|Project Name||Secondary Education Development and Improvement|
|Location||14 poverty-affected rural provinces.|
|Type or Modality of Assistance||
|Drivers of Change|
|Sector / Subsector||
Education - Pre-primary and primary
|Gender Equity and Mainstreaming|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Human and Social Development Division, SERD|
|Responsible ADB Officer||ADB Disclosure|
The Project aims to reduce inequity and geographic disparity in access to, quality and efficiency of public secondary education (grades 7 to 10) by targeting poverty affected provinces with low rates of enrollment and completion and low student achievement levels. The Project will also help the process of management decentralization that encourages school-based management (school autonomy) with local participation in school planning and management. Project preparation has been closely coordinated with that of the Third Elementary Education Project, financed by the World Bank and Japan Bank for International Cooperation. The two Projects target the same provinces and share complementary strategies to jointly support the improvement of access, and learning outcomes at schools, decentralization of basic education management and implementation of privatized textbook publishing and procurement.
The Project comprises three main objectives: (i) to improve quality and relevance of secondary education in project provinces; (ii) to increase the rate of participation in and completion of secondary education in underserved areas within the Project provinces; and (iii) to facilitate decentralization process to establish conditions for school-based management.
The Project will primarily cover 14 poverty-affected rural provinces. Limited support (textbook provisions and initial preparation for decentralization) will be provided to additional 12 poverty-affected rural provinces.
|Objectives and Scope|
|Linkage to Country/Regional Strategy||
Secondary education in the Philippines typically enrolls 13-16 year-old students, and plays dual roles: (i) to enhance trainability of students who will enter the workforce, and (ii) to provide academic preparation for students continuing into higher education. Subsector performance and the overall standards have been curtailed by the low enrollment, completion, and student achievement in the poverty-affected rural areas. For the country to achieve a 10-year (1996-2005) subsector performance targets set by the Basic Education Master Plan, and to ensure a supply of trainable human resources, it is essential to embark on geographically and socially targeted interventions in the low-performing and poverty-affected provinces and schools. This is also in line with the commitment of the Government to poverty reduction and rural development.
Poverty in the Philippines is a predominantly rural issue. Poorer segments of the population are the least capable of acquiring basic education using their own resources. Investment in quality basic edication for poorer populations is known to yield a high economic rate of return, as the investment costs can be substantially exceeded bv gains in productivity, hence the saving social welfare costs in the long run.
The Project supports the Bank's strategic development objectives of supporting human development and poverty reduction. The Project implements the Bank's operational strategy for the Phillipines focused on human development by improving access to quality basic social services by geographically targetting deprived rural and poverty-affected areas.
Summary of Environmental and Social Aspects
|Stakeholder Communication, Participation, and Consultation|
|Consulting Services||The Project will provide two packages of consulting services: Package A for the Bank financing covering education program areas and Package B for JBIC (Japan Bank for International Cooperation) financing covering school facilities development areas. Package A will entail 106 person-months of international consulting services and 279 person-months of domestic consulting services in decentralized education management; inservice training coordination; monitoring and evaluation, education and textbook management information system; and provincial secondary education development plan implementation advisors.|
|Procurement||Procurement under the Project will cover (i) school furniture and equipment for classrooms, science laboratories, technology and home economics rooms, and faculty rooms; (ii) training equipment for division leader schools; (iii) computer equipment for education management information system (EMIS); and (iv) office furniture and equipment for instructional materials council secretariat (IMCS). In addition, the Project will provide textbooks and teachers' manuals for approximately 850 schools in the 26 target provinces. The Bank will finance items (ii) to (iv) and instructional materials.|
Timetable for assistance design, processing and implementation
|Concept Clearance||09 Feb 1994|
|Credit Committee Meeting||19 Jan 1998|
|Approval||11 Dec 1998|
|PDS Creation Date||29 Nov 2006|
|Last PDS Update||16 Apr 2010|
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.
The Public Communications Policy (PCP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
The Accountability Mechanism provides a forum where people adversely affected by ADB-assisted projects can voice and seek solutions to their problems and report alleged noncompliance of ADB's operational policies and procedures.
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.
|Title||Document Type||Document Date|
|Secondary Education Development and Improvement Project||Project/Program Completion Reports||Mar 2009|
|Secondary Education Development and Improvement Project||Reports and Recommendations of the President||Jan 1998|
Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
None currently available.
Evaluation Documents See also: Independent Evaluation
|Title||Document Type||Document Date|
|Philippines: Secondary Education Development and Improvement Project||Validations of Project Completion Reports||Dec 2011|
None currently available.
The Public Communications Policy (PCP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.