44213-016: Secondary Education Sector Investment Program - Tranche 1

Project Data Sheet (PDS): Details


The proposed investment program will support the government's reform of secondary education (grades 6-12) into a system that builds the foundation for a skilled labor force and prepares youths to meet the requirements of a rapidly developing economy. It will support advanced teaching and learning programs that use information and communication technology (ICT), as well as prevocational and vocational programs, teacher development, and examination reforms. It will promote gender-equitable and pro-poor stipends for students. It will help establish more decentralized and efficient allocation and use of resources, as well as strengthen sector performance monitoring. The investment program will build upon the ongoing Secondary Education Sector Development Program and the Second Teaching Quality Improvement Project. It will further benefit from the experience of the Third Primary Education Development Project, which uses disbursement-linked indicators (DLIs). The investment program links disbursement to the achievement of key results. It will further support the transition to a sector-wide approach.

Project Rationale and Linkage to Country/Regional Strategy

The government acknowledges the need to develop a long-term strategy to meet demand for higher quality and more relevant secondary education. The Ministry of Education (MOE) has developed, with support from the Asian Development Bank (ADB), a NEP implementation strategy for secondary education that draws on extensive stakeholder consultation. It has built upon the NEP implementation strategy to develop a 10-year secondary education sector road map, 2013 2023, which adopts the phased implementation of reforms to modernize curriculum, examinations, and teacher development, as well as to establish and apply common quality standards for secondary schools and teachers. Extensive investment in ICT-based teaching facilities, science laboratories and equipment, other learning materials, and teacher training will support these reforms. The road map further plans to intensify gender-equitable and pro-poor stipend programs using improved methodology. It suggests expanding school infrastructure according to need and recruiting better-qualified teachers with revised selection procedures. Institutional reform to decentralized education management will redefine and strengthen the roles and responsibilities of field offices and school management committees. Extensive capacity development in management at the center and in the field will strengthen performance monitoring and the efficient use of resources. The government projects an additional 3.5 million secondary school students by 2023, to be accommodated by expanding teacher ranks by 145,000 and the number of schools by 10,000. Success in implementing reform will help meet parents' and beneficiaries' aspirations for post-primary education that undergirds a better life and higher income prospects.


A more efficient and equitable and higher-quality secondary education system

Project Outcome

Description of Outcome

Improved inclusive participation in secondary education

Implementation Progress

Description of Project Outputs

Enhanced quality and relevance of secondary education More equitable access and better retention Strengthened secondary education management and governance

Safeguard Categories

Environment: B
Involuntary Resettlement: C
Indigenous Peoples: B

Summary of Environmental and Social Aspects

Environmental Aspect
The proposed program has been categorized as `Category B? from an environmental point of view and an IEE, along with EMP, are required to be prepared and disclosed. The assessment will be carried out to ensure that the potential adverse environmental impacts are appropriately addressed in line with ADB?s SPS, 2009. This IEE of the program would be prepared to meet the requirements of ADB and DOE for environmental safeguards compliances.

Involuntary Resettlement
The tranche 1 of the program has been classified as Category C for Involuntary Resettlement. There is neither land acquisition nor displacement of the peoples. Needs of land acquisition and displacement of the peoples for subsequent tranches are unknown. As the specific locations of infrastructure or other project facilities are uncertain at the time of Board approval, this resettlement framework has been prepared to guide subproject selection, screening and categorization, social and assessment, and preparation and implementation of resettlement plans of subprojects, and to facilitate compliance with the requirements specified in the Safeguard Requirements of SPS. The classification is an ongoing process to be confirmed by ADB during the detailed design and implementation.

Indigenous Peoples
The tranche 1 of the program has been classified as Category B for Indigenous Peoples. The program will develop a project design that prioritizes the small ethnic community (SEC) students and teachers or teachers serving the areas. This prioritization will be supported by extensive consultation with authorities of the respective districts where potentiality of SEC teachers and students are high. This policy will also be supported by a need assessment of the SEC groups, particularly the more vulnerable groups in plain land and in CHT. All SEC students will be included in the program beneficiary groups.

Stakeholder Participation and Consultation

During Project Design
A large number of consultations, including local levels, were organized to prepare the program. This includes development of implementation strategy of the National Education Policy in secondary education. Stakeholders include policy makers, educational practitioners including teachers and members of school management committee, curriculum developers, etc, and nongovernmental organizations with strong ownership of the government (Ministry of Education and Directorate of Secondary and Higher Education). Consultations with development partners were also organized to develop Sector-Wide Approach (SWAp) Road Map.

During Project Implementation
The program will work in partnership with multiple stakeholders such as civil society organizations (CSOs), school management committees, and parent-teacher associations. Community participation is vital to the community-based management of schools and the development of pro-poor stipend with appropriate gender targeting. The program will work on institutional reforms in key education institutions. In addition, based on the agreed SWAp Road Map, the program will promote harmonization of other development partners.

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.

Project Data Sheets (PDS)


Management Review Meeting
06 Jun 2013

Board Approval
21 Oct 2013