
cess
ing
Uni
t, 22
00 S
8K
BR
5,8
00Pr
inte
r, 2
221
150
Cha
ract
ers
per
Seco
nd5,
900
CR
T/C
asse
tte T
ape
Uni
t, 22
16/1
72,
600
Inpu
t Key
boar
d, 2
223
Alp
ha/B
asic
1,05
0
Sub-
Tot
al (
One
Nat
iona
l Off
ice)
15,3
50Su
b-T
otal
(T
hree
Nat
iona
l Off
ices
)46
,050
Tot
alR
91,4
00
1
Pric
es s
uppl
ied
by W
ang
Com
pute
rs (
S.A
.) P
ty. L
td.
on n
on-q
uote
bas
is, s
ubje
ct to
cha
nge
on s
ubse
quen
t req
uest
s.
Tab
le 8
.C
apita
l Req
uire
men
ts
Nat
iona
l Off
ices
(x
3)
72 m
28
offi
ces,
ave
rage
3m
x 3
m1
6 m
2su
ppor
t sta
ff, a
vera
ge (
2rn
x 2m
) x
49
m2
kitc
hene
tte, 3
m x
3m
1 6
m2
rece
ptio
n ar
ea, 4
m x
4m
964
rri-
stor
age,
8m
x 8
m1
6 m
2su
pplie
s, 4
rn x
4m
50m
2m
eetin
g ro
oms,
(5m
x 5
m)
x 2
49 m
220
%, a
isle
s, s
tair
way
s an
d cl
oset
s29
2 m
2Su
b-T
otal
(R
35,0
40 a
t R12
0 pe
r sq
uare
met
er)
43 03
Hea
dqua
rter
s O
ffic
e
1 62
m2
18 o
ffic
es, a
vera
ge 3
m x
3m
32 m
2su
ppor
t sta
ff, a
vera
ge (
2m x
2m
) x
82
1 6
mre
cept
ion
area
, 4m
x 4
m49
m2
stor
age,
7m
x 7
m1
00 m
2lib
rary
and
arc
hive
s, 1
0m x
10m
49 m
2m
ail r
oom
, 7m
x 7
m2
1 00
mco
mpu
ter
room
,10m
x 1
0m
9 m
2su
pplie
s, 3
m x
3m
24m
2m
eetin
g ro
om, 4
m x
6m
1 08
m2
20%
, ai
sles
, sta
irw
ays
and
clos
ets
649
m2
Sub-
Tot
al (
R77
,880
at R
120
per
squa
re m
eter
)
Veh
icle
sSu
b-T
otal
(R
28,0
00 f
or 7
at R
4,00
0 ea
ch)
Tot
al (
R21
1,00
0)
Tab
le 9
.E
xpen
ditu
re E
stim
ates
for
Hea
dqua
rter
s O
ffic
e
HE
AD
SY
EA
R19
7619
7719
7819
7919
80.
1981
1982
1983
19.8
419
8
1.E
mol
umen
tsR
40,0
2447
,825
51,8
6058
,616
68,1
7470
,220
72,3
2674
,496
76,7
3179
,0,1
2.Pe
nsio
ns, G
ratu
ities
, & I
nduc
emen
ts (
25%
)10
,006
11,9
5612
,965
14,6
5417
,044
17,5
5518
,082
18,6
2419
,183
19,7
53.
Aud
it &
Acc
ount
ing
Fees
2,00
02,
000
2,00
02,
000
2,50
02,
500
2,50
02,
500
2,50
02,
5C4.
Off
ice
Supp
lies
& M
isc.
Exp
ense
s4,
002
4,78
25,
186
5,86
26,
817
7,02
27,
233
7,45
07,
673
7,90
5.E
quip
men
t38
,200
2,00
05,
900
8,50
03,
300
2,00
02,
000
2,00
02,
000
2,00
6.R
ents
10,2
006,
000
7.E
nter
tain
men
t40
047
851
958
61,
363
1,40
41,
447
1,49
0.
1,53
51,
588.
Mai
nten
ance
(5%
)5,
454
11,1
4812
,943
14,1
1814
,283
14,3
8314
,483
14,5
8314
,683
H 7
(i9.
Exa
min
ers
Fees
62,5
7572
,073
83,0
3292
,006
101,
952
117,
702
135,
744
148,
104
1 6.
1,29
117
5,42
10.
Invi
gila
tors
Fee
s18
,185
21,0
3524
,352
26,8
54-
29,6
1632
,664
36,0
2937
,831
39,7
234
ijfll
11.
Exa
min
ers
Mee
tings
6,00
06,
000
6,00
06,
000
6,00
06,
800
7,60
08,
400
9,20
010
,00
12.
Reg
iona
l Pan
el M
eetin
gs15
,000
15,0
0015
,000
15,0
0015
,000
19,0
0023
,000
27,0
0031
,000
35,0
013
.N
atio
nal P
anel
Mee
tings
18,0
0018
,000
18,0
0018
,000
18,0
0018
,000
18,0
0018
,000
18,0
0018
,00
14.
Post
ge &
Tel
epho
ne5,
323
6,15
87,
129
7,86
18,
669
9,56
210
,547
11,0
7411
,628
12,2
015
.Pr
intin
g &
Sup
plie
s14
,548
16,8
2819
,482
2 1,
483
23,6
9326
,1 3
228
,823
30,2
653
1,77
833
,36
16.
Dat
a Pr
oces
sing
55,8
7117
.E
xam
iner
s T
rain
ing'
27,0
0027
,000
27,0
0027
,000
27,0
0027
,000
27,0
0027
,000
27,0
0027
,00
18.
Cou
ncil
Mee
tings
2,19
0.2,
190
2,19
02,
190
2,19
02,
190
2,19
0.2,
190
2,19
02,
1919
.St
andi
ng C
omm
ittee
Mee
tings
2,83
22,
832
2,83
22,
832
2,83
22,
832
2,83
22,
832
2,83
22,
8320
.C
apita
l15
,000
111,
880
30,0
0015
,000
2 1.
Res
erve
, Cap
ital R
epla
cem
ent
7,08
718
,275
21,2
7522
,775
22,7
7522
,775
22,7
7522
,775
22,7
7522
,77
22.
Tot
alR
359,
897
403,
460
347,
668
361,
337
371,
208.
399,
741
432,
61 1
456,
614
481,
722
508,
06
Tab
le 1
0. E
xpen
ditu
re E
stim
ates
for
Nat
iona
l Off
ices
YE
AR
HE
AD
S19
76.
1977
1978
1979
1980
1981
1982
1983
1984
198
1.E
mol
umen
tsR
18,9
1023
,477
24,1
8225
,907
26,6
8527
,485
28,3
1029
,159
30,0
3430
,93
2.Pe
nsio
ns, G
ratu
ities
, & I
nduc
emen
ts (
25%
)4,
728
5,86
96,
046
6,47
76,
671
6,87
17,
078
7,29
07,
508
7,73
3.A
udit
& A
ccou
ntin
g Fe
es
4.O
ffic
e Su
pplie
s &
Mis
c. M
cpen
ses
1,89
12,
348
2,41
82,
591
2,66
82,
748
2,83
12,
916
3,00
33,
095.
Equ
ipm
ent
I 91
405
1,00
01,
000
2,30
01,
000
1,00
01,
000
1,00
01,
000
1,00
6.R
ents
10,6
404
, Ong
7.E
nter
tain
men
t18
923
524
225
953
455
056
658
360
161
8.M
aint
enan
ce (
5%)
2,66
65,
618
6,41
86,
533
6,58
36,
633
6,68
36,
733
6,78
36,
839.
Exa
min
ers
Fees
44.
10.
Invi
gila
tors
Fee
s.s
t. c)-.
..111
.E
xam
iner
s M
eetin
gs12
.R
egio
nal P
anel
Mee
tings
1.3.
Nat
iona
l Pan
el M
eetin
gs14
.Po
stag
e &
Tel
epho
ne53
26
167
1378
686
795
61,
055
1, 1
071,
163
1,22
115
.Pr
intin
g &
Sup
plie
s1,
455
1,68
31,
948
2,14
82,
369
2,61
32,
882
3,02
63,
178
3,33
'16
.D
ata
Proc
essi
ng1
8,9
11
17.
Exa
min
ers
Tra
inin
g18
.C
ounc
il M
eetin
gs19
.St
andi
ng C
omm
ittee
Mee
tings
20.
Cap
ital
15,0
0058
,040
15,0
002
1.R
eser
ve, C
apita
l Rep
lace
men
t3,
391
9,19
510
,695
10,6
9510
,695
10,6
9510
,695
10,6
9510
,695
10,6
9:22
.T
otal
R97
,673
112,
081
68,6
6257
,696
58,0
7259
,551
61,1
0062
,509
63,9
6565
,461
co
Tab
le 1
1. C
andi
date
and
Exa
min
atio
n Fe
esPr
ojec
tions
CA
ND
IDA
TE
S A
ND
FE
ES
YE
AR
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
Can
dida
tes
P. S
.L .
E. (
Bot
swan
a)19
,076
22,8
9127
,469
30,2
1633
,237
36,5
6140
,217
42,2
2844
,340
46,5
57P.
S.L
. E. (
Les
otho
)20
,318
23,3
6526
,070
211,
q26
.13,
106
36,7
4840
,790
42,8
3044
,972
47,2
20S.
P.0
. E. (
Swaz
iland
)10
,130
11,1
4312
,257
13,2
3R14
,297
15,4
4116
,676
17,5
1018
,385
19,3
05Su
b-T
otal
(Pr
imar
y)49
,524
57,3
3966
,596
73,2
8080
,640
88,7
5097
,683
102,
568
107,
697
113,
082
juni
or C
ertif
icat
e (B
.L. S
. )13
,493
15,5
1717
,845
19,8
0821
,987
24,4
0627
,090
28,4
4529
,867
31,3
60C
. O. S
.0 ./
join
t Cer
tific
ate
3,10
93,
576
4,11
24,
564
5,06
65,
624
6,24
26,
554
6,88
27,
226
Lon
don
G.C
.E.
726
799
878
966
1,06
31,
169
1,28
61,
415
1,55
61,
712
Sub-
Tot
al (
Oth
er)
17,3
2819
,892
22,8
3525
,338
28,1
1631
,199
34,6
1836
,414
38,3
0540
,290
Tot
al C
andi
date
s66
,906
77,2
3189
,431
98,6
1810
8,75
6119
,949
132,
301
138,
982
146,
002
153,
380
Fees Pr
imar
y E
xam
sR
123,
810
143,
348
166,
490
183,
200
201,
600
221,
875
244,
208
256,
420
269,
242
282,
705
runt
or C
ertif
icat
e18
7,01
321
5,06
624
7,33
227
4,53
930
4,74
033
8,26
737
5,46
739
4,24
841
3,95
743
4,65
0C
.O.S
.C./j
oint
Cer
tific
ate
14,1
7716
,306
18,7
5120
,812
23,1
0141
,055
62,6
0783
,694
106,
671
131,
802
LO
ndon
G.C
.E.
2,14
82,
362
2,59
92,
859
3,14
43,
459
3,80
54,
185
4,60
45,
064
Mis
cella
neou
s E
xam
s1,
024
1,17
71,
354
1,55
71,
790
2,05
92,
368
2,72
33,
131
3,60
1T
otal
Fee
Inc
ome
R32
8,17
237
8,25
843
6,52
648
2,96
753
4,37
560
6,71
568
8,45
574
1,27
079
7,60
585
7,82
2
Tab
le 1
2.In
com
e an
d E
xpen
ditu
re S
umm
ary
INC
OM
E/E
XPE
ND
ITU
RE
YE
AR
1976
1977
1978
1879
1980
1981
1982
1983
1984
198
Inco
me
Can
dida
te F
ees
R32
8,17
237
8,25
843
6,52
648
2,96
753
4 ,3
7561
.iii,/
1b68
8,45
574
1,27
079
7,60
585
7,82
Don
or1
112,
604
211,
000
Tot
al I
ncom
e44
0,77
658
9,25
843
6,52
648
2,96
753
4,37
660
6,71
568
8,45
574
1,27
079
7,60
585
7,8Z
Exp
endi
ture
652,
916
739,
703
553,
654
534,
425
545,
424
578,
394
615,
911
644,
141
673,
617
704,
46(D
efic
it) /
Surp
lus
(2 1
2,14
0)(1
50,4
45)
(117
,128
)(5
1,4
58)
(11,
049)
28,3
2172
,544
97, 1
2912
3,9
881
53,3
5Su
bven
tion
R21
2,14
015
0,44
511
7,12
851
,458
11,0
49C
umul
ativ
e Su
rplu
sfr
om 1
981
28,3
2110
0,86
519
7,99
432
1,98
247
5,33
1 Thi
s on
ly in
clud
es c
ontr
ibut
ions
for
cap
ital r
equi
rem
ents
8) a
nd f
or d
ata
proc
essi
ng e
quip
men
t (T
able
7).