Lao People's Democratic Republic: Basic Education Sector Development Program

Sovereign Project | 32312-013

Summary

The Program is a sector development program (SDP), consisting of (i) a program loan to support policy reforms; and (ii) an investment project grant. The objective of the program is to support policy actions that contribute to (i) ensuring increased resource mobilization to the education sector including rationalizing budgetary allocations for education (ii) the design and implementation of an outcome oriented budgeting and financial management system that will also lead to preparation of a Medium Term Expenditure Framework (MTEF) for education (iii) providing a more relevant and integrated curriculum for school education (iv) strengthening teacher management through preparation of a recruitment and deployment plan and through development of a TMIS and (v).

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Project Name Basic Education Sector Development Program
Project Number 32312-013
Country Lao People's Democratic Republic
Project Status Closed
Project Type / Modality of Assistance Grant
Loan
Source of Funding / Amount
Grant 0069-LAO: Basic Education Development (Investment)
Asian Development Fund US$ 12.66 million
Loan 2306-LAO: Basic Education Sector Development Program
Asian Development Fund US$ 8.90 million
Strategic Agendas Inclusive economic growth
Drivers of Change Governance and capacity development
Sector / Subsector Education - Education sector development - Education sector development - social protection initiatives - Secondary
Gender Equity and Mainstreaming Gender equity
Description The Program is a sector development program (SDP), consisting of (i) a program loan to support policy reforms; and (ii) an investment project grant. The objective of the program is to support policy actions that contribute to (i) ensuring increased resource mobilization to the education sector including rationalizing budgetary allocations for education (ii) the design and implementation of an outcome oriented budgeting and financial management system that will also lead to preparation of a Medium Term Expenditure Framework (MTEF) for education (iii) providing a more relevant and integrated curriculum for school education (iv) strengthening teacher management through preparation of a recruitment and deployment plan and through development of a TMIS and (v). strengthening capacity for decentralized planning These policy actions support expanded access, equity, and quality of education, and will also strengthen capacity of Ministry of Education and the provincial and district level bodies responsible for education administration for more effective decentralized planning, management, financial reporting and budgeting for the school sector. The above policy actions directly complement the activities that will be supported under the components of the project grant. The policy actions also support some broader sector goals, as agreed with the government and other development partners. The project grant directly supports reforms through priority investments (ranging from school/classroom construction to textbook development/printing and teacher training) and technical support.
Project Rationale and Linkage to Country/Regional Strategy In order to achieve its goals of education development, the Government must address issues as (i) inadequate access to complete primary education, especially by female members of ethnic groups in remote areas (ii) weak planning and management capabilities (iii) inadequate financing of recurrent costs and (iv) poor quality of the teaching and learning environment. To address these persistent issues, the Government must emphasize the need for policy reforms by (i) redressing inequalities in basic education and imbalances between recurrent and capital expenditures and (ii) providing more efficient delivery of education services, including teacher training, school construction, and community assistance programs. The Project is in line with the CSP in its emphasis on the need to improve the quality and coverage of basic education, including targeted support to the poorest areas, ethnic groups, and girls.
Impact Increased and more equitable educational attainment among the adult population
Project Outcome
Description of Outcome Expanded and equitable access to improved quality and more efficient lower secondary education
Progress Toward Outcome --
Implementation Progress
Description of Project Outputs

Expanded and equitable access to LSE provided in fast-growing, high-demand urban areas and in poorest rural and remote areas

Improved relevance and quality of LSE

Improved capacity for planning, budgeting, management, and delivery of education

Status of Implementation Progress (Outputs, Activities, and Issues)

On 22 March 2011, MOF confirmed that the total allocated budget for education reached 15.5% of the total government budget for FY2010, after taking into account supplementary allocations for midyear increases in education sector staff and for support to the National University of Laos. At the same time, detailed annual budget figures provided by MOE's Department of Finance confirmed that the requirement regarding increased allocation from the preceding year has been met: the education budget increased both in volume (by 26.3%) and as a share of the total government budget (by 0.1 percentage points) from FY2009. Exemplifying the government s commitment to continued increases in investment in education, the FY2011 budget approved by the National Assembly includes an education sector allocation of 17% of the total government budget, substantially exceeding the program target of 16% in the prior year.

The target under condition 1 (stipulating a 50% share of recurrent expenditures in the total education budget) has also been surpassed. The noted increase in domestic funding for education in recent years has been most pronounced in recurrent expenditures, which stood at 53.2% of the total education budget for FY2010.

Figures provided by MOF and MOE's Department of Finance document MOE s disbursement of 91.8% of the total recurrent budget for FY2010 (along with 96.7% of the investment budget).

As recorded during the MTR, Phase I contracts (combining civil works and furniture provision at 28 sites) were signed in January and February 2010, and construction and provision of furniture has been fully completed for all 28 schools: functioning electricity has also been provided in all of these 28 Phase I schools, which are now fully in-use. For Phase II, construction and furnishing of additional classroom blocks (comprising 144 classrooms) at 40 LSE schools have also been fully completed and these classrooms put into use. Excepting 1 school (Ban Thong LSS; see prior footnote), the PMU confirmed that any issues have been addressed and PUCDAs have signed off on civil works at all Phase I and II sites, with most retention payments released and disbursements reaching 98% for Phase I and 96.3% of Phase II contracts.

In addition to school/classroom construction and furniture provision, the Project foresaw provision of electricity and water supplies. Following earlier delays, BESDP has completed provision of electricity to all 65 planned sites. It has also been planned that the Project will fund provision of water supply to 65 of the 68 Phase I and Phase II sites, while the other 3 sites already have functioning water supplies provided through local or philanthropic contributions. As reported at the MTR, the 2010 rainy season led to postponement of water supply provision (largely due to concerns of laying waterworks in wet and shifting soils), however following contract signature in May 2011, water supplies were completed and fully operational by the start of SY2011/2012 with the exception of Phabang School in Savannakhet. Following earlier delays due to adverse weather, the contractor recently reported that multiple attempts had demonstrated that well-drilling was not viable, due to local geology in this fairly mountainous locality.

As recorded during the MTR, Phase I contracts (combining civil works and furniture provision at 28 sites) were signed in January and February 2010, and construction and provision of furniture has been fully completed for all 28 schools: functioning electricity has also been provided in all of these 28 Phase I schools, which are now fully in-use. For Phase II, construction and furnishing of additional classroom blocks (comprising 144 classrooms) at 40 LSE schools have also been fully completed and these classrooms put into use. Excepting 1 school (Ban Thong LSS; see prior footnote), the PMU confirmed that any issues have been addressed and PUCDAs have signed off on civil works at all Phase I and II sites, with most retention payments released and disbursements reaching 98% for Phase I and 96.3% of Phase II contracts.

In addition to school/classroom construction and furniture provision, the Project foresaw provision of electricity and water supplies. Following earlier delays, BESDP has completed provision of electricity to all 65 planned sites. It has also been planned that the Project will fund provision of water supply to 65 of the 68 Phase I and Phase II sites, while the other 3 sites already have functioning water supplies provided through local or philanthropic contributions. As reported at the MTR, the 2010 rainy season led to postponement of water supply provision (largely due to concerns of laying waterworks in wet and shifting soils), however following contract signature in May 2011, water supplies were completed and fully operational by the start of SY2011/2012 with the exception of Phabang School in Savannakhet. Following earlier delays due to adverse weather, the contractor recently reported that multiple attempts had demonstrated that well-drilling was not viable, due to local geology in this fairly mountainous locality.

LSSGP:

All 1,638 scholars received SY2009/10 scholarships in 2 installments totaling US$100 equivalent, with proofs of entire payment signed by the beneficiaries being carefully verified by DEBs, PES, and finally IEC. For SY2010/11 scholarships, first and second semester grants (each in the amount of LAK410,000 per scholar, denominated in LAK to avoid exchange rate fluctuations) were transferred to PES in all 13 participating provinces on 23 November 2010 and 17 February 2011, respectively.

As of the November 2011 mission, (i) DOF had transferred the first semester grants (LAK410,000) for SY2011/12 scholarships to all 13 PES accounts (on 28 September 2011); and (ii) the IEC and PMU had replaced a cumulative total of 215 original scholars who had exited the LSSGP.

For the second semester grant for SY2011/12, DOF transferred funds to all PES on 14 March 2012, and 12 of 13 provinces had confirmed funds reached student accounts by May, with 11 of 13 provinces (all excluding Phongsaly and Champassak) having completed first-stage liquidation (showing 100% transfer of all funds to student bank accounts), and 8 provinces having completed second-stage liquidation (providing documentation including student signatures verifying fund receipt).

EDGP:

As with the LSSGP, BESDP-wide start-up delays meant that the EDGP could not be launched in SY2008/09 as originally intended. Implementation of EDGP s first 2 components commenced in SY2009/10 with the establishment (or often reconstitution) of student-parent associations (SPAs) in each of the 96 participating schools, as per the Grant Agreement and the EDGP Manual endorsed by ADB. In supporting establishment/ reconstitution of SPAs in the 96 participating schools, BESDP had supported concerted advocacy to address cultural norms that (in particular) obstructed women's participation in some ethnic group communities.

It had been agreed to initially prioritize components 1 and 2 (supporting consumable items for teaching and learning, and minor repairs and maintenance, respectively), postponing introduction of EDGP s component 3 (related to school-level income-generating activities) to SY2010/11, due to the latter s greater complexity and to allow more time for EDGP-related capacities to be built. SPAs commenced development of SY2009/10 EDGP plans (covering components 1 and 2) in early 2010 (i.e., during the second semester), following procedures in the approved Manual. Funds for approved SY2009/10 plans were transferred to PES accounts and then to SPAs: with some delay, funds reached all 96 SPA accounts during June - November 2010.

DOF reported that, based on substantive compliance (if not full completion of final liquidation), cycle 2 funds (originally intended for initiatives during SY2010/11) had been released to all 96 participating schools during the period of 16 August 2011 9 April 2012. Some of the schools have completed implementation of cycle 2, component 1 and 2 interventions, and 5 PES have submitted reports (now under review), while another 8 are still awaited.

The original list included 1,638 scholars, of whom 841 or 51.3% were girls. However, a total of 215 initially listed scholars (105 girls and 110 boys) are confirmed to have exited from the LSSGP, all of whom had been replaced with other children on an original reserve list, leaving a revised breakdown of 847 girls (51.7%) and 791 boys (48.3%).

Para. 57 of the RRP envisaged the development of curriculum guides, student learning outcomes, and an assessment framework for a 4-year LSE program . As detailed in para. 56 of the MTR s MOU, it was agreed to revise related BESDP support: the INTEM consultants will support development and consultation of an initial draft, as a basis for subsequent finalization of the assessment framework with support from the SESDP. This consultation process included circulation of the draft learning assessment framework document to DPs via email (incorporating some proposed revisions), as well as conduct of a small workshop for relevant MOES departments on 26 March 2012.

The sub-output is substantively completed. Curriculum development for LSE and USE has been completed, with the follow-up SESDP (Loan 2777/Grant 0257) incorporating provision of follow-on support. BESDP s key related follow-up actions fall under other sub-outputs (in particular work to finalize M3 textbooks and teacher guides). Regarding an earlier intended workshop for DP consultation on the draft 4-year LSE learning assessment framework, it was agreed that this would be deferred for support under SESDP.

The BESDP Team has supported RIES in developing the revised curriculum for LSE (grades 6 to 9, denoted "M1" to "M4" in Lao PDR), which embeds new targeted student learning outcomes per level and subject. The revised LSE curriculum was subsequently endorsed by CACIM, and in October 2009 MOES issued Decree 1007 approving the revised LSE curriculum for classroom delivery, fulfilling a key policy condition for the second tranche under the BESDP's policy loan.

The Prime Minister's Office approved on

9 September 2010 (Decree of the Prime Minister

#389) the Teacher Development and Management

Policy Framework and Action Plan for 2010 2015.

On 16 March 2011, the MOE minister issued a

directive (Directive of the Ministry of Education #182)

that related interim guidelines be used by provincial

education offices and teacher education institutions

in implementing the Teacher Development and

Management Policy Framework and Action Plan.

In mid-2010, BESDP supported DSE, RIES, and other central and local partners in successfully fast-tracking a program for in-service teacher training for the new M1 LSE curriculum and textbooks, including development of in-service modules in all subject areas, training of trainers (TOT), and final school-level delivery. Top-tier TOT for 32 master trainers (including 11 female) and 476 provincial trainers (including 155 female) was conducted on new learner-centered teaching methodologies and tools, including effective classroom communication. In addition to trainers (many of whom are teachers), a total of 4,033 teachers (1,834 female) completed a 10-day training on M1 curriculum delivered in all 17 provinces. While the some anomalies had been observed in the allocation of training slots for teachers across schools, the M1 training (supporting the launch of the new LSE curriculum in schools in SY2010/11) is considered to be a marked success and a major milestone in Lao PDR education reforms.

Cascade teacher training to support introduction of the revised M2 curriculum had commenced with a central-level workshop for writing training manuals for each M2 subject during 4-11 May, followed by parallel eight-day trainings for clustered provinces in the South and North. Final-tier training for M2 teachers was then rolled out in each province, based on DSE-specified allocations that aimed to ensure prioritization of M2 teachers who have not participated in the M1 training and address some issues observed in the distribution of M1 trainings across schools. M2 teacher training was completed by 25 August 2011, providing training for a total of 4,245 M2 teachers. Based on disaggregated data collected for the 4,216 public school teachers trained, 2,145 (51%) were female, 884 (21%) were from ethnic groups, and 46% were from schools classified as in rural and poor areas. Data collected in Bolikhamxay and Saravane indicated a high degree of compliance with the principle noted above: only 4.2% of M2 trainees in those provinces were repeat trainees from M1. Extrapolating to M2 training in all provinces, this would imply that roughly 4,037 additional teachers had been provided the opportunity to directly participate in BESDP-funded trainings on the new LSE curriculum (in addition to peer training/support within schools), raising the total to roughly 8,070 distinct teachers (plus more than 500 master trainers and provincial trainers covered in the cascade training). While this is considered a rough estimate, it substantially surpasses BESDP s original target of 5,373 LSE teachers trained and suggests that M1 and M2 trainings have directly reached on the order of just below half of all teachers teaching these grades nationwide.

ICT equipment and other materials have now been provided to 10 TEIs and are in-use. In addition to provision of summary information on changes under the revised LSE curriculum, and staff were and will be also familiarized through their roles as trainers in the noted trainings for M1 and now M2 teachers. An assessment was done to identify priority equipment for the noted 28 new schools and instructional materials/supplies to be provided to 137 schools (the 28 new schools and 109 other LSE schools), in view of tight constraints in remaining Project funds). These 2 procurement packages (along with another equipment package for RIES) were awarded, and delivery and installation were completed by January 2012. Additionally, (i) a training workshop was also provided for the 28 noted schools during 10-12 March to support proper use and maintenance of laboratory and other equipment provided; and (ii) a manual developed by RIES covering use and care of such equipment and materials has been provided thus far to these 28 schools.

ICT equipment and other materials have now been provided to 10 TEIs and are in-use. In addition to provision of summary information on changes under the revised LSE curriculum, and staff were and will be also familiarized through their roles as trainers in the noted trainings for M1 and now M2 teachers. An assessment was done to identify priority equipment for the noted 28 new schools and instructional materials/supplies to be provided to 137 schools (the 28 new schools and 109 other LSE schools), in view of tight constraints in remaining Project funds). These 2 procurement packages (along with another equipment package for RIES) were awarded, and delivery and installation were completed by January 2012. Additionally, (i) a training workshop was also provided for the 28 noted schools during 10-12 March to support proper use and maintenance of laboratory and other equipment provided; and (ii) a manual developed by RIES covering use and care of such equipment and materials has been provided thus far to these 28 schools.

ICT equipment and other materials have now been provided to 10 TEIs and are in-use. In addition to provision of summary information on changes under the revised LSE curriculum, and staff were and will be also familiarized through their roles as trainers in the noted trainings for M1 and now M2 teachers. An assessment was done to identify priority equipment for the noted 28 new schools and instructional materials/supplies to be provided to 137 schools (the 28 new schools and 109 other LSE schools), in view of tight constraints in remaining Project funds). These 2 procurement packages (along with another equipment package for RIES) were awarded, and delivery and installation were completed by January 2012. Additionally, (i) a training workshop was also provided for the 28 noted schools during 10-12 March to support proper use and maintenance of laboratory and other equipment provided; and (ii) a manual developed by RIES covering use and care of such equipment and materials has been provided thus far to these 28 schools.

As with the LSSGP, BESDP-wide start-up delays meant that the EDGP could not be launched in SY2008/09 as originally intended. Implementation of EDGP s first 2 components commenced in SY2009/10 with the establishment (or often reconstitution) of student-parent associations (SPAs) in each of the 96 participating schools, as per the Grant Agreement and the EDGP Manual endorsed by ADB. In supporting establishment/ reconstitution of SPAs in the 96 participating schools, BESDP had supported concerted advocacy to address cultural norms that (in particular) obstructed women's participation in some ethnic group communities. DNFE and the BESDP Team confirmed that females continue to comprise at least 40% of membership in each of the 96 SPAs, which additionally included adequate ethnic representation in view of the local context, consistent with the Gender and Ethnic Group Development Plan (GEGDP).

Following prior progress reviewed in detail during the MTR, MOES formally endorsed to MOF on 29 March 2011 a national Education Sector Medium Term Expenditure Framework, 2010 2013, in fulfillment of a related tranche 3 policy conditions under BESDP s policy loan. DP had earlier emphasized this as a key accomplishment, noting that BESDP s support for work on the education sector MTEF had helped pave the way for continued improvements in sector planning and budgeting dialogue. In terms of the 3 provincial pilots, governors from all 3 pilot provinces (Savannakhet, Luang Namtha, and most recently Attapeu) have endorsed to central MOF 3-year medium-term provincial education plans (MTPEPs, the provincial analogue of the education sector MTEF) developed under the pilot, and these submissions would (if fully financed) imply substantial increases in projected allocations for education. Training was also provided to all 14 remaining provinces on MTEF processes and provincial preparation of MTPEPs.

Following prior progress reviewed in detail during the MTR, MOES formally endorsed to MOF on 29 March 2011 a national Education Sector Medium Term Expenditure Framework, 2010 2013, in fulfillment of a related tranche 3 policy conditions under BESDP s policy loan. DP had earlier emphasized this as a key accomplishment, noting that BESDP s support for work on the education sector MTEF had helped pave the way for continued improvements in sector planning and budgeting dialogue. In terms of the 3 provincial pilots, governors from all 3 pilot provinces (Savannakhet, Luang Namtha, and most recently Attapeu) have endorsed to central MOF 3-year medium-term provincial education plans (MTPEPs, the provincial analogue of the education sector MTEF) developed under the pilot, and these submissions would (if fully financed) imply substantial increases in projected allocations for education. Training was also provided to all 14 remaining provinces on MTEF processes and provincial preparation of MTPEPs.

MOES formally endorsed to MOF on 29 March 2011 a national Education Sector Medium Term Expenditure Framework, 2010 2013, in fulfillment of a related tranche 3 policy conditions under BESDP s policy loan. DP had earlier emphasized this as a key accomplishment, noting that BESDP s support for work on the education sector MTEF had helped pave the way for continued improvements in sector planning and budgeting dialogue. In terms of the 3 provincial pilots, governors from all 3 pilot provinces (Savannakhet, Luang Namtha, and most recently Attapeu) have endorsed to central MOF 3-year medium-term provincial education plans (MTPEPs, the provincial analogue of the education sector MTEF) developed under the pilot, and these submissions would (if fully financed) imply substantial increases in projected allocations for education. Training was also provided to all 14 remaining provinces on MTEF processes and provincial preparation of MTPEPs.

Following prior progress reviewed in detail during the MTR, MOES formally endorsed to MOF on 29 March 2011 a national Education Sector Medium Term Expenditure Framework, 2010 2013, in fulfillment of a related tranche 3 policy conditions under BESDP s policy loan. DP had earlier emphasized this as a key accomplishment, noting that BESDP s support for work on the education sector MTEF had helped pave the way for continued improvements in sector planning and budgeting dialogue. In terms of the 3 provincial pilots, governors from all 3 pilot provinces (Savannakhet, Luang Namtha, and most recently Attapeu) have endorsed to central MOF 3-year medium-term provincial education plans (MTPEPs, the provincial analogue of the education sector MTEF) developed under the pilot, and these submissions would (if fully financed) imply substantial increases in projected allocations for education. Training was also provided to all 14 remaining provinces on MTEF processes and provincial preparation of MTPEPs.

Following prior progress reviewed in detail during the MTR, MOES formally endorsed to MOF on 29 March 2011 a national Education Sector Medium Term Expenditure Framework, 2010 2013, in fulfillment of a related tranche 3 policy conditions under BESDP s policy loan. DP had earlier emphasized this as a key accomplishment, noting that BESDP s support for work on the education sector MTEF had helped pave the way for continued improvements in sector planning and budgeting dialogue. In terms of the 3 provincial pilots, governors from all 3 pilot provinces (Savannakhet, Luang Namtha, and most recently Attapeu) have endorsed to central MOF 3-year medium-term provincial education plans (MTPEPs, the provincial analogue of the education sector MTEF) developed under the pilot, and these submissions would (if fully financed) imply substantial increases in projected allocations for education. Training was also provided to all 14 remaining provinces on MTEF processes and provincial preparation of MTPEPs.

In November 2009, MOES issued Decree 115, revising the regulation on the management of MOES assets, in compliance with a second tranche policy condition under Loan 2306. The revised regulation covers physical assets as well as the distribution and management of textbooks and learning materials, and also includes provisions for the use and rental of education facilities: potentially important for promoting potential public private partnerships and new cost-recovery modes at the local level. BESDP also supported development of related software (a computerized asset management system [CAMS]) to help operationalize the regulation.

Led by ESITC, with support from the BESDP Team, achievements under Output 3a have included the development of an improved ASCF, as a tool to support collection of more and better school-level data (including gender- and ethnic group-disaggregation) and in turn evidence-based planning decisions. Trainings have been completed for (i) 78 trainers (including 23 females) in 17 provinces on the use of the revised EMIS system; (ii) 85 provincial trainers (18 females) on data collection, processing, and analysis; and (iii) training for school heads on data collection and basic analysis for (a) 1,250 secondary school heads (145 females) nationwide, and (b) 647 school heads (250 females) of incomplete primary schools in 18 selected districts. Improvements have also been incorporated in national and provincial education statistical yearbooks, starting with 2008. Provision of computers to 51 DEBs has also been completed, and these are now in use to support improved data compilation and analysis.

Geographical Location Nationwide in focus (policy based program loan): see also linked Grant 0069 LAO
Safeguard Categories
Environment C
Involuntary Resettlement C
Indigenous Peoples A
Summary of Environmental and Social Aspects
Environmental Aspects No adverse social or environmental impacts. Construction was all on MOE-owned sites, and was small and straightforward in nature.
Involuntary Resettlement No land acquisition and resettlement. The Program (Loan 2306-LAO) focused on policy reforms. Additionally, construction of school buildings or classrooms under the Project component (Grant 0069-LAO) was on existing MOE/government-owned sites.
Indigenous Peoples All ethnic groups have equal opportunities to benefit from the BESDP, and the reform agenda promoted by the Program has a strong equity focus (e.g., support to develop/implement new policies in areas such as recruitment and deployment of qualified teachers to teach in poor and largely ethnic rural areas. Of 20 focal districts under the Project (see Grant 0069-LAO), 17 have a high percentage of ethnic groups. The most recent (November 2011) review mission found the implementation of the Gender and Ethnic Group Development Plan to be on-track, and confirmed (for example) that ethnic group and female teachers had been given prioritized access to teacher training, etc.
Stakeholder Communication, Participation, and Consultation
During Project Design A stakeholder analysis was conducted to determine key stakeholders within MOE, their responsibilities, and the roles they play in the sector for overseeing issues of access, quality, and management in basic education (e.g., scholarship management, curriculum development, teacher training, gender and ethnic mainstreaming, and maintenance of the EMIS). A task force within MOE was established at the onset of project preparation to ensure key stakeholders were consulted and informed on preparation progress. National workshops included stakeholders from different administrative levels with MOE, line ministries, and development partners to discuss the policy matrix and investment project. Consultations with lower/complete secondary schools staff was held within the BESDP's 20 targeted districts.
During Project Implementation A participation strategy was incorporated in the BESDP. The nature of BESDP supports ongoing consultations among departments within MOE, between MOE and other line ministries, between the central and administrative groups, and the lower secondary schools. Participatory approaches and consultations are used and are especially important for implementing the EDG program and LSSG scholarships. Student-parent associations have been established/strengthened at each of the 96 lower or complete secondary schools that receive an EDG. BESDP's progress has also been periodically shared with the multi-stakeholder Education Sector Working Group.
Business Opportunities
Consulting Services The BESDP firm-based implementation consultants (INTEM) were mobilized on 22 March 2009. The original contract provided for 184.5 person-months (p-m) of consulting inputs (80.5 p-m international and 104 p-m national), and in April and June 2010, ADB approved contract variations increasing total inputs to 203 p-m.
Procurement

All ADB-financed goods and services for the Project are procured in accordance with ADB's Procurement Guidelines (April 2006, as amended from time to time). International and national consultants were recruited according to ADB's Guidelines on the Use of Consultants (April 2006, as amended from time to time).

An imprest account has been established, managed, replenished, and liquidated in accordance with ADB's Loan Disbursement Handbook. The accounting records and system are managed and maintained in accordance with ADB's Project Accounting Manual for the Lao PDR. ADB's statement of expenditure procedure is used to reimburse eligible expenditures and to liquidate advances to the imprest account.

Responsible ADB Officer Norman LaRocque
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Human and Social Development Division, SERD
Executing Agencies
Ministry of Education_and SportsMr. Sengsomphone Viravouthsengsomphone@yahoo.comVientiane, Lao PDR
Timetable
Concept Clearance 30 Aug 2005
Fact Finding 24 Apr 2006 to 05 May 2006
MRM 19 Jul 2006
Approval 20 Dec 2006
Last Review Mission -
PDS Creation Date 20 Jul 2007
Last PDS Update 31 Mar 2014

Grant 0069-LAO

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
20 Dec 2006 21 Mar 2007 29 Oct 2007 30 Sep 2012 30 Sep 2013 10 Apr 2014
Financing Plan Grant Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 12.66 Cumulative Contract Awards
ADB 12.66 20 Dec 2006 12.64 0.00 100%
Counterpart 0.00 Cumulative Disbursements
Cofinancing 0.00 20 Dec 2006 12.64 0.00 100%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating Satisfactory - - - - Satisfactory

Loan 2306-LAO

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
20 Dec 2006 21 Mar 2007 29 Oct 2007 30 Apr 2010 30 Jun 2011 08 Jun 2011
Financing Plan Loan Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 8.90 Cumulative Contract Awards
ADB 8.90 20 Dec 2006 9.39 0.00 100%
Counterpart 0.00 Cumulative Disbursements
Cofinancing 0.00 20 Dec 2006 9.39 0.00 100%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating Satisfactory - - - - Satisfactory

Safeguard Documents

See also: Safeguards
Title Document Type Document Date
Gender and Ethnic Groups Development Plan: Basic Education Sector Development Program Indigenous Peoples Plans/Indigenous Peoples Development Plans Jul 2006

Evaluation Documents

See also: Independent Evaluation

No documents found.


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