Myanmar: Support for Post-Primary Education Development

Sovereign Project | 47177-001 Status: Approved

Summary

The policy and advisory technical assistance (PATA) directly supports Myanmar's Comprehensive Education Sector Review (CESR), which is led by the Ministry of Education (MOE) coordinating involvement by relevant government agencies and support by multiple development partner organizations (DPOs). As the first rigorous and comprehensive assessment of the education sector in 2 decades, the CESR will be fundamentally important in helping the government more precisely pinpoint sector challenges and providing a strengthened evidence base for needed reforms and investments. In particular, the CESR process will culminate in the formulation (by around end of 2014) of a costed National Education Sector Plan (NESP) as unified framework for prioritized and sequenced investments by both the government and DPOs. The CESR process consists of 3 phases, focusing on: (i) rapid assessment (Phase 1), (ii) in-depth analysis (Phase 2), and (iii) NESP formulation (Phase 3).

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Project Name Support for Post-Primary Education Development
Project Number 47177-001
Country Myanmar
Project Status Approved
Project Type / Modality of Assistance Technical Assistance
Source of Funding / Amount
TA 8385-MYA: Support for Post-Primary Education Development
Technical Assistance Special Fund US$ 1.00 million
ATF - Australian TA Grant US$ 500,000.00
TA 8385-MYA: Support for Post-Primary Education Development (Supplementary)
Technical Assistance Special Fund US$ 700,000.00
Strategic Agendas Inclusive economic growth
Drivers of Change Governance and capacity development
Partnerships
Sector / Subsector

Education - Education sector development

Gender Equity and Mainstreaming Gender equity
Description

The policy and advisory technical assistance (PATA) directly supports Myanmar's Comprehensive Education Sector Review (CESR), which is led by the Ministry of Education (MOE) coordinating involvement by relevant government agencies and support by multiple development partner organizations (DPOs). As the first rigorous and comprehensive assessment of the education sector in 2 decades, the CESR will be fundamentally important in helping the government more precisely pinpoint sector challenges and providing a strengthened evidence base for needed reforms and investments. In particular, the CESR process will culminate in the formulation (by around end of 2014) of a costed National Education Sector Plan (NESP) as unified framework for prioritized and sequenced investments by both the government and DPOs. The CESR process consists of 3 phases, focusing on: (i) rapid assessment (Phase 1), (ii) in-depth analysis (Phase 2), and (iii) NESP formulation (Phase 3). The NESP will include (i) a 1-year plan covering FY2015, and (ii) interim planning for education sector investments during FY2016- FY2020 and input into formulation of the national multisector Sixth Five-Year Plan.

More specifically, the PATA directly supports MOE and other agencies in undertaking analysis, policy dialogue, and planning related to the post-primary education (PPE) subsectors consisting of the secondary education subsector (SES), technical and vocational education and training (TVET), and higher education subsector (HES) under the umbrella of the government-led, DPO-supported CESR. In particular, the PATA will provide flexible, needs-tailored support for in-depth analysis and policy dialogue and advice during CESR Phase 2, and formulation of viable PPE elements within the broader CESP to be approved at the end of Phase 3.

Inputs under the PATA TA involve close cooperation with a small number of other DPOs supporting PPE-related elements of the CESR (e.g., GIZ and UNESCO), while support for secondary education curriculum reform is closely dovetailed with JICA support for primary education curriculum reform. More generally, the PATA is closely harmonized with and complement other DPOs' support (largely focused on primary, pre-primary, and nonformal education), and also complements and builds on foundational analysis, capacity development, and other front-end support under ongoing ADB capacity development technical assistance CDTA 8187-MYA (in partnership with Australia).

Project Rationale and Linkage to Country/Regional Strategy

The Government of Myanmar has recently stepped up efforts to strengthen the education sector, recognizing the vital role of an educated population and workforce as a prerequisite for sustained economic growth and poverty reduction. In addition to increased budgeting, this is reflected in the government's critical decision in early 2012 to undertake the CESR, which will culminate in the noted CESP to guide sector investments by the government and DPOs. In recent years, education sector development in Myanmar has been obstructed by a dearth of data (particularly affecting PPE subsectors), and the lack of concrete quantitative targets, hence the CESR will be vitally important in developing evidence-based, prioritized and sequenced sector planning as well as longer-term strategies and reforms.

The education sector has made important progress in recent years, perhaps particularly in primary education (grades 1 5) where despite persistent gaps and challenges the net enrolment ratio (NER) reached roughly 90% in school year SY2009/2010. At the same time, progress has lagged in PPE levels, and SES, TVET, and HES face particular challenges in key aspects of equitable access, education quality and relevance, and subsector management. As Myanmar undergoes dramatic and accelerating socioeconomic transformations, these subsectors must play a particularly critical role in promoting inclusive growth and poverty reduction, meeting rapidly evolving labor market needs, and rebalancing and equipping the economy to modernize and climb the technological ladder into higher value-added sectors and successfully enter into global markets as well as the ASEAN Economic Community (AEC) in 2015. Development of evidence-based policies, planning, and investments to address such gaps thus represents an urgent priority.

Impact Viable and sequenced education planning implemented

Project Outcome

Description of Outcome Post-primary education subsector plans and priority investments embedded in new CESP
Progress Toward Outcome The TA is now in mid-stage implementation, and has been expanded (via $700,000 additional financing from ADB) and extended through July 2017. Subject to continued monitoring, progress appears on-track to support achievement of the outcome by TA completion.
Implementation Progress
Description of Project Outputs

In-depth PPE subsector analyses completed

PPE policy and planning frameworks strengthened

Preliminary feasibility analyses completed for high-priority PPE subsector investments

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

The TA has made strong implementation progress and contributions to analysis, policy dialogue, and planning under the CESR process, complementing support under TA 8187 as part of ADB's leading role in supporting post-primary education (secondary, TVET, and higher education) within Myanmars CESR.

Output 1 is principally completed, though the TA and ADB staff inputs are supporting follow-up analysis extending beyond the CESR. The TA also supported Myanmar's development of the National Education Sector Plan (under Phase 3 of the CESR), which is expected to be refined and finalized by the incoming government. The extension of expansion of resources will allow the TA to provide additional policy and planning support based on priorities to be identified by the incoming government. In addition, analytical and policy dialogue work under the TA have helped lay the foundations for the proposed 2016 Preparing Youth for the Workplace Sector Development Program.

Illustrative examples of achievements to date include the following: (i) under output 1, TA support to the CESR Team has been reflected in draft technical annexes on secondary education, TVET, and higher education subsectors submitted as inputs to and to be annexed to the overall CESR "Volume 2" report (expected to be launched shortly), with key findings distilled therein; and (ii) work under output 2 has provided support (coordinated with that from UNICEF and JICA) to MOE's development of the new Basic Education Curriculum Framework, and also supported MOE in assessing options for secondary education curriculum reform (including addition of grade 12, but also revising curriculum for existing grades and reforming pedagogy and student assessment/examination).

Geographical Location

Summary of Environmental and Social Aspects

Environmental Aspects
Involuntary Resettlement
Indigenous Peoples
Stakeholder Communication, Participation, and Consultation
During Project Design Support under the PATA is fully mainstreamed within the government-led, DPO-supported CESR process, under which MOE acts as overall lead agency, coordinating inputs from MOST and other agencies involved in education (particularly TVET and HES). More specifically, the TA directly supports elements of the CESR design approved by the President on 4 July 2012 and subsequent CESR guidelines for Phases 1-3. Via maintained dialogue with the government and multiple DPOs since the start of 2012, ADB has been involved from initial conceptualization of the CESR and development of the analytical agenda for the CESR, including participation in working groups to TVET and HES, as well as working within a larger basic education (grade 1-11) group to scope out SES-related analysis and support under the CESR. ADB''s support to CESR Phases 1-2 has involved a collaborative effort between ADB staff and consultants (and those from other DPOs) and CESR Team staff seconded by various ministries. The process to date has engaged a diverse array of DPOs ranging from bilateral and multilateral international agencies to international and national NGOs and stakeholder dialogue will be continued/expanded during CESR Phase 3. CESR coordination mechanisms (including the noted JESWG) have been established to support continued harmonization of support by DPOs (including under this proposed TA) during CESR implementation.
During Project Implementation Stakeholder participation and consultation has been and will be maintained throughout PATA implementation. This ranges from continued ADB support to a series of roundtable discussions with key government non-government stakeholders in the PPE subsectors (including the private sector, employer organizations, and other segments of civil society) commenced under CDTA 8187, to senior-level, multi-stakeholder policy forums. In addition to consultations organized by the Ministry of Education under the CESR process, key TA findings have been discussed in various forums (e.g., as part of ADB's 24 March 2015 ADO launch, a September forum for labor unions and CSOs organized by the Solidarity Center, and participatory consultation meetings linked to development of the government's Private Sector Development Framework in January-March 2016). Such dialogue aims to promote participation in and validation of analysis of key challenges and priorities, and to build consensus among multiple ministries and other key stakeholders on directions ahead and priority investments under Myanmar's forthcoming National Education Sector Plan (expected to be refined and finalized by the incoming government).

Business Opportunities

Consulting Services Subject to further review, the TA will support indicatively 45.0 person-months of international and 60.0 person-months of national consultants, who will have expertise in secondary education subsectors (SES), technical and vocational education and training (TVET), and/or higher education subsectors (HES), who will be recruited as individuals and engaged by ADB in accordance with the Guidelines on the Use of Consultants (2010, as amended from time to time). Advertisements for initially required consultant positions are expected to be posted via ADB's Consultant Management System (CMS) Consulting Service Recruitment Notice (CSRN) in June 2013, with additional recruitments later in the TA. The TA will also flexibly mobilize short-term resource persons to provide specific expertise, as needed.
Procurement The TA is expected to finance very modest procurement, including resource materials and minor equipment (indicatively three laptop computers and one printer), in a manner consistent with ADB s Procurement Guidelines (2010, as amended from time to time), and other ADB guidelines and procedures.

Responsible Staff

Responsible ADB Officer Christopher Spohr
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Myanmar Resident Mission
Executing Agencies
Ministry of Education
Building No. (13) Ministry of Education
Nay Pyi Taw Myanmar

Timetable

Concept Clearance 29 Apr 2013
Fact Finding 01 May 2013 to 07 May 2013
MRM -
Approval 19 Jun 2013
Last Review Mission -
Last PDS Update 31 Mar 2016

TA 8385-MYA

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
19 Jun 2013 16 Aug 2013 16 Aug 2013 31 Jul 2015 31 Jul 2017 -
Financing Plan/TA Utilization Cumulative Disbursements
ADB Cofinancing Counterpart Total Date Amount
Gov Beneficiaries Project Sponsor Others
1,700,000.00 500,000.00 300,000.00 0.00 0.00 0.00 2,500,000.00 19 Jun 2013 662,417.89
Title Document Type Document Date
Support for Post-Primary Education Development Technical Assistance Reports Jun 2013

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