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||06 Jun 2006|
|PDS Updated as of||29 Sep 2014|
|Project Name||Lower Secondary Education for the Most Disadvantaged Regions Project|
|Geographical Location||Ethnic minorities and girls, in 103 of the poorest districts in Viet Nam|
|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.|
Health and social protection
Information and communication technology
Secondary - social protection initiatives
ICT strategy and policy, and capacity development
|Strategic Agendas||Inclusive economic growth (IEG)
|Drivers of Change||–|
|Gender Equity and Mainstreaming Categories||Category 4: No gender elements (NGE)|
|Type/Modality of Assistance||Approval Number||Source of Funding||Approved Amount (thousand)|
|Loan||2384||Asian Development Fund||50,000|
For more information about the safeguard categories, please see http://www.adb.org/site/safeguards/safeguard-categories
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.
The Project did not encountered any resettlement problems and none are expected throughout the remaining project implementation.
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.
Review Missions are carried out every six months.
|During Project Design
Consultations with stakeholders and donor partners.
|During Project Implementation
Review missions are carried out every six months.
|ADB has been supporting Viet Nam's secondary education. Universal secondary education is one of the Government's policy goals committed in the 5-year Socio-Economic Development Plan 2006-2010. It is noted that secondary schooling in the most difficult regions continues to be unfilled, and limited access and quality of schooling of the ethnic minority youth and girls are considered as a critcal obstacle for achieving the Millennium Development Goals, the Education Strategic Development Plan 2001-2010, and the National Education for All Action Plan 2003-2015. The Project will complement ADB's suport to universal lower secondary education. The Project is included in the CSP 2007-2010.|
|The Project is expected to promote universal secondary education and, hence, greater social and economic inclusion for Viet Nam s disadvantaged groups.|
|Description of Outcome
Its outcome will be improved lower secondary education participation rates, particularly for girls and ethnic minorities, in 103 of the most disadvantaged districts in 17 provinces.
|Progress Towards Outcome
By the end of the Project, the outputs were achieved within their specified budget allocations and time schedule. As of end of June 2014, total project cost utilized was estimated at about $63.1 million or about 98.6% of $64.0 million originally allocated for the Project. The Project was also highly efficient in disbursing funds (i.e., both ADB loan funds and GOV counterpart funds) thereby facilitating the implementation of project activities on a timely basis and on schedule as planned. This prevented delays in overall project implementation and allowed the Project to achieve its outcome and outputs on time.
|Description of Project Outputs
1. Access to lower secondary education is improved for the poor, especially girls and ethnic minorities, in 103 targeted districts. 2. The quality and relevance of secondary education are enhanced for ethnic minorities and girls. 3. Innovative approaches to improving educational access and equity for ethnic minorities and girls are pilot-tested and evaluated. 4. Planning and management capacity for lower secondary education for the disadvantaged groups and regions is strengthened.
|Status of Implementation Progress (Outputs, Activities, and Issues)
Output 1: The process for identification of beneficiary schools was based on a selection criteria and school mapping of each province. In accordance with these criteria, the target districts prepared a list of proposed secondary schools. Following approval at the provincial level, the list was forwarded to the NPIU. Civil works targets under this sub-output were achieved in a highly satisfactory manner. As of the end of February 2014, the adjusted targeted number of 820 new LSS classrooms were completed, handed over, and fully utilized. The new classrooms can accommodate about 65,600 additional LSE students, in double shifts of 40 students per classroom (i.e., 820 classrooms x 40 students per classroom x 2 shifts per classroom).The adjusted total of 978 semi-boarding facilities was also completed, compared with 960 facilities planned at appraisal. The semi-boarding facilities accommodated about 8,550 students in 2014. The process for the provision of furniture and equipment was directly related to the type of facility being constructed at each location, e.g., 30- and 40-seat classrooms, laboratories. The quality of the civil works was deemed satisfactory as the quality control and safety measures deployed in relation to their construction were in accordance with the GOV Decree No. 209/2004/ND-CP of December 16, 2004, Management of Construction Works. Care was taken to ensure that the proposed locations for the construction of CECs under the Project did not duplicate existing facilities or construction plans under alternative funding sources. The CEC classrooms were constructed under the same quality and safety control measures that were applicable to all civil works undertaken under the Project. All 48 classrooms were constructed and completed under Batch 2 of civil works. These were adequately furnished and equipped and then handed over. All 8 planned sanitation facilities/toilets were likewise constructed and handed over. Field verification confirmed the good quality of construction of the facilities. Output 2: Criteria were developed and agreed by ADB to support the identification of core trainers (CTs) responsible for training key teachers. Training of the CTs in the seven modules was carried out in 2009-2010. In total, 1,028 core trainers (against the target of 170) were trained in six core modules as envisaged at appraisal and developed under the Project. Of the 1,028 trained core trainers trained, 493 were women or about 48.0% of total core trainers. The training of 18,000 key teachers, carried out by the core trainers, was divided into 2 phases for 6 modules. Quality control of the completed modules was carried out by a panel of 36 education professionals (33% female) who evaluated the training materials and provided feedback to the authors. Phase 1 covered training in: (i) active learning methodologies, assessment of students learning result; (ii) subject-based active learning methodologies and assessment of students learning result; and (iii) more active use of equipment and supplementary materials. In total, 28 materials developers were identified (46% female) to develop the six modules to be used for the training of the key teachers. A total of 9,682 key teachers (about 46.3% females), from all project districts in 17 project provinces, were trained over the period September 2011 April 2012. Phase 2, May September 2012, covering training on (i) career counseling, pastoral care, and continuing professional development; (ii) use of ICT in the classroom and e-mentoring system; and (iii) support for teaching Vietnamese to ethnic minority pupils. Under Phase 2, a total of 9,794 key teachers were trained. By the end of the Project, June 30, a total of 19,476 key teachers were trained, surpassing the target of 18,000 key teachers. About 9,176 of the key teacher trainees were women or about 47.1%. There were about 5,100 ethnic minority trainees or about 26.2% of the total teacher trainees. As of the end of June 2014, training courses developed under the Project had been disseminated to 199,766 LSS teachers (about 109,249 women, or 54.7% of total LSS teachers, and 49,384 ethnic minority teachers, or 24.7% of total ethnic minority teachers) against the target of 30,000 LSS teachers. Overseas training (OST) courses were also organized for 101 trainees which was about 297.2% greater than what was planned at appraisal. Out of this number of OST participants, 56 were females or about 55.4% of the total participants. At appraisal, seven modules were to be developed. This number was reduced to five based on feedback from the CTs and TTCs and comprised of: (i) active learning methodology and student assessment of LS students learning results in the most disadvantaged areas; (ii) practice learning skills for ethnic minority pupils in LSS in the most disadvantaged areas; (iii) management of classes with ethnic minority students at LSSs in the most disadvantaged areas; (iv) work of class teachers in classes with ethnic minority students at LSSs in the most disadvantaged areas; and (v) support to teaching subjects using Vietnamese at LSSs in the most disadvantaged areas. Pursuant to MOET s schedule on PRESETT for 3rd year TTC students in 14 project provinces,training courses were organized for 3rd year students covering five topics. Each training course was conducted over a period of nine days. The training courses were organized and conducted in TTCs for 3rd year students covering three school years: (i) SY 2011-2012, period 1: 14 TTCs organized the training course from May 2012 to July 2012 with the participation of 2,212 TTC students. There were 1,374 female trainees, equivalent to 62.2%, and 1,058 ethnic minority trainees, equivalent to 47.8%. (ii) SY 2012-2013, period 2: 12 TTCs organized the training course from December 2012 to February 2013 with the participation of 1,968 TTC students. Females totaled 1,289, equivalent to 65.5%, while ethnic minority trainees totaled 1,114, equivalent to 56.6%. (iii) May to June 2013, period 3: 12 TTCs organized the training course with the participation of 1,971 students, consisting of 1,220 female trainees, about 619%, and 1,237 ethnic minority trainees, equivalent to 62.7%. A total of 6,151 TTC students, of which 3,883 were females (equivalent to 63.1%) and 3,409 were ethnic minorities (equivalent to 55.4%) were provided with PRESETT. The total of 6,151 trainees achieved under Sub-output 2.2, Better Pre-service Teacher Training, is about 118.3% of the adjusted target of 5,000 trainees. CPD framework and action plan were developed and elaborated into training materials for core trainers, key teachers and LS teachers, TTC students, education administrators and LSS principals. A total of 149 core trainers, 3,314 key teachers, 33,951 LSE teachers, 4,519 education administrators and LSS principals, and 6,151 TTC students were trained on CPD. Core trainers and key teachers from TTCs or local universities who participated in the Project s training courses were selected to develop supplementary materials, in collaboration with material developers at national level. Supplementary materials which were developed included: (i) training materials; (ii) supplementary materials for teachers; and (iii) supplementary materials for students which were developed based on textbooks, focusing on contents appropriate with features of girls and EMs. The INSETT and PRESETT materials were developed and delivered to the target core trainers, key teachers, and TTC students as planned. Delivery of supplementary materials for teachers was completed in December 2012. The materials have been uploaded onto the project website as educational resources for teachers in remote areas. A total of 49,500 sets of supplementary materials were distributed to 30,000 LSE teachers. The number of teachers housing units was reduced from 867 housing units, as planned at appraisal, to 449 housing units during the early part of project implementation which was approved by the Government and ADB during mid-term review in August 2011. The reduced number of housing units was in line with NPIU s strategy to prioritize the construction of classrooms and semi-boarding facilities to counter the impact of the emerging issue of civil works cost overrun during the early part of project implementation and emphasize on improving access to LSE. Since each housing unit was designed to accommodate two single teachers, these housing facilities, though reduced in number, were able to accommodate about 950 teachers, greater than what was planned at appraisal of 867. The teachers housing units were likewise provided with furniture. The construction of teacher housing units was carried out as part of the classroom construction at the same sites. As of end February 2014, a total of 467 (104.0% of the targeted) teacher housing units have been constructed and handed over. The number of libraries (180) and laboratories (120) was reduced to 61 and 75, respectively, during the mid-term review in August 2011. The reduced number of housing units was in line with NPIU s strategy to prioritize the construction of classrooms and semi-boarding facilities to counter the impact of the emerging issue of civil works cost overrun during the early part of project implementation and emphasize on improving access to LSE. Construction of laboratories and libraries was part of the construction of classrooms in the same sites. As of February 2014, a total of 61 libraries (100% of revised target) and 78 laboratories (104% of revised target) were completed and are now being fully utilized by teachers and students. Each laboratory was provided with 1 board, 1 set of table and chair for teachers, 2 cabinets, 16 sets of desks and stools, 9 sinks for 30-seat rooms, 22 sets of desks and stools, 10 sinks for 40-seat rooms). Each library was provided with: 1 set of table and chair for librarians, 1 cabinet, 2 bookshelves, enough desks and chairs for 30 or 40 students. LSSs with newly-built laboratories and libraries were equipped with the following equipment: 1 printer, 1 camera, 1 digital camera, 1 digital multi-purpose projector/ object projector, 1 3-leg projector screen, 1 amplifier, 1 photocopier, 1 LCD TV set, 1 DVD player and 1 laptop. A policy framework for ICT application has been developed (2012-2013), and a pilot network has been set up in three TTCs and nine LSSs in Dien Bien, Dak Lak, and Soc Trang provinces. Each TTC supports e-mentoring in three LSSs. The pilot network started in November 2010. Each of the nine LSSs in the pilot e-mentoring network was given one computer. The 170 core trainers, including four TTC mentors (professors), received training on the use of ICT training and the e-mentoring network in December 2010. The TTC mentors subsequently trained 10 additional TTC mentors on the use of the e-mentoring network. Of the 15 TTCs in the project provinces, 12 TTCs applied for and received scholarships for ethnic minority upper secondary graduates in the most disadvantaged regions. The first scholarships were funded for the academic year 2009-2010. Criteria for the selection of scholarship students was developed by the NPIU and sent to TTCs who, in turn, submitted lists of qualified students for scholarships to NPIU. In total, 225 scholarships were approved by MOET. At the end of the three-year scholarship period, 205 scholars (87.2%) remained in the program. Over the three school years covered, a total of $0.275 million was spent on scholarships. As of May 2013, a total of 205 out of the 206 remaining scholars successfully completed the program.29 Of the total number of scholars successfully completing the program, 89 were male (43.4%) and 116 were female (56.6%). The reduction of 20 scholars was attributed to: (i) transfer of recipients to other universities; (ii) receipt of scholarship grants from other sources; (iii) personal reasons; and (iv) serious violation of TTCs regulations. Of the 20 students who relinquished their scholarship, 12 (60%) were girls. Output 3: Of the 800 scholarship slots approved by MOET, a total of 771 scholars were awarded in school year 2009-2010. Each student scholar received financial support for four years of LSE. Over the period 2009/2010 2012/2013, the number of scholars decreased from 771 to 605. Of the 605 scholars, 314 were men (51.7% of total scholars) while 291 were women (about 48.3% of total scholars). The main reasons for scholars leaving the program included dropping out of school (112 students), transfer to other schools (53 students), repeat (25 students), death due to illness (1 student), and violation of regulations (1 student) (Table 15). Among the 195 students who dropped out of the program, 117 (60.0%) were from the Lai Chau province. Initially, the program was piloted in three provinces, viz., Dien Bien, Dak Lak, and Kien Giang. In December 2011 a training program was organized to train 100 core trainers (from 86 BOETs and 14 DOETs from the remaining 14 project provinces which did not participate in the pilot program) on the contents and methods to effectively conduct the campaign. Subsequently, the 100 core trainers trained (from February to April 2012) 1,231 staff in charge of conducting the campaign in communes and villages. The public awareness campaign was launched in May 2012. In all, a total of 1,336 communes were covered with the participation of 535 LSSs and 801 CECs. Awareness raising campaigns were organized in communes, LSSs and CLCs during SY 2011-2012. In total, the Project organized awareness raising campaigns in 1,336 communes (535 LSSs, 801 CLCs), in 108 project districts. Rice was initially distributed to 2,863 students during the school year (SY) 2010-2011. In SY 2011-2012, a total of 7,927 students received rice provisions. For SY 2012-2013, 8,075 students from 12 provinces received rice provisions. The NPIU confirmed the successful implementation of this program in terms of stakeholders acceptance. This activity will be replicated by MOET. NPIU has recruited three research institutes to conduct five studies. The researches were completed in 2013 with the final Vietnamese drafts submitted to NPIU in early February 2014. The final research documents were translated into English and submitted to ADB in March 2014. Output 4: Two training modules on Performance Management, i.e., Introduction to Education Planning and Management and Inclusive School Development Planning, were developed. Overall, a total of 4,519 MOET, DOET, and Bureau of Education and Training (BOET) staff underwent management training courses from 2009 2011. This total number of staff trained is about 282.4% of the targeted number of staff to be trained (about 1,600 staff) at appraisal. The program covered performance management, education planning and management, teachers standards, and continuing professional development. In 2009, 1,415 principals and DOET/BOET staff participated in intensive training programs on performance management. In 2010, a total of 1,537 principals and DOET/BOET staff received training on education planning and management. In 2011, a total of 1,567 persons participated in training courses on teachers standards, principals standards, and CPD. Of the total 4,519 trainees, 1,176 were women or about 26.0% of total trainees. All training programs were facilitated by the National Institute of Education Management (NIEM). During ADB s Review Mission in November, 2009, MOET and ADB agreed to adjusted target for this sub-output. Based on the results of the pilot study on EMIS developed under the Upper Secondary Education Development Project, it was decided that activities for Sub-output 4.2 will provide general ICT training for more effective education planning and management of rural schools and will not be involved in the development of the EMIS. Instead, a review of ICT programs in other projects was conducted, and a sub-output implementation plan was developed for the use of ICT for LSS and ISDP planning and management. In addition, ICT training was incorporated in a training course for education managers in cooperation with NIEM. From November 2010 to January 2011, general ICT training was conducted for principals and BOET and DOET staff. At the national level, the NPIU was established in accordance with Decision No. 991/Q -BGD T, dated 11 March 2008, of Minister of MOET. MOET, the EA, appointed a Vice Minister to administer the Project. At the provincial level, Provincial People s Committees (PPCs) of project provinces established PPIUs which were headed by either a Director or Deputy Director of DOET. Members of PPIUs includes representatives of the Department of Planning and Investment, Department of Finance, Department of Education and Training. The BOETs and project educational institutes (i.e., local colleges, universities training LS teachers, LSSs, and district CECs) were responsible for the implementation of project activities under the management of NPIU and PPIUs.
|Status of Development Objectives
|Date of First Listing||2006 Feb 27|
The Project provided a total of 489 person-months of consulting services-74 international and 415 national. The international consultants comprised experts in project facilitation (3 person-months), education planning and management (18; this consultant will also be the team leader), procurement (14), resettlement (1), teacher training design and planning (16), Information and Communications Technology (ICT) (4), gender and ethnic minority education planning (8), monitoring and evaluation (6), and scholarship policy and planning (4). The national consultants' expertise was in national civil works and procurement (48 person-months), construction supervision (51), resettlement (10), school-based In-service-teacher training (24), pro-poor Pre-service teacher training (48), ethnic minority education management (48), gender education management (24), scholarship policy and management (48), project facilitation and management (12), education planning (26), education management and administration (52), ICT/Education Management Information System management (12), and monitoring and quality control (12). The overseas training programs have been/will be provided by an international training provider, which will be selected through consultant qualification. Detailed terms of reference and selection criteria for the overseas training provider has been developed by National Project Implementation Unit (NPIU) with the assistance of international consultants during implementation. The international and national consultants to be financed under the Project have all been selected and hired according to ADB's Guidelines on the Use of Consultants. For smooth start-up, the project facilitation adviser has been selected and hired individually to help NPIU develop a solid implementation framework. The remaining services will be provided by an international firm, to be selected and hired through quality- and cost-based selection (QCBS). The QCBS weighting will follow the standard quality-cost ratio of 80:20.
ADB-financed goods and works will be procured according to ADB's Procurement Guidelines. The National Project Implementation Unit, in close cooperation with relevant Provincial Project Implementation Units and Bureau of Education and Training, will be responsible for all procurement. National competitive bidding consistent with ADB's Procurement Guidelines will be carried out. Modifications and clarifications that need to be made regarding the Borrower's national competitive bidding procedures must be agreed on by ADB and the Borrower. Given the broad geographic range of the Project, and the resulting high number of relatively small contract packages anticipated, all civil works contracts will be procured through national competitive bidding. Contracts for goods estimated at $1 million equivalent or more will be awarded through international competitive bidding, and those for goods (other than instructional materials) estimated at less than $1 million but more than $100,000 equivalent through national competitive bidding. Contracts estimated at less than $100,000 equivalent will follow shopping procedures. Instructional materials will be procured through national competitive bidding or direct contracting. Awareness-raising materials will be procured through least-cost selection. Details of procurement packages and technical specifications will be submitted to ADB for approval before procurement. MOET will take advance procurement action for the recruitment of individual consultants in the case of the international project facilitation adviser and the national project facilitation and management adviser, to expedite implementation. ADB's concurrence to advance action does not commit ADB to finance related expenditure under the Project or to finance the Project.
|Procurement and Consulting Notices
|Concept Clearance||10 Dec 2007|
|Fact-finding||02 May 2007 to 16 May 2007|
|Management Review Meeting||01 Aug 2007|
|Approval||10 Dec 2007|
|Last Review Mission||–|
|Loan 2384||10 Dec 2007||10 Jan 2008||09 May 2008||31 Dec 2014||–||–|
|Date||Approval Number||ADB (US$ thousand)||Others (US$ thousand)||Net Percentage|
|Cumulative Contract Awards|
|21 Oct 2014||Loan 2384||48,554||0||99.00%|
|21 Oct 2014||Loan 2384||48,701||0||99.00%|
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.
|Sector||Social||Financial||Economic||Others||Safeguards||Project Financial Statements|
|Responsible ADB Officer||Eiko Izawa (email@example.com)|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Divisions||Human and Social Development Division, SERD|
Ministry of Education and Training
Dr. Tran Van Thanh
|List of Project Documents||http://www.adb.org/projects/36008-013/documents|