The TA will assist the School Sector Reform (SSR) Core Document writing team in refining policy options and strategies and in developing programs and financing frameworks for the SSR, and it will help design ESP III (or a new Program cluster) to contribute to the financing of the SSR Program jointly with the other education development partners.
|Project Name||Education Sector Program (Subprogram III)|
|Project Type / Modality of Assistance||Technical Assistance
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
|Sector / Subsector||
Education - Education sector development
|Gender Equity and Mainstreaming|
|Description||The TA will assist the School Sector Reform (SSR) Core Document writing team in refining policy options and strategies and in developing programs and financing frameworks for the SSR, and it will help design ESP III (or a new Program cluster) to contribute to the financing of the SSR Program jointly with the other education development partners.|
|Project Rationale and Linkage to Country/Regional Strategy||
The Government of Nepal has a high commitment to education. A key national priority is to increase equity in access to education, while social inclusion is a central approach to reduce disparities in education in terms of gender, caste, and ethnicity. The decentralization of school management responsibilities to school management committees, and community participation in education are at the center of the Government's strategy to improve the quality and efficiency of education. To achieve the Education for All (EFA) goals, the Government launched the Nepal EFA Program (2004-2009), a high-priority program for basic and primary education supported by 14 development partners, including the Asian Development Bank (ADB). The EFA program has substantially contributed to improvements in education sector outcomes. In addition, it has made progress in implementation strategies such as decentralization, capacity development, financial management, and institutional harmonization.
To build on the achievements of EFA, and address some of remaining shortcomings and constraints, the Government has developed the SSR program. The SSR program envisions a transition from the current subsector approach, with education financed by programs such as EFA and the Secondary Education Support Program (SESP), to an integrated SSR program. It aims to restructure the primary and secondary school system into an integrated grade 1-12 system in a phased manner. The Government recognizes that 5 years of basic education is not sufficient and intends to extend basic education coverage to grades 1-8 and integrate secondary education into grades 9-12. The Government also intends to improve synergies between basic education and secondary education to achieve a more holistic approach to school education. The SSR program is partly a continuation of earlier programs such as EFA and the SESP, and partly the beginning of new reforms characterized by strategic interventions such as restructuring of school education, and improvement of the quality and efficiency of education. Through the implementation of these reform agendas and specific interventions, the Government aims to address the 8% of children (aged 5-9) currently out of school, and the high dropout and repetition rates at primary level. Achieving sustainable improvements in learning achievement levels and improving the cost-efficiency and effectiveness of its services also constitute a major focus in the SSR program. The expected outcome of the SSR program is a more equitable, inclusive, effective, and holistic education system. The SSR program implementation period spans 7 years, from FY2010 to FY2016.
|Impact||Restructured grade 1-12 school system successfully implemented in a phased manner throughout all districts|
|Description of Outcome||Agreed program design to support the implementation of the grade 1-12 school sector reform (SSR)|
|Progress Toward Outcome|
|Description of Project Outputs||
Technical analysis and advice completed
ESP III program design requirements accomplished
|Status of Implementation Progress (Outputs, Activities, and Issues)|
Summary of Environmental and Social Aspects
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
|Responsible ADB Officer||Chowdhury, Kowsar P.|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Human and Social Development Division, SARD|
Ministry of Education & Sports
|Concept Clearance||07 Sep 2007|
|Fact Finding||10 Sep 2007 to 19 Sep 2007|
|Approval||12 Dec 2007|
|Last Review Mission||-|
|PDS Creation Date||20 Nov 2009|
|Last PDS Update||04 May 2010|
|Approval||Signing Date||Effectivity Date||Closing|
|12 Dec 2007||20 Jan 2008||20 Jan 2008||31 Jul 2009||31 Dec 2011||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|600,000.00||0.00||110,000.00||0.00||0.00||0.00||710,000.00||12 Dec 2007||454,146.44|
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.
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|Title||Document Type||Document Date|
|Preparing the Education Sector Program (Subprogram III) (Financed by the Japan Special Fund)||Technical Assistance Reports||Dec 2007|
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
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