Project Data Sheet

Project Data Sheets (PDS) contain summary information on the project or program: Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.

PDS Creation Date 01 Feb 2007
PDS Updated as of 21 Oct 2013

Project Name Secondary Education Support Project
Country Nepal
Project/Program Number 34022-013
Status Approved
Geographical Location All districts
In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.
Sector Education
Subsector Pre-Primary and Basic Education
Strategic Agendas
Drivers of Change
Gender Equity and Mainstreaming Categories

Financing

Type/Modality of Assistance Approval Number Source of Funding Approved Amount (thousand)
Loan1917Asian Development Fund30,000
TOTAL US$ 30,000

Safeguard Categories

For more information about the safeguard categories, please see http://www.adb.org/site/safeguards/safeguard-categories

Environment C

Summary of Environmental and Social Issues

Within this limited access, there are further disparities by geographic location, as well as economic and social background. Girls are disproportionately disadvantaged in all categories. Girls constitute 43% of total primary enrollment, 41% of lower secondary enrollment, and 40% of secondary enrollment. Significant gaps exist between the poor and the non poor. According to the Nepal Living Standards Survey (1996), children from the highest income quartile are twice as likely to be enrolled in primary schools and 10 times as likely to be enrolled in secondary schools than children from the lowest income quartile. Participation rates also vary considerably across the geographic regions with people living in the mountainous belt and the Far Western Region being the most disadvantaged. Participation rates for students belonging to disadvantaged groups also decline as students move to higher levels of education. This is also true of students with physical disabilities. Lack of education limits employment opportunities for the poor, constrains productivity, and perpetuates poverty. Lack of access to education is a major cause of poverty among Nepal s disadvantaged groups.

Environmental Aspects
Involuntary Resettlement
Indigenous Peoples

Stakeholder Communication, Participation and Consultation

Consultations with the Government and its relevant agencies handling education will be continued.

During Project Design
During Project Implementation

Description

The goal of the project is to expand quality education suitable for the needs of national development. The objectives of the project are to: (i) improve the quality of public secondary education; (ii) improve access to public secondary education particularly for girls and students from poor and disadvantaged groups and districts; and (iii) develop the institutional capacity of central and local governments and local communities to sustain and deepen the school improvement process. The project will have the following components: (i) Increased Equitable Access to an Improved Learning Environment; (ii) An Improved and Relevant Curriculum, Improved Assessment and Accessible Instructional Materials; and (iii) An Improved and Sustainable System for the Education, Development and Management of Teachers.

Project Rationale and Linkage to Country/Regional Strategy

Secondary education has a long term positive impact through: (i) human development and productivity efficiency through increased numbers of higher quality secondary students, and a better qualified and more productive workforce leading to improved earnings. Investment in lower secondary and secondary education, where basic cognitive skills are acquired and consolidated, is particularly valuable because it improves basic productivity as well as increases basic welfare. Investment in secondary education also improves the quality of, and increases the number of entrants to, higher levels of education, where higher cognitive skills are acquired, with the resulting improvement of higher order productivity. Significant social benefits are derived from girls education such as lower fertility, improved health and nutrition status of their families, and higher education attainment of their children leading to intergenerational benefits. The implication is that investment in this education subsector potentially has higher returns, both for the individual and for society.

Development Impact

To expand quality education suitable for the need of national development.

Project Outcome

Description of Outcome
Improve the quality, relevance and access of public secondary schooling. Develop the institutional capacity and management of central and district education institutions and public secondary schools based upon a decentralized system of planning and management.
Progress Towards Outcome

Outputs and Implementation Progress

Description of Project Outputs
Increase equitable access to an improved learning environment especially for girls and other disadvantaged groups. Support teacher education, development and management. Improve institutional capacity in the school sector based on decentralized planning and management. Improve and increase relevancy of curriculum, technically improve assessment and accessible instructional materials.
Status of Implementation Progress (Outputs, Activities, and Issues)
Status of Development Objectives
Material Changes

Business Opportunities

Date of First Listing 2007 Feb 01
Consulting Services
A total input of 244 person-months of international consulting and 709 person-months of domestic consulting are planned. Of this, 132 person-months of international consulting and 633 person-months of domestic consulting services will be funded by DANIDA with grant funds. Consultants' inputs will cover a wide range of expertise which includes: (i) curriculum and instructional materials design; (ii) classroom assessment and examination reform; (iii) management and teacher training curriculum and materials development; (iv) training of trainers; (v) special needs curriculum development; (vi) research and evaluation; (vii) ICT curriculum; (viii) EMIS development; (ix) school planning and improvement; and (x) decentralization and management, etc.
Procurement
All procurement services for the project will follow ADB's Guidelines for Procurement. Contract for civil works estimated to cost more than $1.0 million equivalent will be carried out using international competitive bidding (ICB) procedures while those contracts that are estimated to cost $1.0 million equivalent or less will be under local competitive bidding (LCB) procedures. Minor school development works and maintenance may be carried out on a force account basis. The procurement of goods will be grouped into packages larger than $500,000 to be suitable for ICB procedures. Miscellaneous minor goods that cannot be grouped into larger contracts and cost less than $500,000 per contract will be procured through international shopping procedures. Minor items costing less than the equivalent of $100,000 per contract may be purchased directly.
Procurement and Consulting Notices
http://www.adb.org/projects/34022-013/business-opportunities

Timetable

Concept Clearance
Fact-finding 07 Mar 2002 to 22 Mar 2002
Management Review Meeting 20 May 2002
Approval 20 Sep 2002
Last Review Mission

Milestones

Approval No. Approval Signing Effectivity Closing
Original Revised Actual
Loan 1917 20 Sep 2002 17 Jan 2003 05 Aug 2003 30 Sep 2008 30 Sep 2009 26 Nov 2010

Utilization

Date Approval Number ADB (US$ thousand) Others (US$ thousand) Net Percentage
Cumulative Contract Awards
23 Oct 2014 Loan 1917 32,069 0 99.00%
Cumulative Disbursements
23 Oct 2014 Loan 1917 32,483 0 100.00%

Status of Covenants

Covenants are categorized under the following categories—audited accounts, safeguards, social, sector, financial, economic, and others. Covenant compliance is rated by category by applying the following criteria: (i) Satisfactory—all covenants in the category are being complied with, with a maximum of one exception allowed, (ii) Partly Satisfactory—a maximum of two covenants in the category are not being complied with, (iii) Unsatisfactory—three or more covenants in the category are not being complied with. As per the 2011 Public Communications Policy, covenant compliance ratings for Project Financial Statements apply only to projects whose invitation for negotiation falls after 2 April 2012.

Approval No. Category
Sector Social Financial Economic Others Safeguards Project Financial Statements
Loan 1917

Contacts and Update Details

Responsible ADB Officer Rudi Louis Hendrikus Van Dael (rvandael@adb.org)
Responsible ADB Department South Asia Department
Responsible ADB Divisions Human and Social Development Division, SARD
Executing Agencies Department of Education
Director General

Links

Project Website http://www.adb.org/projects/34022-013/main
List of Project Documents http://www.adb.org/projects/34022-013/documents