Viet Nam: Second Lower Secondary Education Development

Sovereign Project | 33304-013

Latest Project Documents

Project Results

 

497,760

students benefiting from new or improved educational facilities

 

46,175

students educated and trained under improved quality assurance systems

 

320,000

teachers trained with quality or competency standards


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Project Name Second Lower Secondary Education Development
Project Number 33304-013
Country Viet Nam
Project Status Closed
Project Type / Modality of Assistance Loan
Source of Funding / Amount
Loan 2115-VIE: Second Lower Secondary Education Development
Asian Development Fund US$ 55.00 million
Strategic Agendas Inclusive economic growth
Drivers of Change
Sector / Subsector Education - Education sector development - Secondary - Secondary - social protection initiatives
Gender Equity and Mainstreaming
Description

The Project will help reduce poverty in Viet Nam through development and improvement of lower secondary education. It aims to improve quality, efficiency, access and equity, and management capacity in lower secondary education by improving quality support systems and universalizing lower secondary education nationwide by 2010.

The Project will have three components: (i) supporting conditions for improving the quality and efficiency of lower secondary education; (ii) promoting access and equity in lower secondary education in disadvantaged areas; and (iii) strengthening the management capacity of lower secondary education under the system of decentralization.

Project Rationale and Linkage to Country/Regional Strategy

Viet Nam is making good progress in meeting the Millennium Development Goals of universal primary education and gender equality. Despite impressive gains in access, disparities exist by geographic location, and economic and social background. Improving the quality of education is a high policy priority of the Ministry of Education and Training in view of the need to develop a creative, flexible, self-motivated, and skilled labor force for a knowledge- and market-based economy.

The Government's sector policy targets by 2010 are to (i) consolidate universal primary education, (ii) universalize lower secondary education (LSE), and (iii) gradually expand upper secondary education. for LSE, the Government targets a nationwide net enrollment rate of 80% by 2005 and 90% by 2010. The Government accords high priority to the development of secondary education because it is expected to provide the level of human resources required to meet the country's critical social and economic development goals and contribute to povery reduction, as listed in ADB's Country Strategy and Program (2007-2011) for Vietnam.

ADB assisted the Government in formulating a Secondary Education Sector Master Plan which serves as an analytical tool and guide for future decison making on policy frameworks, feasible strategies, and investment priorities.

Impact Help reduce poverty through development and improvement of lower secondary education
Project Outcome
Description of Outcome Improved quality, efficiency, access and equity, and management capacity in lower secondary education
Progress Toward Outcome The Project was physically completed on 30 June 2012. Loan account was closed on 15 January 2013. Subject to more final assessment in the Project Completion Report (under preparation), the project appears to have made important contributions toward the stated purpose.
Implementation Progress
Description of Project Outputs

Conditions developed to improve the quality and efficiency of lower secondary education

Access to and equity in lower secondary education in disadvantaged areas improved

Management capacity of lower secondary education strengthened

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

Through cascade training:

- 100 central-level teacher mentors in 11 initial subjects trained in 3-day intensive course on general concepts, objectives, and methods of lower-tier training delivery;

- 250 MOET, DOET, and BOET education managers and 4,190 provincial teacher mentors in 63 provinces trained;

- Training then provided in 2008 for 17,638 school principals/vice principals and more than 285,000 LSE teachers in the 11 subjects;

- Related overseas training completed for 20 senior staff.

As recorded in the AM of the July 2008 Midterm Review Mission (MTR), the aim of developing an item bank was adjusted to develop an item library , starting from 4 subjects (Literature, Math, Physics, and English).

- To date, a total of 4,965 questions (items) have been designed of these, 4 of 4 subjects have been endorsed by MOET;

- MOET Department of Secondary Education (DSE) has completed items for remaining 12 subjects (roughly 1,000 per subject)

Facilities upgraded and equipment provided and now being utilized in all of the revised target schools:

- 65 key schools (6 function rooms each, for a total of 390 function rooms); and

- Furniture provided and in-use in each of these 65 key schools;

- Equipment for computer rooms and language labs provided and in-use in all 65 key schools

Facilities upgraded and equipment provided and now being utilized in all of the revised target schools:

- 7 ethnic minority boarding schools (4 function rooms each, for a total of 28 function rooms);

- Furniture provided and in-use in each of 8 ethnic boarding schools;

- Equipment for computer rooms and language labs provided and in-use in all 65 key schools

- 6,500 staff and teacher mentors trained in application of ICT in renovating teaching of various subjects at LSSs

- Supplied for MOET Department of Assessment: desktop computers, printers, projectors, photocopiers, and UPS.

- Supplied 64 provincial DOET assessment centers: computer, printer, photocopier, UPS.

- Together with the MOET Center of Vocational Orientation Labor and Department of Continuing Education, Project has completed the following materials for use by instructors of returning students: (i) 2 sets of materials on general vocational orientation; and (ii) 3 manuals on household electrical appliances, sewing, and cooking;

- Supplied 64 VGCs with projector and photocopier; provided each of 25 VGCs with 15 computers and 1 printer;

- Supplied 64 CECs with 1 projector; provided each of 3 CECs with 15 computers and 1 printer (Ha Noi, Nghe An, and HCMC)

- 20,000 packets each consisting of 16 pairs of guidebooks and self-study books distributed to 10,000 schools (a total of 320,000 copies of each pair), for use by at least 320,000 LSS teachers;

- 5,500 CD-ROMs on teaching methods have also been distributed;

- For 11 subjects, related content also included in summer 2008 and 2009 trainings on student assessment under subcomponent 1a, with cascade model reaching 4,190 staff (mostly mentors and principals) and more than 285,000 teachers in these subjects.

Provided 110,000 manuals for mentors

- Roughly 6,500 trainers have been provided manuals/training materials on (i) innovative teaching methods, (ii) extra-curricular activities, and (iii) ICT applications in teaching

Roughly 9,500 principals have already received Child Friendly Schools Handbook. Remaining manuals/books for principals printed and distributed

Completed. Emergency supply of textbooks and books to flood-affected schools initiated in late 2010.

As per CPCU, ethnic minorities, the poor, and female students were also covered as part of the supply of 1.4 millions textbooks for students nationwide, and were provided with textbooks and reference books for grade 9 and gender education materials for female students.

Seven (7) study tours have been completed, totaling 48 male and 40 female participants.

400 teachers of music and 320 teachers of physical education have been trained.

In terms of training for teacher support staff (librarians/laboratory assistants), 300 laboratory teachers (many of whom were also school librarians) trained in project-supported schools.

Completed. 4,190 key mentors completed in-service training on new teaching methods.

By end February 2011, 245 of 246 schools (1 school in Phu Yen was not built) were constructed and delivered for use;

- Among newly built schools funded by the Project, 151 gender-segregated schools were selected for sanitary structures, all of which have been completed and put into use.

- Research on and preparation of training materials on teaching of underperforming students and teaching in minority languages in progress;

- Training completed on teaching traditional handcrafts for 500 mentor teachers in ethnic boarding schools

- 5 series of studies and 4 implementation guides relating to ethnic minorities students (particularly in areas of psychology, access to education, traditional education) printed and distributed

- Research completed to support handicraft training for ethnic minority students;

- Research completed on vocational preferences among ethnic students

Training completed on teaching traditional handcrafts for 500 mentor teachers in ethnic boarding schools.

Completed series of studies (including 5 studies identified in RRP and LA) relating to ethnic minorities students (particularly in areas of psychology, access to education, traditional education); Research completed to support handicraft training for ethnic minority students;

Research completed on vocational preferences among ethnic students (in concert with subcomponent 1d).

Additionally completed materials on teaching method for Literature, Physics, Music tailored to specific conditions facing ethnic minority students.

- same as above

The Project has developed FSQLs including 4 standards for (i) principals; (ii) teachers; (iii) facilities and equipment; and (iv) students at LSSs. Products were transferred to MOET Department of Secondary Education (DSE) and Department for Educational Accreditation and Testing (DEAT);

- Based on these, DSE has developed and issued national standards, and DEAT has finalized the guideline on LSS quality assessment;

- MOET has approved and issued professional standards for (i) principals; and (ii) teachers.

- 1,200 staff in DOETs, BOETs, and schools trained in ICT application in management

- 520 staff received in-service training in project monitoring and assessment;

- An additional roughly 1,450 staff at different levels (MOET, DOET, district /ward) participated in training courses to improve the project management capacity for specific components.

- 619 PPIU and DOET staff trained in civil works and equipment management and utilization

- Supplied to each of 63 DOETS and 100 BOETs 1 projectors and 1 photocopier to support project management.

Geographical Location Components 1 and 3 will cover all provinces. Twenty eight (28) provinces in the northeast, north central coast, northwest, central highlands, south, south central coast, Red River delta, and Mekong River delta will be the focus of component 2.
Safeguard Categories
Environment C
Involuntary Resettlement B
Indigenous Peoples
Summary of Environmental and Social Aspects
Environmental Aspects The Project's environmental impacts showed no significant adverse effects. Individual, school-level, environmental considerations will be incorporated into all project-related school construction during the implementation phase.
Involuntary Resettlement Classroom upgrading was fully contained in existing sites. New schools were constructed on vacant and idle public land or vacant commune reserved land, mostly adjacent to existing schools. When community or household land was needed, a detailed community decision-making process for site selection was strictly followed to safeguard the community's interests. A resettlement framework was agreed between ADB and MOET.
Indigenous Peoples The Project (particularly output 2) prioritizes 28 provinces with high numbers of ethnic minorities and rural population. A number of project initiatives were concentrated on these priority areas. A series of studies on challenges facing ethnic minority children's education (and proposing resolutions) as well as various materials (e.g., to support on career orientation for ethnic minority and female students) have been developed or are in late-stage development (some now being finalized, awaiting dissemination. An indigenous people and gender action plan (IPP and GAP) have been prepared, and are considered on-track in implementation.
Stakeholder Communication, Participation, and Consultation
During Project Design The participants in the PPTA included parents, teachers, school principals, DOET directors, and provincial People's Committee representatives in 64 provinces. In preparing the project proposal, a range of activities were implemented in 15 provinces for gathering opinions and ideas of students, teachers and communities. Survey questionnaires were sent to all provinces. Three regional workshops were held for Northern, Central Coast and Central Highland, and Southeast and Mekong Delta provinces for comments and feedback from representatives of related ministries, donors, BOET and DOET directors, LSS principals.
During Project Implementation The Project has involved cooperation with representative agencies of beneficiaries such as the Women's Union, the Committee for Protection and Care of Children, the Committee for Ethnic Minorities. Communities will be consulted on school site before school construction. It has also invoved direct participation of relevant stakeholders through dialogue and consultation at different levels. The final Project evaluation and Project Completion Report will more systematically assess the involvement of students, community representatives, youth associations, parents, Committee for Ethnic Minority, Women's Union, Committee for Protection and Care of Children, etc., including their roles in monitoring the Project activities.
Business Opportunities
Consulting Services

A maximum of 40 person-months of international and 450 person-months of domestic consulting services from a firm was engaged using quality- and cost-based selection method. The CPCU within Ministry of Education and Training was responsible for recruitment of consultants.

The following international consultants were required in the areas of: component 1, active learning-teaching methods, student assessment methods, and ICT in schools; component 3: management and planning, monitoring and evaluation, and school mapping.

Domestic consultants were required in the areas of: component 1: active-leaning teaching methods, student assessment methods, education equipment, and ICT; component 2: construction engineering and supervision including resettlement aspects, and gender and ethnic minority education; and component 3: management and planning, monitoring and evaluation, school mapping, and finance and procurement.

Procurement

Supply contracts for goods estimated at $500,000 equivalent or more are awarded on the basis of ICB. Supply contracts for goods such as vehicles and computers (other than instructional materials) costing less than $500,000 but more than $100,000 follow IS procedures. Supply contracts for instructional materials costing less than $500,000 but more than $100,000 follows NCB procedures. Minor items costing less than $100,000 equivalent are procured by direct purchase. Supply contracts for teachers manuals and handbooks are awarded to the appropriate publishing houses on the basis of NCB if less than $500,000 but more than $100,000, or by direct purchase if less than $100,000.

Civil works consist of construction and replacement of school classrooms and facilities. The estimated unit cost was $10,000 per classroom/facility, including design and construction supervision. Technical design study and supervision of construction costing less than $100,000 was procured by direct purchase. Civil works are spread over lower secondary schools in 28 disadvantaged provinces and have been awarded on the basis of NCB, following government procedures acceptable to ADB.

Central project coordination unit (CPCU) is responsible for procurement by international competitive bidding for goods, local competitive bidding (except civil works), and international shopping. The provincial project implementation units (PPIUs) procure civil works, instructional materials, and small quantities of goods by NCB or direct purchase.

Responsible ADB Officer Christopher A. Spohr
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Human and Social Development Division, SERD
Executing Agencies
Ministry of Education and TrainingDr. Tran Din Chauslsedp@fpt.vnCentral Project Coordination Unit, 4th floor, HITEC Building, Hanoi University of Technology, No. 1 Dai Co Viet Street, Hanoi, Vietnam
Timetable
Concept Clearance 07 Mar 2000
Fact Finding 16 Feb 2004 to 27 Feb 2004
MRM 24 Mar 2004
Approval 26 Nov 2004
Last Review Mission -
PDS Creation Date 30 Nov 2006
Last PDS Update 27 Mar 2013

Loan 2115-VIE

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
26 Nov 2004 20 Dec 2004 18 Mar 2005 30 Jun 2011 30 Jun 2012 15 Jan 2013
Financing Plan Loan Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 80.00 Cumulative Contract Awards
ADB 55.00 26 Nov 2004 56.15 0.00 100%
Counterpart 25.00 Cumulative Disbursements
Cofinancing 0.00 26 Nov 2004 56.15 0.00 100%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating - Satisfactory - - - Satisfactory
Title Document Type Document Date
Second Lower Secondary Education Development Project Project/Program Completion Reports Oct 2013
Second Lower Secondary Education Development Project Procurement Plans Mar 2010
Second Lower Secondary Education Development Project Reports and Recommendations of the President Oct 2004

Safeguard Documents

See also: Safeguards

No documents found.

Evaluation Documents

See also: Independent Evaluation

No documents found.


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