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 29 Sep 2014

Project Name Lower Secondary Education for the Most Disadvantaged Regions Project
Country Viet Nam
Project/Program Number 36008-013
Status Approved
Geographical Location
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 Education
Strategic Agendas
Drivers of Change
Gender Equity and Mainstreaming Categories

Financing

Type/Modality of Assistance Approval Number Source of Funding Approved Amount (thousand)
Loan2384Asian Development Fund50,000
Counterpart 14,000
TOTAL US$ 64,000

Safeguard Categories

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

Environment C
Involuntary Resettlement B
Indigenous Peoples B

Summary of Environmental and Social Issues

Environmental Aspects
No significant adverse environmental or resettlement impacts due to the Project have been identified. The designs of the new schools required minimum maintenance. Expansion of the existing facilities or replacement of old buildings did not negatively impact the environment. The Government and the MOET has ensured that construction of new facilities for LSSs was carried out on existing LSSs reserve land.
Involuntary Resettlement
The Project did not encountered any resettlement problems and none are expected throughout the remaining project implementation.
Indigenous Peoples
Overall, the Project is on track towards achieving GEMAP targets at an aggregate level. The increased availability of semi-boarding schools and school feeding is undoubtedly positively impacting upon enrolment and completion for girls and ethnic minority children. Project implementation mechanisms are evidently prioritizing allocation of benefits towards girls and ethnic minority students as intended, and community and education sector awareness of the need for such targeting is increasing. The Project is also promoting the role and capacity of female teachers through ensuring their participation in teacher training, as well as incorporating gender equality content into training curriculum. The last review mission identified challenges such as: limited systematic management, and reporting and analysis of data disaggregated by sex and ethnicity; limited awareness and ownership of the GEMAP by project staff at all levels; ensuring the full achievement of GEMAP targets at provincial and district/school levels, including through prioritizing attention on districts/schools which are under-target; over-crowding of boarding and sanitation facilities and inconsistent quality of infrastructure, which have disproportionate gender impacts; and limited proactive approaches to the psychological and emotional wellbeing of students, especially girls. NPIU committed to undertaking all measures to address these gaps especially in the implementation of staff development, and scholarship programs.

Stakeholder Communication, Participation and Consultation

During Project Design
Consultations with stakeholders and donor partners.
During Project Implementation
Review missions are carried out every six months.

Description

Project Rationale and Linkage to Country/Regional Strategy

Development Impact

Project Outcome

Description of Outcome
Progress Towards Outcome
All originally planned civil works activities have been completed in satisfactory quality.

Outputs and Implementation Progress

Description of Project Outputs
Status of Implementation Progress (Outputs, Activities, and Issues)
By end January 2014, 820 new LSS classrooms (against the original target of 819) and 978 rooms for ethnic minority students(against original target of 960) have been successfully completed and are operational. All contracts have been fully paid. Inspection of the newly-built facilities has been completed as well. A total of US$ 27,849,148 (as of 12 March 2014) was awarded, and US$ 27,816,326 was paid for civil works contracts in all 3 Batches, equivalent to 99.69% of ADB fund. All 48 classrooms and 8 toilets have been constructed and are operational. By end January 2014, 820 new LSS classrooms (against the original target of 819) and 978 rooms for ethnic minority students(against original target of 960) have been successfully completed and are operational. All contracts have been fully paid. Inspection of the newly-built facilities has been completed as well. A total of US$ 27,849,148 (as of 12 March 2014) was awarded, and US$ 27,816,326 was paid for civil works contracts in all 3 Batches, equivalent to 99.69% of ADB fund. All 48 classrooms and 8 toilets have been constructed and are operational. 1,028 core trainers trained for 7 modules including (1) active learning for teaching practice; (2) active learning for student assessment; (3) mentoring training for career counseling and CPD; (4) effective use of supplementary materials; (5) ICT; (6) minority languages; and (7) gender awareness. Materials for 5 PRESETT modules developed and used by core trainers for TTC students in May 2012-end February 2013. By end February 2013, 440 out of 445 teacher housing units constructed and handed over. 60 libraries completed and operational. Training courses disseminated to 199,140 lower secondary schools teachers (106,933 females or 53.7%; 46,200 EM teachers or 23.2%) against target of 30,000 LS teachers by 28 Feb 2013. 19,481 key teachers (9,048 female or 46.2%) completed training on (i) active learning methodologies and assessment of students? learning results; (ii) subject-based active learning methodologies; (iii) more effective use of equipment and supplementary materials; (iv) career counseling, pastoral care and continuing professional development; (v) use of ICT in the classrooms and e-mentoring system; and (vi) support for teaching Vietnamese to EM pupils. INSETT and PRESETT materials developed and delivered to core trainers, key teachers, and TTC students. Delivery of supplementary materials for teachers completed in December 2012. Continuing professional development (CPD) framework developed for the training of core trainers; A total of 3,305 key teachers in 17 project provinces trained on CPD. Pilot network program implemented in TTCs in Dien Bien, Dak Lak, and Soc Trang and 9 LSSs. Reassessment of the impact of the program ongoing. A total of 235 students selected for the scholarship program. To date, only 205 students (117 female or 57%) are in the scholarship program. A tracer study to be conducted by the end of the scholarship program to evaluate its impact and effectiveness, including incidence of dropouts and job placements. 73 laboratories completed and operational. Students are provided scholarship twice a school year for each term: Year 1 (SY2009-2010) - First provision: 781 LSS students received scholarships, of whom 392 are male and 389 are female; Second provision: 771 LSS students received scholarships, of whom 392 are male and 379 are female Year 2 (SY2010-2011) - First provision: 721 LSS students received scholarships As of February 2013 review mission and after 6 out of 8 provisions, the number of scholars have been reduced to 613. The decline could be attributed to (i) transfer to other schools; (ii) mortality; and (iii) dropping out. Out of 103 students dropping out of schools, the number of students from La Hu ethnic minority group is the highest (41 students, accounting for 40.8%). A tracer study aimed at assessing the impact and effectiveness of the pilot scholarship program to ethnic minority students will be conducted to address drop-out incidence. Campaign organized and completed in 20 provinces (84 LSS and 70 Community Learning Centers involved) After the program was piloted in 3 provinces of Dien Bien, Dak Lak and Kien Giang, lessons were drawn and applied in the dissemination of the public awareness campaign in all remaining project districts. By end of July 2012, 100 core trainers from 14 project provinces which had not participated in the pilot program were trained on the content of the campaign and the method to conduct the campaign effectively. The 100 core trainers then trained 1,231 staff in charge of conducting the campaign in communes and villages. Printed materials for the campaign, including 13,166 leaflets on children?s rights, 13,166 leaflets on women?s rights, 26,332 story booklets, 13,172 posters, and 13,166 handbooks for conducting the campaign have been distributed to all target districts. The campaign started in May 2012 and have been completed in 1,336 communes, of which 535 LSS and 801 CECs participated. Rice was distributed to 2,784 students in school year 2010-2011, and 7,606 in school year 2011-2012. For school year 2012-2013, 8,080 students from 12 provinces have received rice. Eight of these provinces have completed liquidation. Provision of rice covered the period November 2012-May 2013. A visit to a target school in Kon Tum province was fielded, where NPIU confirmed the successful implementation of this program in terms of stakeholders' acceptance. This activity was confirmed to be replicated by MOET. Ongoing. Five (5) CQS contracts for research studies have completed technical and financial evaluation. A total of 4,658 MOET, DOET, and BOET staff underwent management training courses from 2009 to 2011 on (i) performance management; (ii) education planning and management; and (iii) continuing professional development. All activities under this Output have been completed. The Project provided general ICT training for more effective education planning and management of rural schools and has not been involved in the development of the new EMIS (MOU Nov 2009). ICT training was integrated into the training program for education planners, school principals and administrators in 2010. A total of 4,658 MOET, DOET, and BOET staff underwent management training courses from 2009 to 2011 on (i) performance management; (ii) education planning and management; and (iii) continuing professional development.
Status of Development Objectives
Material Changes

Business Opportunities

Date of First Listing 2006 Feb 27
Consulting Services
Procurement
Procurement and Consulting Notices
http://www.adb.org/projects/36008-013/business-opportunities

Timetable

Concept Clearance 10 Dec 2007
Fact-finding 02 May 2007 to 16 May 2007
Management Review Meeting 01 Aug 2007
Approval 10 Dec 2007
Last Review Mission

Milestones

Approval No. Approval Signing Effectivity Closing
Original Revised Actual
Loan 2384 10 Dec 2007 10 Jan 2008 09 May 2008 31 Dec 2014

Utilization

Date Approval Number ADB (US$ thousand) Others (US$ thousand) Net Percentage
Cumulative Contract Awards
29 Sep 2014 Loan 2384 48,527 0 98.00%
Cumulative Disbursements
29 Sep 2014 Loan 2384 48,701 0 99.00%

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 2384 Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

Contacts and Update Details

Responsible ADB Officer Eiko Izawa (eizawa@adb.org)
Responsible ADB Department Southeast Asia Department
Responsible ADB Divisions Human and Social Development Division, SERD
Executing Agencies Ministry of Education and Training
Dr. Tran Van Thanh

Links

Project Website http://www.adb.org/projects/36008-013/main
List of Project Documents http://www.adb.org/projects/36008-013/documents