The program will support the School Sector Development Plan (SSDP), which is the government's major education initiative for FY2017 -FY2023. The Asian Development Bank (ADB) and eight other joint financing partners (JFPs) will finance the program with the government during FY2017- FY2021 through a sector-wide approach.
|Project Name||Supporting School Sector Development Plan|
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
Private sector development
|Sector / Subsector||
Education / Education sector development - Secondary
|Gender Equity and Mainstreaming||Gender equity|
|Description||The program will support the School Sector Development Plan (SSDP), which is the government's major education initiative for FY2017 -FY2023. The Asian Development Bank (ADB) and eight other joint financing partners (JFPs) will finance the program with the government during FY2017- FY2021 through a sector-wide approach.|
|Project Rationale and Linkage to Country/Regional Strategy||
Building on its extensive experience in education, ADB will support the government''s SSDP through results-based lending (RBL). Program-based lending was the appropriate modality to support the School Sector Reform Program (SSRP) which preceded SSDP. The RBL modality is most suited to support the SSDP because (i) the government has demonstrated strong leadership and commitment to implementing reforms in critical areas; (ii) the program requires greater emphasis on translating policies already in place to implementation; and (iii) the JFPs have agreed on a single results framework and a common disbursement-linked indicators (DLIs) framework with the government which increases harmonization, reduces administrative burden and enables effective focus on results. ADB and other JFPs have coordinated due diligence assessments, harmonized key DLIs, and agreed on joint program reviews. A program action plan (PAP) will support timely DLI achievement. ADB's due diligence assessments provide reasonable assurance for effective achievement of results through RBL, with measures to strengthen program systems.
The SSDP builds on achievements and lessons from the SSRP. Midterm and final evaluations of the SSRP noted that while much progress had been made in access and equity in basic education, quality needed a stronger focus. The SSDP will support comprehensive interventions to improve the quality of basic education and expand access to quality secondary education. The SSDP will ensure that all newly built schools and classrooms meet disaster risk resilience standards. The National Reconstruction Authority is implementing a large-scale post-earthquake program for reconstruction and retrofitting of schools in 31 districts, including an ADB project.
ADB has been a leading development partner in education and the program will build on this experience. ADB funding will provide much-needed financial leverage for more investments to improve access to and quality of school education, with particular focus on secondary education. ADB financing will add value through key initiatives, such as the model school program, examination reform, provision of subject teachers, and improved school grant management system. The program will catalyze capacity building and system strengthening in the sector. ADB and other JFPs will adopt strong mitigation measures to address risks in public financial management, procurement, social and environment safeguards, and governance in school education. ADB will facilitate innovative knowledge solutions to implement key SSDP components such as (i) ICT-enriched teaching and learning; (ii) teacher professional development; (iii) activity-based pedagogy for math, science, and English; and (iv) model school development.
|Impact||More qualified human resource base for equitable socioeconomic development.|
|Description of Outcome||Equitable access to quality secondary education enhanced|
|Progress Toward Outcome||----|
|Description of Project Outputs||
Access to basic and secondary schools improved
Quality of school education improved
Model school program pilot tested
School system governance and management improved
|Status of Implementation Progress (Outputs, Activities, and Issues)||
The web-based EMIS has developed and is operational, and its reliability has been enhanced, further improvements is ongoing.
The second round of EMIS verification completed in 2019 which showed not a significant difference. The associated DLI is disbursed fully.
The calculation shows there is 6.44% recurring audit observations for FY 2018/19.
The government is compiling information in this regard. Public Service Commission has already completed selection process and have send the education officers to the local government. The government will submit the progress report soon.
17.1 % of total teachers in secondary education (grades 9 12) are women.
The progress report submitted by the MOEST against this DLI stated that 1161 Basic schools and 537 Secondary schools have the full complement of English, Mathematics and Science teachers. Based on this report, the IVA has conducted a sample-based independent verification in 50 Basic and 53 Secondary schools. The IVA report clearly shows that the provision has been met in more than 1000 basic and more than 500 secondary schools at more than 95 percent accuracy. The addendum to the Budget Review Meeting (May 2020) confirms the achievement.
Revised pro-poor scholarship scheme was implemented. A total of 699 students received scholarship. Out of 699 students, the number of females receiving scholarship is 324. This has been now implemented from grade 9 onwards and is nation- wide increased from 15 districts in 2017. Latest achievement is currently been verified the Independent Verification Agency.
The federation of the country into seven provinces and 753 local governments (LGs) has affected the teacher training given some of the institutions such as educational training center were restructured. CEHRD, with the help of TA, is collecting information for the teachers trained in SME till now and ADB along with the government will convene a meeting to assess the available progress.
The progress on the implementation of e-resources is significantly delayed. The achievement of this target is challenging given the poor ICT facility at school. The government has approved the e-resources for Mathematics, Science, and English language materials and has been uploaded in the CDC website and the new learning portal developed by CEHRD. However, the government is yet to communicate on how to download and use the e-resources for teaching and learning to targeted schools of 3500 for SSDP period. ADB is currently supporting the government in establishing the online portal where most of the text books and some learning resources including the ones developed for the DLI is uploaded. The TA will further facilitate the government in rolling out distance education in view of the COVI-!9. The recently held Budget Review Mission also agreed that the government can further assess the implementation of the DLI in line with distance learning in the context of COVID-19 and share its assessment to JFPs.
The draft framework has been discussed thoroughly with concerned stakeholders. With the endorsement of the framework by NEB, MOEST has approved the framework in August 2020.
The piloting of test items were conducted in February 2020 . However, the process will be delayed by COVID19. This target may need revision in view of ongoing policy discussion regarding Grade 10 due to COVID19. Grade 10- SEE for 2020 was halted due to COVID -19 in March 2020. In such a context, the proposed revision to the indicator for grade 8 will be a first step towards improving the quality of examinations in the federal structure.
A total of 222 schools have been selected as per the selection criteria included in the Model School Management Guidelines, 2074.
Out of which, 200 schools have submitted their approved final master plans. As part of implementing the master plan from FY2018/2019, the selected schools have been provided with a grant of NRs 1.5 million. These 200 schools have confirmed on the deployment of the Head teachers and the availability of subject teachers particularly for Math, Science and English teachers.
The progress will be recieved by JRM 2020. This may significantly increase in view of COVID-19.
The progress will be received by JRM 2020. This may significantly increase in view of COVID-19 as teachers are having training as well as it is planned for next year.
|Summary of Environmental and Social Aspects|
|Environmental Aspects||The main environmental issues under the SSDP relate to impacts from construction, provision of safe drinking water, sanitation, waste management, and possible location of the school or its facilities in flood-prone, landslide areas and earthquake risk zones. Since the school and laboratory buildings are in the category of small and medium construction, with small and localized environmental effects, the Government of Nepal does not require specific environmental assessments. However, to manage and monitor potential small-scale environmental impacts, an environmental management framework (EMF) has been developed and the EA has uploaded the EMF in its website.|
|Involuntary Resettlement||No involuntary resettlement will take place under the program since infrastructure construction (civil works) will be of a small scale and mostly within school premises.|
|Indigenous Peoples||Positive impacts are expected for them (Adivasi and Janajatis) thanks to affirmative actions of the program, which will increase participation and learning of indigenous communities. Negative impacts are not expected. However, Social Management Framework (SMF) has also been developed and uploaded in the EA's website so as to monitor the possible impacts on indigenous peoples.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||Extensive consultations with the Ministry of Education and Joint Financing Partners were conducted during the formulation of the project.|
|During Project Implementation||
The implementation of the loan is undertaken in close coordination with the Ministry of Education and 8 other Joint Financing Partners (JFPs). Regular consultations on implementation are ensured through ongoing review missions. Joint Review Missions with other JFPs are also organized to monitor the progress of achievement of the DLIs.
Extensive consultation is also ongoing given the restructuring of government into federal structure
|Consulting Services||ADB has received co-financing support from the EU and Norwegian for the TA 9215: Supporting Policies and Implementation in the School Sector. The EOI for Norwegian fund has been advertised while the EOI for EU is under preparation|
|Responsible ADB Officer||Gyawali, Smita|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Nepal Resident Mission|
Ministry of Education
|Concept Clearance||21 Dec 2015|
|Fact Finding||07 Jun 2016 to 14 Jun 2016|
|MRM||17 Aug 2016|
|Approval||02 Nov 2016|
|Last Review Mission||-|
|Last PDS Update||01 Dec 2020|
|Approval||Signing Date||Effectivity Date||Closing|
|02 Nov 2016||02 Dec 2016||12 Dec 2016||31 May 2022||-||-|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||6,031.00||Cumulative Contract Awards|
|ADB||120.00||02 Nov 2016||83.16||0.00||69%|
|Cofinancing||150.00||02 Nov 2016||83.16||0.00||69%|
|Approval||Signing Date||Effectivity Date||Closing|
|02 Nov 2016||25 Nov 2016||25 Nov 2016||31 Dec 2021||-||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|6,111,307.00||5,909,716.00||0.00||0.00||0.00||0.00||12,021,023.00||02 Nov 2016||1,888,806.24|
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.
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.
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.
|Title||Document Type||Document Date|
|Supporting School Sector Development Plan: Environmental and Social Monitoring Report||Environmental and Social Monitoring Reports||Dec 2020|
|Supporting School Sector Development Plan: Environmental and Social Monitoring Report||Environmental and Social Monitoring Reports||Dec 2019|
|Supporting School Sector Development Plan: Environmental and Social Monitoring Report||Environmental and Social Monitoring Reports||Dec 2018|
|Supporting School Sector Development Plan: Program Safeguard Systems Assessment||Program Safeguard Systems Assessments||Aug 2016|
Evaluation Documents See also: Independent Evaluation
None currently available.
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.
|Tender Title||Type||Status||Posting Date||Deadline|
|Education Planning Specialist - Team Leader for Model School Development||Individual - Consulting||Closed||10 Nov 2020||16 Nov 2020|
|ICT Specialist||Individual - Consulting||Closed||18 Jun 2020||24 Jun 2020|
|External Monitoring, Review and Evaluation Team||Firm - Consulting||Closed||14 Aug 2018||12 Sep 2018|
|Program Management, Coordination and Technical Support Team||Firm - Consulting||Closed||10 May 2018||08 Jun 2018|
|Teacher Managment Specialist||Individual - Consulting||Closed||09 Mar 2018||15 Mar 2018|
|Fiduciary Management Support Team||Firm - Consulting||Closed||22 Feb 2018||23 Mar 2018|
|Engineer||Individual - Consulting||Closed||16 Feb 2018||22 Feb 2018|
|Education Planning Specialist||Individual - Consulting||Closed||08 Feb 2018||14 Feb 2018|
|Contract Title||Approval Number||Contract Date||Contractor||Contractor Address||Executing Agency||Contract Description||Total Contract Amount (US$)||Contract Amount Financed by ADB (US$)|
|REQUEST FOR DISBURSEMENT UNDER L3452 (RBL) AGAINST ACHIEVEMENT OF DISBURSEMENT LINKED INDICATORS||Loan 3452||07 Dec 2020||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||3,984,636.89||3,984,636.89|
|REQUEST FOR DISBURSEMENT UNDER L3452 (RBL) AGAINST ACHIEVEMENT OF DISBURSEMENT LINKED INDICATORS||Loan 3452||27 Aug 2020||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||16,175,508.76||16,175,508.75|
|WTIHDRAWAL APPLICATION NUMBER 00006||Loan 3452||03 Dec 2019||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||7,000,000.00||7,000,000.00|
|WITHDRAWAL APPLICATION NUMBER 00005||Loan 3452||13 Jun 2019||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||13,000,000.00||13,000,000.00|
|Capacity Development||Technical Assistance 9215||14 Jan 2019||British Council (Education) (UNITED KINGDOM) in association with Building Design Authority (NEPAL)||58 Whitworth Street Manchester M1 8BB Un Kingdom/c.p. Muhaimin Syamsuddin [email protected]||Ministry of Education||Consulting Services||3,299,562.00||—|
|Capacity Development||Technical Assistance 9215||21 Dec 2018||SOCIETE FRANCAISE DE REALISATION D'ETUDES ET DE CO(FRANCE) in association with FULL BRIGHT CONSULTANCY (PVT.) LTD.(NEPAL)||92-98, BD VICTOR HUGO 92115 CLICHY CEDEX FRANCE||Ministry of Education||Consulting Services||493,865.00||—|
|ACHIEVEMENT OF 2018 DLIS (DLI 3 AND 6)||Loan 3452||03 Dec 2018||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||8,000,000.00||8,000,000.00|
|Capacity Development||Technical Assistance 9215||10 Jul 2018||N Bhattarai & Co., Chartered Accountants(NEPAL)||194 Sahayog Marg, Anam Nagar, Kathmandu Nepal, Province 3, 3 Nepal||Ministry of Education||280,200.00||—|
|ACHIEVEMENT OF DLIS 6(I) AND DLI 7||Loan 3452||15 Nov 2017||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||5,000,000.00||5,000,000.00|
|ACHEIVEMENT OF 2017 DLIS (DLI 1,2,4,5,6)||Loan 3452||08 Sep 2017||VARIOUS||VARIOUS NEPAL||Ministry of Education||OTHERS||15,000,000.00||15,000,000.00|
None currently available.