The goal of the project is to expand quality education suitable for the needs of national development. The objectives of the project are to: (i) improve the quality of public secondary education; (ii) improve access to public secondary education particularly for girls and students from poor and disadvantaged groups and districts; and (iii) develop the institutional capacity of central and local governments and local communities to sustain and deepen the school improvement process. The project will have the following components: (i) Increased Equitable Access to an Improved Learning Environment; (ii) An Improved and Relevant Curriculum, Improved Assessment and Accessible Instructional Materials; and (iii) An Improved and Sustainable System for the Education, Development and Management of Teachers.
|Project Name||Secondary Education Support Project|
|Project Type / Modality of Assistance||Loan
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
|Sector / Subsector||
Education - Education sector development - Secondary - Secondary - social protection initiatives
|Gender Equity and Mainstreaming||Gender equity|
|Description||The goal of the project is to expand quality education suitable for the needs of national development. The objectives of the project are to: (i) improve the quality of public secondary education; (ii) improve access to public secondary education particularly for girls and students from poor and disadvantaged groups and districts; and (iii) develop the institutional capacity of central and local governments and local communities to sustain and deepen the school improvement process. The project will have the following components: (i) Increased Equitable Access to an Improved Learning Environment; (ii) An Improved and Relevant Curriculum, Improved Assessment and Accessible Instructional Materials; and (iii) An Improved and Sustainable System for the Education, Development and Management of Teachers.|
|Project Rationale and Linkage to Country/Regional Strategy||Secondary education has a long term positive impact through: (i) human development and productivity efficiency through increased numbers of higher quality secondary students, and a better qualified and more productive workforce leading to improved earnings. Investment in lower secondary and secondary education, where basic cognitive skills are acquired and consolidated, is particularly valuable because it improves basic productivity as well as increases basic welfare. Investment in secondary education also improves the quality of, and increases the number of entrants to, higher levels of education, where higher cognitive skills are acquired, with the resulting improvement of higher order productivity. Significant social benefits are derived from girls_ education such as lower fertility, improved health and nutrition status of their families, and higher education attainment of their children leading to intergenerational benefits. The implication is that investment in this education subsector potentially has higher returns, both for the individual and for society.|
|Impact||To expand quality education suitable for the need of national development.|
|Description of Outcome||Improve the quality, relevance and access of public secondary schooling. Develop the institutional capacity and management of central and district education institutions and public secondary schools based upon a decentralized system of planning and management.|
|Progress Toward Outcome|
|Description of Project Outputs||
Increase equitable access to an improved learning environment especially for girls and other disadvantaged groups.
Support teacher education, development and management.
Improve institutional capacity in the school sector based on decentralized planning and management.
Improve and increase relevancy of curriculum, technically improve assessment and accessible instructional materials.
|Status of Implementation Progress (Outputs, Activities, and Issues)|
|Geographical Location||All districts|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
|Consulting Services||A total input of 244 person-months of international consulting and 709 person-months of domestic consulting are planned. Of this, 132 person-months of international consulting and 633 person-months of domestic consulting services will be funded by DANIDA with grant funds. Consultants' inputs will cover a wide range of expertise which includes: (i) curriculum and instructional materials design; (ii) classroom assessment and examination reform; (iii) management and teacher training curriculum and materials development; (iv) training of trainers; (v) special needs curriculum development; (vi) research and evaluation; (vii) ICT curriculum; (viii) EMIS development; (ix) school planning and improvement; and (x) decentralization and management, etc.|
|Procurement||All procurement services for the project will follow ADB's Guidelines for Procurement. Contract for civil works estimated to cost more than $1.0 million equivalent will be carried out using international competitive bidding (ICB) procedures while those contracts that are estimated to cost $1.0 million equivalent or less will be under local competitive bidding (LCB) procedures. Minor school development works and maintenance may be carried out on a force account basis. The procurement of goods will be grouped into packages larger than $500,000 to be suitable for ICB procedures. Miscellaneous minor goods that cannot be grouped into larger contracts and cost less than $500,000 per contract will be procured through international shopping procedures. Minor items costing less than the equivalent of $100,000 per contract may be purchased directly.|
|Responsible ADB Officer||Van Dael, Rudi Louis Hendrikus|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Human and Social Development Division, SARD|
Department of Education
Ministry of Education and Sports (MOES)
|Concept Clearance||07 Mar 2000|
|Fact Finding||07 Mar 2002 to 22 Mar 2002|
|MRM||20 May 2002|
|Approval||20 Sep 2002|
|Last Review Mission||-|
|PDS Creation Date||01 Feb 2007|
|Last PDS Update||22 Jul 2009|
|Approval||Signing Date||Effectivity Date||Closing|
|20 Sep 2002||17 Jan 2003||05 Aug 2003||30 Sep 2008||30 Sep 2009||26 Nov 2010|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||30.00||Cumulative Contract Awards|
|ADB||30.00||20 Sep 2002||32.48||0.00||100%|
|Cofinancing||0.00||20 Sep 2002||32.48||0.00||100%|
|Status of Covenants|
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Evaluation Documents See also: Independent Evaluation
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Nepal Education: Providing a Brighter Future for Poor GirlsFor many poor girls and their families in rural and remote areas of Nepal, a secondary education support project has put them on the right path to realizing their "dreams of a better future".