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
PDS Updated as of 21 Oct 2013

Project Name Third Education Development Project
Country Mongolia
Project/Program Number 34187-013
Status Approved
Geographical Location The project will be implemented nationwide
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)
Technical Assistance4803Technical Assistance Special Fund150
Loan2238Asian Development Fund13,000
Counterpart 3,378
TOTAL US$ 16,528

Safeguard Categories

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

Environment C
Involuntary Resettlement C
Indigenous Peoples C

Summary of Environmental and Social Issues

Environmental Aspects
Some school rehabilitation works (minor) include improved water supply and sanitation and sewage systems, which will promote good health and have a positive environmental impact. Activities related to civil works are in comliance with ADB's safeguard requirements.
Involuntary Resettlement
The Project will carry out minor rehabilitation and repairs of existing school buildings and facilities with no land acquisition required, and no negative environmental or resettlement impact.
Indigenous Peoples
There are no issues of ethnic minority language of instruction in Mongolia, therefore the Policy on Indigenous Peoples is not applicable.

Stakeholder Communication, Participation and Consultation

During Project Design
The Project was designed in a participatory process involving major government and nongovernment stakeholders at national and aimag level, school directors and teachers, community leaders and development partners through regular consultations, series of workshops, and presentations.
During Project Implementation
The Project will maintain broad stakeholder participation in its activities and will benefit from the establishment of a Sector-Wide Approach (SWAP) in the education sector. The Project will encourage (i) nationwide consultation in the development of the new national curriculum framework, (ii) greater community participation in supervising and ensuring the quality of (a) school construction work and equipment procurement, and (b) school facilities maintenance and (iii) partnership between employers and VTE institutions in developing and delivering market-oriented training programs

Description

The Project will improve employability and income earning opportunities of graduates from secondary and vocational education. The outcome of the Project is equitable access to and improved quality and relevance of primary, secondary and vocational education. The Project has three components (i) improving quality and relevance of education in primary and secondary schools; (ii) improving teaching and learning environments in primary and secondary schools; and (iii) promoting demand-driven vocational education for youth.

Project Rationale and Linkage to Country/Regional Strategy

Key issues in the current Mongolian education system are (i) poor quality and relevance of the current curriculum for primary and secondary education, (ii) inadequate teaching qualifications and skills, (iii) lack of consistent education standards, (iv) weak learning teaching environments i schools and (v) supply-driven irrelevant vocational education for the youth. The Government has decided to extend the education system from the current 10-year system to a 12-year system in 2008, which will align Mongolia's education system with international standards. ADB will assist the Government in the implementation of this policy, which will require comprehensive reform of the curriculum framework, establishing new education standards, streamlining the current teacher in-service training system, and developing a national teacher accreditation system. The limited capacity and poor condition of school facilities which continue to deteriorate are major constraints to increasing the enrolment and retention, and improving the quality of education services. This has been particularly acute in rural areas where budget funds for preventive maintenance and technical resources for rehabilitation are scarce. Building construction and technology are inefficient in terms of use of materials, structural capacity, and energy performance. MECS is the sole public sector provider of vocational and technical education (VTE) for the youth. Currently, vocational education programs are based on the former Soviet system, which is neither responsive to labor market demands nor cost-effective. Graduates have difficulty finding jobs because they lack employable skills. School facilities have deteriorated, adequate training equipment is lacking or outdated, and the pedagogical and technical skills and knowledge of many teachers are outdated. With the introduction of the 12-year school system, the VTE system will need to be adjusted to the new national curriculum framework. ADB's assistance to the education sector in Mongolia has evolved since the early 1990s to support the Government in strengthening the education system step-by-step. The first Education Sector Development Project (ESDP) was approved in 1996 and included a program loan to support fundamental policy reforms in the organization. management, staffing and financing of the eudcation sector; and a project loan to support initial investments. The Second Education Development Project (SEDP) was approved in 2002 and builds on the initial reform framework established by ESDP, with a focus on school and kindergarten rehabilitation, provision of learning materials, and limited support in curriculum development and teacher training. The Third Education Development Project (TEDP) focuses on two major features which have not been addressed by previous interventions: (i) a comprehensive curriculum reform, in support of the Government's decision to extend the schooling period by 2 years; and (ii) reforming the current VTE system, which is a development priority of the Government to enhance employment and income-earning opportunities and promote economic growth. The Project contributes to two Millenium Development Goals: (i) achieving universal primary education, and (ii) eliminating gender disparity in primary and secondary education

Development Impact

Employability and income-earning opportunities of graduates from secondary and vocational schools improved

Project Outcome

Description of Outcome
Enhanced equitable access to and improved quality and relevance of primary, secondary and vocational education
Progress Towards Outcome
To be assessed at project completion. Project closure is 30 March 2012. All outputs are achieved (see below)

Outputs and Implementation Progress

Description of Project Outputs
National curriculum framework and aligned education standards developed Teaching and learning environment in primary and secondary schools are enhanced Demand-driven VTE system is in place
Status of Implementation Progress (Outputs, Activities, and Issues)
Achieved. Achieved. Achieved. Achieved. Achieved. Achieved. Achieved. Achieved Achieved Achieved Achieved Achieved.
Status of Development Objectives
Material Changes

Business Opportunities

Date of First Listing 2012 Jul 25
Consulting Services
A total of 9 person-months (pm) of international and 334 pm of domestic consulting services will be contracted to be financed by ADB funds. This will include experts in the field of (i) curriculum and standards development; (ii) teacher training; (iii) civil engineers specialized in school rehabilitation; (iv) technical and vocational education and training policy development; and (v) National Vocational Qualification development. The consultants will be recruited as firm or individuals under QCBS or QBS methods in accordance with ADB's Guidelines on the Use of Consultants and other arrangements satisfactory to ADB in engaging domestic consultants.
Procurement
All ADB-financed civil works, goods and services will be procured in accordance with ADB's Guidelines for Procurement. Civil works will involve rehabilitation of existing school and dormitory facilities, but no construction of new facilities. Civil works contracts will be less than $1 million. Domestic contractors are capable of carrying out all rehabilitation works, hence civil work contracts estimated to cost $1 million or less will be procured through local competitive bidding procedures acceptable to ADB. ICT, laboratory and vocational training equipment as well as teaching aids, and classroom furniture, learning materials, and manuals will be provided under the Project. Equipment and goods estimated to cost more than $500,000 will be procured under the international competitive bidding procedure. Equipment and goods estimated at $500,000 or less will be procured under local competitive bidding procedures acceptable to ADB except for equipment and goods valued at $100,000 or less which will be procured by direct purchase.
Procurement and Consulting Notices
http://www.adb.org/projects/34187-013/business-opportunities

Timetable

Concept Clearance 17 Aug 2004
Fact-finding 27 Jul 2005 to 12 Aug 2005
Management Review Meeting
Approval 21 Jun 2006
Last Review Mission

Milestones

Approval No. Approval Signing Effectivity Closing
Original Revised Actual

Utilization

Date Approval Number ADB (US$ thousand) Others (US$ thousand) Net Percentage
Cumulative Contract Awards
Cumulative Disbursements

TA Amount (US$ thousand)

Approval Number Approved Amount Revised Amount Total Commitment Uncommitted Balance Total Disbursement Undisbursed Balance

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 2238 Satisfactory Satisfactory Satisfactory Satisfactory

Contacts and Update Details

Responsible ADB Officer Jazira Asanova (jasanova@adb.org)
Responsible ADB Department East Asia Department
Responsible ADB Divisions Urban and Social Sectors Division, EARD
Executing Agencies Ministry of Education, Culture and Science
Dr. R. Bandii

Links

Project Website http://www.adb.org/projects/34187-013/main
List of Project Documents http://www.adb.org/projects/34187-013/documents