The goal of the project is to help reduce poverty in Viet Nam by improving the quality of upper secondary and professional secondary education thereby producing a better-qualified and more productive work force. The outcomes of the project will be: (i) improved quality of upper secondary and professional secondary pre-service and in-service teacher training; (ii) expanded access to upper secondary and professional teacher development; (iii) strengthened capacity for planning, management, and delivery of teacher training for upper secondary and professional secondary education; and (iv) improved facilities to strengthen instructional capability in teacher training institutions. The Project will enhance training quality, efficiency, access and equity, and management. It will sponsor a nationwide teacher development system to integrate pre-service and in-service training.
|Project Name||Upper Secondary and Professional Teacher Development|
|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 help reduce poverty in Viet Nam by improving the quality of upper secondary and professional secondary education thereby producing a better-qualified and more productive work force. The outcomes of the project will be: (i) improved quality of upper secondary and professional secondary pre-service and in-service teacher training; (ii) expanded access to upper secondary and professional teacher development; (iii) strengthened capacity for planning, management, and delivery of teacher training for upper secondary and professional secondary education; and (iv) improved facilities to strengthen instructional capability in teacher training institutions. The Project will enhance training quality, efficiency, access and equity, and management. It will sponsor a nationwide teacher development system to integrate pre-service and in-service training. The project will provide targeted support to: (i) TTIs in ethnic minority areas; (ii) ethnic minority students, particularly women; and (iii) TTIs in areas of rapid economic growth.|
|Project Rationale and Linkage to Country/Regional Strategy||ADB has a long history of support to the education sector in Viet Nam. In recent years, ADB has provided substantial assistance for secondary education. The Government attaches high priority to secondary education and plans to gradually expand compulsory education up to the secondary level by 2015. The Socio economic development plan 2006-2010 emphasizes improving the quality of human resources as key to economic development. Improving the quality of education is, in turn, essential for improving the quality of human resources and therefore, in sync with the country's development goals and strategies. The Project will complement ADB's support to secondary education in Viet Nam, in particular its upper secondary education project approved in 2002. It is also within the framework of the secondary education master plan. The Project is included in the CSP Update for 2006-2008.|
|Impact||Improved quality of secondary education|
|Description of Outcome||Improved quality of upper secondary and professional secondary pre-service and in-service teacher training, and expanded access to teacher training for ethnic minority students, particularly girls.|
|Progress Toward Outcome||
The following results were achieved at outcome level:
"_17 TTIs have benefited through i) improved quality of US and PS pre-service and in-service teacher training programs; (ii) expanded access for ethnic minorities, particularly women, to US and PS teacher development; (iii) strengthened capacity for planning, management, and delivery of teacher training for US and PS; and (iv) improved facilities to strengthen instructional capability.
"_5 TTIs have developed as lead universities with improved facilities and have provided models in content and methods of in-service training courses.
"_6 TTIs in ethnic minority areas have improved facilities and updated equipment. 6 TTIs in areas with high demand for teachers received improved facilities and updated equipment.
"_5,044 scholarships were provided to ethnic minority students to become US and PS teachers of which 3,176 (63.5%) were awarded to females.
|Description of Project Outputs||
1. Improve Quality:
a-Preservice: 1.1-Develop 5 TTIs to serve as lead universities to model new pedagogical approaches to teacher training, 1.2-Align teacher training curriculum with the school curriculum, 1.3-Improve content and methodology of training programs, 1.4-Improve teacher competencies in information technology through preservice programs.
b-In-service: 1.5-Provide a systematic national program of in-service support for all US and PS teachers, 1.6-Provide induction program for beginner teachers, 1.7-Enhance relevance of content and methods in all US and PS in-service training, 1.8- Develop improved training programs for teachers working in US and PS schools who do not meet professional requirements.
2. Expand Access to US and PS Teacher Development
2.1-Expand physical facilities of TTIs in ethnic minority areas, 2.2-provide scholarship to ethnic minority students, particularly women, 2.3-improve preparation and bridging courses for ethnic minorities particularly women.
3. Strengthen Capacity
3.1-Develop a comprehensive policy framework for teacher education, 3.2-Provide quality assurance through accreditation of training programs, 3.3-strengthening capacity for educational planning and management, 3.4 Develop teacher profiles for enhancing teacher performance.
4. Improve Facilities and Equipments
4.1-Develop 5 TTIs as lead universities, 4.2-Improve facilities for teacher training
|Status of Implementation Progress (Outputs, Activities, and Issues)||
All the project's outputs and activities were completed with the following main achievements:
"_Lead Universities provided models in content and methods of in-service training courses.
"_Partnership Workshop involving 80 participants held and resulted in publication of 3 documents on methods for establishing partnerships.
"_34 TTI subjects aligned with new school curriculum were completed for the training of US and PS teachers.
"_ICT Training provided for 8,170 teacher trainees between December 2011 and November 2012. Training on ICT application in English teaching provided for 191 US teachers and 300 PS teachers.
"_Induction Program for US Beginner Teachers was developed including materials for 15 courses covering all subjects in US school plus a number of other topics.
"_23/23 civil works packages for 17 TTIs completed (100% put into use). The quality of construction has been proved by Monitoring and Evaluation Report. Upgraded facilities and provided equipment to cater to increased enrollment of ethnic minority students provided in the 6 TTIs .
"_Scholarships were provided to 5,044 ethnic minority students of which 3,176 (63.5%) of the scholarships were awarded to females.
"_Ethnic-minority related materials were developed: i) policies for ethnic minority students and boarding students in US programs; ii) Pre-university study materials in 11 subjects; and iii) In-service materials on knowledge, skills, culture, language, and customs of ethnic minority students for information to lecturers involved in pre-university studies.
"_6 regulations and 2 instructions provide regulatory framework for TTIs to improve the quality management of pre-service and in-service teacher training. Circular 49/2012/TT-BGDT issued 12 December 2012 on standards for assessing the quality of secondary teacher training programs at university level. Circular No. 23/2011/TT-BGDT issued 6 June 2011 on quality assessment of Technical Education for PS teachers training curricula. Letter No. 1522/KTKCLGD-KH (issued 28 December 2012) on how to use a set of criteria in assessment of technical education curriculum at university level.
"_105 individuals involved in the piloting of principal standards for US schools. Training provided for 567 key teachers on application of the standards followed by training for 4,567 individuals from all 63 provinces. The development and implementation of standards for Directors of Continuous Education Centers involved the training of 377 individuals nation-wide.
"_Materials developed and strategic training provided for a series of 6 workshops on upgrading of knowledge and skills related to planning and management involving 3,710 US and PS principals and CEC managers. A total of 80.3% of participants rated this training as very good or good.
"_Profiles (standards) for US/PS teachers were done.US teacher standards were finalized 2010. In March 5, 2012 MOET issued Circular 08/2012/TT-BGDDT on PS teacher competence Standards. MOET issued Official Documents No. 3010/BGDDT- GDDG dated 21 May 2012 and 3356/BGDT GDH dated 1 June 2012 to allow the use of 02 standard output frameworks for Upper Secondary and Professional teachers training. Standards for Directors of Continuing Education Centers at provincial and district levels were finalized.
|Geographical Location||Thai Nguyen, Hoa Binh, Hanoi, Vinh, Hue, Da nang, Quy Hon, Buon Ma Thuot, Da Lat,Dong Thap, Long Xuyen Can Tho, Ho Chi Minh City|
Summary of Environmental and Social Aspects
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation||The project's outcome and outputs have been closely consulted and shared with key stakeholders both in central and local governmental agencies. The last review mission was fielded in June 2013.|
|Consulting Services||A total input of 132 person-months of international consulting and 492 person-months of domestic consulting is planned. The selection and engagement of consulting services to be financed under the Project will be done in a single package, using the quality and cost based selection method, in accordance with ADB's Guidelines on the Use of Consultants and other arrangements satisfactory to ADB for the engagement of domestic consultants. The consulting services are designed to support the Project as well as build longer-term capacity of the departments and institutions responsible for the formulation of policy, and management and delivery of pre-service and in-service teacher training at Upper Secondary and Professional Secondary levels. The consulting services cover broad areas of expertise that include (i) policy reform, (ii) teacher education pre-service and in-service curriculum and instructional material design, (iii) accreditation procedures, (iv) teacher registration procedures, (v) data collection and analysis, (vi) ICT curriculum, (vii) Educational Management Information System development, and (viii) facilities and equipment improvement.|
All ADB-financed goods and services will be procured in accordance with ADB's Guidelines for Procurement. The National Project Implmentation Unit, in close cooperation with relevant Teacher Training Institutes (TTIs), will be responsible for all procurement. Equipment and Materials. Supply contracts for goods estimated at $1 million equivalent or more will be awarded on the basis of international competitive bidding. Supply contracts for goods such as vehicles and computers (other than instructional materials) of less than $1 million but more than $100,000 will follow national local competitive bidding (NCB) procedures. Minor items costing less than $100,000 equivalent may be procured by shopping. Details of procurement packages and technical specifications will be submitted for ADB approval before procurement. Ministry of Education and Training will take advance procurement action to expedite project implementation. ADB's concurrence to advance action does not commit ADB to finance related expenditure under the project or to finance the project.
Project civil works will consist of construction of: (i) accommodation and canteen facilities for an increased enrollment of trainees from ethnic minorities, particularly girls, at three TTIs; and (ii) for enhanced instructional facilities and equipment (such as libraries, Information Technology, laboratories, and technical hardware) as identified at the selected TTIs. The civil works will be spread over fourteen sites with at least one site in each region. All civil works will be carried out using national competitive bidding (NCB) procedures.
|Responsible ADB Officer||Izawa, Eiko|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Viet Nam Resident Mission|
Ministry of Education and Training
Dr. Vu Quoc Chung
Ministry of Education and Training, 49 Dai Co Viet Str., Hanoi, Viet Nam
|Concept Clearance||30 Aug 2005|
|Fact Finding||28 Nov 2005 to 09 Dec 2005|
|MRM||25 Jan 2006|
|Approval||18 Dec 2006|
|Last Review Mission||-|
|PDS Creation Date||28 Feb 2006|
|Last PDS Update||30 Sep 2014|
|Approval||Signing Date||Effectivity Date||Closing|
|18 Dec 2006||16 Apr 2007||10 Jul 2007||31 Dec 2012||31 Dec 2013||19 Jun 2014|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||43.18||Cumulative Contract Awards|
|ADB||34.00||18 Dec 2006||32.55||0.00||97%|
|Cofinancing||0.00||18 Dec 2006||33.45||0.00||100%|
|Status of Covenants|
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|
|Upper Secondary and Professional Teacher Development: Project Completion Report||Project/Program Completion Reports||Jun 2015|
|Upper Secondary and Professional Teacher Development Project||Procurement Plans||Mar 2013|
|Upper Secondary and Professional Teacher Development||Project/Program Administration Manual||Aug 2007|
|Loan Agreement for Upper Secondary and Professional Teacher Development Project between Socialist Republic of Viet Nam and Asian Development Bank dated 16 April 2007||Loan Agreement (Special Operations)||Apr 2007|
|Upper Secondary and Professional Teacher Development Project||Reports and Recommendations of the President||Nov 2006|
|Upper Secondary and Professional Teacher Development Project||Design and Monitoring Frameworks||Jan 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
|Title||Document Type||Document Date|
|Viet Nam: Upper Secondary and Professional Teacher Development Project||Validations of Project Completion Reports||Oct 2015|
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.