Mongolia: Third Education Development Project
The Asian Development Bank is working with Mongolia to improve the quality of primary, secondary and vocational education, and to increase access for poor students. The project is helping to train teachers, improve school buildings and classrooms, and align vocation skills training with industries to increase job opportunities for graduates.
Project Details
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Project Officer
Asanova, Jazira
East Asia Department
Request for information -
Country/Economy
Mongolia -
Sector
- Education
Related Projects
| Project Name | Third Education Development Project | ||||||||
| Project Number | 34187-013 | ||||||||
| Country / Economy | Mongolia |
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| Project Status | Closed | ||||||||
| Project Type / Modality of Assistance | Loan Technical Assistance |
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| Source of Funding / Amount |
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| Strategic Agendas | Inclusive economic growth |
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| Drivers of Change | Gender Equity and Mainstreaming Governance and capacity development Knowledge solutions |
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| Sector / Subsector | Education / Education sector development - Pre-primary and primary - Secondary - Technical and vocational education and training |
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| Gender Equity and Mainstreaming | Some gender elements | ||||||||
| Description | The Project will improve employability and income earning opportunities of graduates from secondary and vocational education. The outcome of the Project is equitable access to and improved quality and relevance of primary, secondary and vocational education. The Project has three components (i) improving quality and relevance of education in primary and secondary schools; (ii) improving teaching and learning environments in primary and secondary schools; and (iii) promoting demand-driven vocational education for youth. | ||||||||
| Project Rationale and Linkage to Country/Regional Strategy | Key issues in the current Mongolian education system are (i) poor quality and relevance of the current curriculum for primary and secondary education, (ii) inadequate teaching qualifications and skills, (iii) lack of consistent education standards, (iv) weak learning teaching environments i schools and (v) supply-driven irrelevant vocational education for the youth. The Government has decided to extend the education system from the current 10-year system to a 12-year system in 2008, which will align Mongolia's education system with international standards. ADB will assist the Government in the implementation of this policy, which will require comprehensive reform of the curriculum framework, establishing new education standards, streamlining the current teacher in-service training system, and developing a national teacher accreditation system. The limited capacity and poor condition of school facilities which continue to deteriorate are major constraints to increasing the enrolment and retention, and improving the quality of education services. This has been particularly acute in rural areas where budget funds for preventive maintenance and technical resources for rehabilitation are scarce. Building construction and technology are inefficient in terms of use of materials, structural capacity, and energy performance. MECS is the sole public sector provider of vocational and technical education (VTE) for the youth. Currently, vocational education programs are based on the former Soviet system, which is neither responsive to labor market demands nor cost-effective. Graduates have difficulty finding jobs because they lack employable skills. School facilities have deteriorated, adequate training equipment is lacking or outdated, and the pedagogical and technical skills and knowledge of many teachers are outdated. With the introduction of the 12-year school system, the VTE system will need to be adjusted to the new national curriculum framework. ADB's assistance to the education sector in Mongolia has evolved since the early 1990s to support the Government in strengthening the education system step-by-step. The first Education Sector Development Project (ESDP) was approved in 1996 and included a program loan to support fundamental policy reforms in the organization. management, staffing and financing of the eudcation sector; and a project loan to support initial investments. The Second Education Development Project (SEDP) was approved in 2002 and builds on the initial reform framework established by ESDP, with a focus on school and kindergarten rehabilitation, provision of learning materials, and limited support in curriculum development and teacher training. The Third Education Development Project (TEDP) focuses on two major features which have not been addressed by previous interventions: (i) a comprehensive curriculum reform, in support of the Government's decision to extend the schooling period by 2 years; and (ii) reforming the current VTE system, which is a development priority of the Government to enhance employment and income-earning opportunities and promote economic growth. The Project contributes to two Millenium Development Goals: (i) achieving universal primary education, and (ii) eliminating gender disparity in primary and secondary education | ||||||||
| Impact | Employability and income-earning opportunities of graduates from secondary and vocational schools improved | ||||||||
| Project Outcome | |
|---|---|
| Description of Outcome | Enhanced equitable access to and improved quality and relevance of primary, secondary and vocational education |
| Progress Toward Outcome | To be assessed at completion. All outputs are achieved (see below) |
| Implementation Progress | |
| Description of Project Outputs | National curriculum framework and aligned education standards developed Teaching and learning environment in primary and secondary schools are enhanced Demand-driven VTE system is in place |
| Status of Implementation Progress (Outputs, Activities, and Issues) | Achieved. Achieved. Achieved. Achieved. Achieved. Achieved. Achieved. Achieved in 2009 Achieved in 2009 Achieved in 2009 Achieved in 2009 Achieved in 2009 Achieved. |
| Geographical Location | |
| Safeguard Categories | |
|---|---|
| Environment | C |
| Involuntary Resettlement | C |
| Indigenous Peoples | C |
| Summary of Environmental and Social Aspects | |
|---|---|
| Environmental Aspects | Some school rehabilitation works (minor) include improved water supply and sanitation and sewage systems, which will promote good health and have a positive environmental impact. Activities related to civil works are in comliance with ADB's safeguard requirements. |
| Involuntary Resettlement | The Project will carry out minor rehabilitation and repairs of existing school buildings and facilities with no land acquisition required, and no negative environmental or resettlement impact. |
| Indigenous Peoples | There are no issues of ethnic minority language of instruction in Mongolia, therefore the Policy on Indigenous Peoples is not applicable. |
| Stakeholder Communication, Participation, and Consultation | |
| During Project Design | |
| During Project Implementation | |
| Business Opportunities | |
|---|---|
| Consulting Services | A total of 9 person-months (pm) of international and 334 pm of domestic consulting services will be contracted to be financed by ADB funds. This will include experts in the field of (i) curriculum and standards development; (ii) teacher training; (iii) civil engineers specialized in school rehabilitation; (iv) technical and vocational education and training policy development; and (v) National Vocational Qualification development. The consultants will be recruited as firm or individuals under QCBS or QBS methods in accordance with ADB's Guidelines on the Use of Consultants and other arrangements satisfactory to ADB in engaging domestic consultants. |
| Procurement | All ADB-financed civil works, goods and services will be procured in accordance with ADB's Guidelines for Procurement. Civil works will involve rehabilitation of existing school and dormitory facilities, but no construction of new facilities. Civil works contracts will be less than $1 million. Domestic contractors are capable of carrying out all rehabilitation works, hence civil work contracts estimated to cost $1 million or less will be procured through local competitive bidding procedures acceptable to ADB. ICT, laboratory and vocational training equipment as well as teaching aids, and classroom furniture, learning materials, and manuals will be provided under the Project. Equipment and goods estimated to cost more than $500,000 will be procured under the international competitive bidding procedure. Equipment and goods estimated at $500,000 or less will be procured under local competitive bidding procedures acceptable to ADB except for equipment and goods valued at $100,000 or less which will be procured by direct purchase. |
| Responsible ADB Officer | Asanova, Jazira |
| Responsible ADB Department | East Asia Department |
| Responsible ADB Division | Urban and Social Sectors Division, EARD |
| Executing Agencies |
Ministry of Education and Science Dr. R. Bandii [email protected] Government Bldg No 3, Baga Toiruu, UB |
| Timetable | |
|---|---|
| Concept Clearance | 17 Aug 2004 |
| Fact Finding | 27 Jul 2005 to 12 Aug 2005 |
| MRM | 22 Sep 2005 |
| Approval | 21 Jun 2006 |
| Last Review Mission | - |
| PDS Creation Date | 18 Dec 2006 |
| Last PDS Update | 14 Dec 2011 |
Loan 2238-MON
| Milestones | |||||
|---|---|---|---|---|---|
| Approval | Signing Date | Effectivity Date | Closing | ||
| Original | Revised | Actual | |||
| 21 Jun 2006 | 18 Dec 2006 | 27 Feb 2007 | 31 Mar 2012 | - | 26 Jun 2012 |
| Financing Plan | Loan Utilization | ||||
|---|---|---|---|---|---|
| Total (Amount in US$ million) | Date | ADB | Others | Net Percentage | |
| Project Cost | 16.38 | Cumulative Contract Awards | |||
| ADB | 13.00 | 17 Jun 2022 | 13.39 | 0.00 | 100% |
| Counterpart | 3.38 | Cumulative Disbursements | |||
| Cofinancing | 0.00 | 17 Jun 2022 | 13.39 | 0.00 | 100% |
TA 4803-MON
| Financing Plan/TA Utilization | Cumulative Disbursements | |||||||
|---|---|---|---|---|---|---|---|---|
| ADB | Cofinancing | Counterpart | Total | Date | Amount | |||
| Gov | Beneficiaries | Project Sponsor | Others | |||||
| 150,000.00 | 0.00 | 0.00 | 0.00 | 0.00 | 0.00 | 150,000.00 | - | 0.00 |
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 Access to Information Policy (AIP) 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.
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| Title | Document Type | Document Date |
|---|---|---|
| Third Education Development Project | Project/Program Completion Reports | Sep 2012 |
| Third Education Development Project: Project Procurement-Related Review | Proactive Integrity Reviews (PIR) | Jan 2010 |
| Loan Agreement for Third Education Development Project between Mongolia and ADB dated 18 December 2006 | Loan Agreement (Special Operations) | Dec 2006 |
| Third Education Development Project | Reports and Recommendations of the President | May 2006 |
| Third Education Development Project | Design and Monitoring Frameworks | May 2006 |
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
None currently available.
Related Publications
None currently available.
The Access to Information Policy (AIP) 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.
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A Teaching and Learning Revolution in Mongolia
ADB support has boosted school enrollment, trained teachers, and made Mongolia’s education system more responsive to the needs of business and industry. -
Mongolia: Education for All
After painful streamlining and reforms, Mongolia's children have the chance to gain a decent education with modern schools, better curricula, and new textbooks.
Tenders
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Contracts Awarded
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Procurement Plan
None currently available.