Mongolia : Sustaining Access to and Quality of Education During Economic Difficulties Project

Sovereign Project | 50091-002

Mongolia is facing severe economic difficulties. Significant cuts in the education budget for 2017 and beyond greatly constrain the government''s capacity to mitigate further deterioration of education services. This will result in lost opportunities for pre-primary, primary, and secondary education, especially for children who come from disadvantaged backgrounds.

Project Details

  • Project Officer
    Lonjid, Itgel
    Sectors Group
    Request for information
  • Country/Economy
    Mongolia
  • Modality
  • Sector
    • Education
Project Name Sustaining Access to and Quality of Education During Economic Difficulties Project
Project Number 50091-002
Country / Economy Mongolia
Project Status Active
Project Type / Modality of Assistance Loan
Source of Funding / Amount
Loan 3594-MON: Sustaining Access to and Quality of Education during Economic Difficulties
Ordinary capital resources US$ 50.00 million
Strategic Agendas Environmentally sustainable growth
Inclusive economic growth
Drivers of Change Gender Equity and Mainstreaming
Governance and capacity development
Knowledge solutions
Partnerships
Sector / Subsector

Education / Pre-primary and primary - Secondary

Gender Effective gender mainstreaming
Description Mongolia is facing severe economic difficulties. Significant cuts in the education budget for 2017 and beyond greatly constrain the government''s capacity to mitigate further deterioration of education services. This will result in lost opportunities for pre-primary, primary, and secondary education, especially for children who come from disadvantaged backgrounds. Support from the Asian Development Bank is urgently needed to minimize the negative effects during this difficult economic period by (i) narrowing the gap in the enrollment capacity of schools and kindergartens in Ulaanbaatar and some aimag (administrative subdivision) centers, (ii) supporting the completion of unfinished curriculum reform and associated assessment system reforms, (iii) ensuring the provision of teaching and learning materials that accompany the new curriculum, (iv) upgrading the skills and knowledge of teachers and managers for the new curriculum and assessments, and (v) strengthening systems for planning and managing education services.
Project Rationale and Linkage to Country/Regional Strategy

The growth of Mongolia''s economy has rapidly decelerated since 2011 because of declining foreign direct investment and falling commodity prices. This slowed growth has caused serious economic difficulties, including large revenue shortfalls and cuts in government investment, which are expected to continue beyond 2017 and require the government to reduce public spending further. The government has cut education spending to a minimum, only enough to keep schools and kindergartens operating. Access to and the quality of pre-primary, primary, and secondary education are likely to deteriorate with the growth of the population of kindergartner and school-age children and unaccomplished curriculum and assessment system reforms, unless some mitigating measures are implemented.

Seats in schools and kindergartens have increasingly become unavailable due to the growth in the population of kindergartner and school-age children which has been outpacing the construction and expansion of schools and kindergartens. While enrollments in pre-primary education doubled (105.9%) from school year (SY) 2009 to SY2015, the number of kindergartens increased by only 58.2%. Similarly, enrollments in primary and secondary education rose by 7.8% during SY2012-SY2015, but only 13 schools were built during the period, an increase of 1.7%. Consequently, the enrollment capacity of schools and kindergartens has been overstretched, with the class size enlarged and 33 schools operating in three shifts in SY2016 (of which 30 are in Ulaanbaatar). The gap in enrollment capacity has been widening particularly in Ulaanbaatar because of disproportionate population growth caused by internal migration. The average class size at Ulaanbaatar schools is 37 at the primary level, the largest in the country, as enrollments expanded by 18.1% during SY2012-SY2015. With an increase of 41.5% in pre-primary enrollments, the class size at free public kindergartens in Ulaanbaatar is even larger, at 40-50 students, and students are selected for admission by lottery. Although net enrollment rates at pre-primary, primary, and junior secondary levels have been improving steadily, these may be reversed unless schools and kindergartens are built or expanded. The population of kindergartners is projected to grow further until 2019, while the population of primary and secondary school-age children is expected to rise until 2025.

The curriculum reform, which started in SY2013 with the pilot test of a new curriculum for primary education, remains incomplete without the pilot test and implementation of a new curriculum for senior secondary education. Moreover, the current curriculum still lacks learning outcome standards for students at every grade level, which leaves students and teachers unguided and confused. The current student learning assessment system is not reliable and fails to provide feedback on student learning or education policy. Furthermore, the standards for school performance evaluation have become too outdated to encourage school-based continuing professional development of teachers and school leaders, and effective management of school resources to support the implementation of the current curriculum. Likewise, the current standards for teacher evaluation are too general to help teachers develop knowledge and skills.

The new curriculum was introduced with little accompanying teaching and learning materials (TLM) including-textbooks, teachers' guides, student workbooks, tools, and equipment-provided to implement it, which negatively affected the quality of student learning. There are huge disparities in the distribution of TLM among schools and kindergartens. Schools and kindergartens in rural areas are more disadvantaged than those in urban areas, as the transportation cost is higher. Since a standard set of TLM accompanying the curriculum for each grade does not exist, TLM have been provided on an ad hoc basis, further intensifying disparities.

Existing in-service professional development programs do not assist teachers in adopting a child-centered methodology and the formative and summative assessment and evaluation methods required by the new curriculum. The budget allocated for teacher training is generally too limited to cover even the mandatory training for teachers in the first, fifth, and 10th year of service, causing the quality of education to suffer. In addition, little continuing professional development opportunities are provided for school and kindergarten managers who are expected to provide instructional leadership for the implementation of the curriculum.

The low population density and harsh winters in Mongolia have caused inefficiency in education expenditures. The cost of providing education services is high because (i) education services need to be provided in sparsely populated rural areas; (ii) school dormitory services are needed for one-quarter of the population engaged in seminomadic herding; (iii) constant heating is required in schools, dormitories, and kindergartens during extremely cold winter months; and (iv) many nonteaching staff are employed to operate and maintain schools, dormitories, and kindergartens. The government lacks effective information gathering, planning, and management systems for schools, dormitories, and kindergartens; and resource-sharing mechanisms between schools and kindergartens.

Impact

The project is aligned with more accessible, more equitable, and better quality education system developed

Project Outcome
Description of Outcome

Access to and quality of pre-primary, primary, and secondary education sustained during economic difficulties

Progress Toward Outcome The loan was approved on 20 November 2017, signed on 4 April 2018, and became effective on 30 April 2018. The expected project impact is more accessible, more equitable and better- quality education system developed. The project outcome is to sustain access to and quality of pre-primary, primary, and secondary education during economic difficulties. The project has five components (i) Gap in enrollment capacity of schools and kindergartens narrowed; (ii) Unfinished curriculum reform and associated assessment system reforms completed; (iii) Teaching and learning materials that accompany the updated curriculum provided; (iv) Teachers and managers' knowledge and skills upgraded for the updated curriculum and assessments; and (v) Systems for planning and managing education services strengthened. Due to COVID-19, all other project activities have been delayed and postponed and the project closing date was extended until 30 June 2024 to enable the EA to achieve the project intended outcome. The project closing date was extended until 28 February 2025 to have sufficient time for completion of the ongoing civil works and implement the additional activities to reduce three-shift risks in schools in Ulaanbaatar city.
Implementation Progress
Description of Project Outputs

Gap in enrollment capacity of schools and kindergartens narrowed

Unfinished curriculum reform and associated assessment system reforms completed

Teaching and learning materials that accompany the updated curriculum provided

Teachers' and managers' knowledge and skills upgraded for the updated curriculum and assessments

Systems for planning and managing education services strengthened

Status of Implementation Progress (Outputs, Activities, and Issues)

Under Output 1, as of September 2023, 4 schools and 9 kindergartens were constructed (1 school and 1 kindergarten) and expanded creating additional 2,020 seats and 1,560 beds, respectively. Eight civil works at 3 schools and 5 kindergartens are ongoing with performance status of 45%-95%. The project procured and supplied furniture and equipment for the constructed/expanded schools and kindergartens. One package for procurement of goods is ongoing.

Under Output 2, the project organized training to introduce the updated curriculum statements and implementation methodology for all secondary school teachers in August 2019. In total, 30,049 or 91% of teachers of grades 1-12 participated in the training, of whom 24,990 teachers (83%) were female. The student learning assessment criteria were prepared and approved by MES in alignment with the updated curriculum. Following this approval, the guidance also included the requirements for evaluation of item bank, evaluation bank and scheme for the evaluation bank. Training for 165 trainers on student learning assessment criteria was organized, and a guideline for teachers on application of the student assessment criteria was developed on 16-17 December 2021. The dissemination training was conducted online on 23 December 2021 and 4-7 January 2022, respectively, for 21,631 or 61.6% (of whom 18,775 or 86.7% are female) of total teachers. Also, the project supported to develop business intelligence system at EEC and the EEC used the system to introduce the results of the teachers' performance appraisal which was conducted in Q2 2022. For strengthening the school-based management, 30 schools were selected as pilot schools and 200 schools for dissemination, respectively. Between 2021-2022, more than 1,150 people from selected schools and local education departments including school principals, managers and teachers were trained in developing school improvement plans and school reporting cards. In 2023, training programs and monitoring guidance were developed and delivered to 557 teachers, principals, and managers (493 teachers, 64 administration staff) of 6 schools in Uvurkhangai, Tuv, and Darkhan-Uul aimags on preparation of school reports and plans by analyzing performance results, identifying issues, developing a school plan, and implementing and evaluating them.

Teacher performance appraisal (TPA) was conducted by the MES and EEC in May 2022 and May 2023, respectively. TPA covered 4 areas: 1) Student learning achievement 59.5%, 2) Student development and protection 75.1%, 3) Teacher professional development 88.3%, and 4) Contribution to school activities 83.5%. The appraisal results were introduced in October 2022 showing average performance of 72.5% (73.9% for Ulaanbaatar, 72.8% for aimag center, and 70.9% for soum teachers). The results of the TPA are used for determination of salary and incentive scheme, and 42% of teachers received 10-25% increase of their salary as incentives. Based on the TPA, the teacher performance appraisal guidelines were developed and 'Regulation to appraise teacher performance which include the appraisal criteria, was approved by the MES ministerial decree no. A/430 on 26 October 2022. After approval of the TPA regulation, MES conducted monitoring at 79 schools (40 Ulaanbaatar, 39 rural schools) on analysis of TPA results and development of teacher professional development plans at schools. A handbook on TPA was developed and is now under review. In November 2020, the project supported the MES in developing the Skilled Teacher' national program planned under the Government Action Plan for 2020-2024. Pre-service teacher education curriculum updated to align with the updated school curriculum.

Under Output 3, profiles and requirements of TLM for all grades and pre-primary education were developed with gender and socially inclusive aspects incorporated and approved in 2021 and 2022. In total, 197 or 30% of kindergartens in rural areas were provided with a standard set of TLM for 5-year-old children in 2023, as a measure to mitigate the differences in the education quality between urban and rural areas. The textbooks were distributed to 161,373 or 60% of students of grades 612 of 649 schools in 2019. MES analyzed the content of 174 textbooks under 35 subjects for grades 1-12 of general secondary education to ensure the compliance with updated curriculum in terms of content, methodology, stylistics, and design.

Under Output 4, a total of 770 (525 from 21 aimags, 245 from Ulaanbaatar) kindergarten administrators were trained in kindergarten management and leadership in April-Dec 2022. A working group developed training programs on 9 teaching approaches such as problem-based, project-based, phenomenon-based, flipped learning, inquiry learning, individual learning, task-based, different learning, and CLIL teaching; and delivered an online training program on child-centered and inclusive teaching approaches for 33,029 (88.6% of the total): 29,618 teachers, 842 social workers, 1601 training managers, and 968 principals ( 82.1% of 33,029 were female). The development of an online platform at GAE was completed in August 2023. Training programs to be delivered through the platform have been developed under the project. The project supported the MES to develop a comprehensive plan to mitigate learning loss caused by COVID-19 along with the 3-year implementation strategy. The GAE conducted online selective training programs for teachers. In total, 31,716 teachers, principals, and managers (98.9% out of 32,069) from 661 secondary schools selected modules and 28,861 (90%) completed the training and were certified. Under Output 5, the project developed the GIS based real time information system for planning and managing education services which was used for preparing the draft investment budget of the education sector for 2023. Also, a plan to introduce the school cluster system was prepared based on the review of the different geographic areas. Recommendations to improve the existing systems for school and kindergarten catchment areas were prepared and delivered to the MES.

Geographical Location Nation-wide
Safeguard Categories
Environment B
Involuntary Resettlement C
Indigenous Peoples C
Summary of Environmental and Social Aspects
Environmental Aspects Initial environmental examination and public consultations were conducted on 23 potential school and kindergarten construction and expansion sites. All potential impacts have been identified, including dust, noise, vibration from machinery and casting, temporary traffic disturbance, associated risks to the community, and occupational health and safety on-site. Related mitigation measures, construction supervision, monitoring, grievance redress, and reporting have been defined in an environmental management plan. The initial environmental examination has been disclosed on the ADB website. The climate change impact of the project was assessed and classified low climate risk as increases in precipitation and temperatures are unlikely to affect the project outputs. However, the facilities will be designed to minimize risks from increased precipitation, temperature, snowfall, and storm. The project will also introduce increased energy-efficiency measures to reduce heat loss and indirectly reduce greenhouse gas emissions. As a B category project in accordance with ADB's Safeguard Policy Statement (2009), the project is complying with specific recommendations by IEE and requirements of Mongolian Law on EIA and associated regulations. During the civil work design drawing phase, GEIA letters for 23 sub-projects were obtained including 16 kindergartens and 7 schools. In addition, civil works commissioned for 3 sub-projects including 1 school and 2 kindergartens. By the end of June 2022, civil works for 15 sub-projects, including 10 kindergartens and 5 schools are being carried out with site specific EMPs. Environmental impacts are being mitigated, monitored, and reported according to above-mentioned site specific EMPs. As of now, no major environmental impacts were identified.
Involuntary Resettlement The project will not require any permanent and/or temporary land acquisition or resettlement. Due diligence had been conducted on potential school and kindergarten sites, which confirmed that no physical or economic displacement will ensue because of the project. The construction, expansion, and rehabilitation of schools and kindergartens will be accommodated within the existing premises and compounds. With no planned land acquisition, the project is unlikely to trigger Safeguard Policy Statement requirements for involuntary resettlement.
Indigenous Peoples The project seeks to sustain access to and quality of education for all kindergartner and school-age children, regardless of ethnicity. The poverty and social analysis confirmed that ethnic groups will not be impacted negatively. Measures to enhance inclusiveness and sensitivity, and maximize project benefits for all vulnerable groups, including ethnic groups, have been incorporated into the social and gender action plan. These include the improvement of textbooks and other teaching and learning materials in the Kazakh language, as well as the introduction of culturally responsive teaching approaches.
Stakeholder Communication, Participation, and Consultation
During Project Design Under the project preparatory technical assistance stage, a poverty and social analysis was conducted through focus group discussions, key informant interviews, and consultations with project beneficiaries and stakeholders. Special attention was given to the needs and concerns of vulnerable groups, such as children from poor, herder, and migrant families; female students; children with disabilities and special needs; and ethnic children. In addition, extensive consultations were held with all relevant stakeholders through workshops and group and individual meetings.
During Project Implementation Nongovernmental organizations such as 'All for Education Forum and 'Trade Union of Mongolian Teachers are active in the education sector. The NGO representatives work as members of working groups established to support the project activities, and work as members of the procurement committees.
Business Opportunities
Consulting Services

Quality- and cost-based selection: 340.0 person-months - $1,996,410

Least cost selection: 4.0 person-months - $10,000

Individual consultant selection: 95.5 person-months - $693,500

Procurement

National competitive bidding: 16 contracts -$38,120,000

Shopping: 8 contracts- $166,000

Responsible ADB Officer Lonjid, Itgel
Responsible ADB Department Sectors Group
Responsible ADB Division Human and Social Development Sector Office (SG-HSD)
Executing Agencies
Ministry of Education and Science
Timetable
Concept Clearance 03 Nov 2016
Fact Finding 13 Mar 2017 to 24 Mar 2017
MRM 12 Apr 2017
Approval 20 Nov 2017
Last Review Mission -
Last PDS Update 21 Sep 2023

Loan 3594-MON

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
20 Nov 2017 04 Apr 2018 30 Apr 2018 31 Dec 2021 28 Feb 2025 -
Financing Plan Loan Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 50.69 Cumulative Contract Awards
ADB 50.00 10 Apr 2024 40.23 0.00 80%
Counterpart 0.69 Cumulative Disbursements
Cofinancing 0.00 10 Apr 2024 37.24 0.00 74%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating - Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

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.

Title Document Type Document Date
Sustaining Access to and Quality of Education During Economic Difficulties Project: Procurement Plan Procurement Plans Mar 2024
Sustaining Access to and Quality of Education During Economic Difficulties Project: Updated Project Administration Manual Project/Program Administration Manual Aug 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Revised Social and Gender Action Plan Gender Action Plans Aug 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Audited Project Financial Statements (January-December 2022) Audited Project Financial Statements Jun 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Updated Project Administration Manual Project/Program Administration Manual Mar 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Social and Gender Action Plan Gender Action Plans Jan 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Social and Gender Action Plan Gender Action Plans Jan 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Audited Project Financial Statements (January-December 2021) Audited Project Financial Statements Jun 2022
Sustaining Access to and Quality of Education During Economic Difficulties Project: Audited Project Financial Statements (January-December 2020) Audited Project Financial Statements Jun 2021
Sustaining Access to and Quality of Education During Economic Difficulties Project: Audited Project Financial Statements (April 2018-December 2019) Audited Project Financial Statements Jun 2020
Loan Agreement (Ordinary Operations) for Loan 3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project Loan Agreement (Ordinary Resources) Apr 2018
Эдийн засгийн хүндрэлийн үед боловсролын чанар, хүртээмжийг сайжруулах төсөл : Төслийн МэдээллийнТайлан Translated PDS Mar 2018
Sustaining Access to and Quality of Education during Economic Difficulties: Project Administration Manual (As of Board Approval) Project/Program Administration Manual Oct 2017
Sustaining Access to and Quality of Education during Economic Difficulties: Report and Recommendation of the President Reports and Recommendations of the President Oct 2017
Sustaining Access to and Quality of Education during Economic Difficulties: Social and Gender Action Plan Gender Action Plans Oct 2017
Sustaining Access to and Quality of Education During Economic Difficulties: Initial Poverty and Social Analysis Initial Poverty and Social Analysis Nov 2016
Sustaining Access to and Quality of Education During Economic Difficulties: Project Preparatory Technical Assistance Report Project Preparatory Technical Assistance Reports Nov 2016

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
Sustaining Access to and Quality of Education During Economic Difficulties Project: Environmental Monitoring Report (July-December 2023) Environmental Monitoring Reports Jan 2024
Sustaining Access to and Quality of Education During Economic Difficulties Project: Environmental Monitoring Report (January-June 2023) Environmental Monitoring Reports Jul 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Environmental Monitoring Report (July-December 2022) Environmental Monitoring Reports Jan 2023
Sustaining Access to and Quality of Education During Economic Difficulties Project: Expansion of 8th Kindergarten in Bayanzurkh District, Ulaanbaatar Due Diligence Report Safeguards Due Diligence Reports Oct 2022
Sustaining Access to and Quality of Education during Economic Difficulties Project: Environmental Monitoring Report (January-June 2022) Environmental Monitoring Reports Aug 2022
Sustaining Access to and Quality of Education during Economic Difficulties Project: Environmental Monitoring Report (July-December 2021) Environmental Monitoring Reports Dec 2021
Sustaining Access to and Quality of Education during Economic Difficulties Project: Environmental Monitoring Report (January-June 2021) Environmental Monitoring Reports Jun 2021
Sustaining Access to and Quality of Education during Economic Difficulties Project: Environmental Monitoring Report (July-December 2020) Environmental Monitoring Reports Feb 2021
Sustaining Access to and Quality of Education during Economic Difficulties Project: Environmental Monitoring Report (January-June 2020) Environmental Monitoring Reports Jun 2020
Sustaining Access to and Quality of Education during Economic Difficulties Project: Environmental Monitoring Report (as of December 2019) Environmental Monitoring Reports Apr 2020
Sustaining Access to and Quality of Education during Economic Difficulties: Initial Environmental Examination Initial Environmental Examination Aug 2017
Sustaining Access to and Quality of Education During Economic Difficulties: Initial Environmental Examination Initial Environmental Examination Apr 2017

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.

Tenders

Tender Title Type Status Posting Date Deadline
Financial Analyst Individual - Consulting Closed
Blended Learning Specialist Individual - Consulting Closed
L3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (FR-03) Invitation for Bids Closed
L3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (FR-04) Invitation for Bids Closed
L3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (FR-02) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-20) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-15) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-19) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-14) Invitation for Bids Closed
Construction supervision civil engineer Individual - Consulting Closed
Construction supervision civil engineer Individual - Consulting Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-14) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project Invitation for Bids Closed
Education consultant Individual - Consulting Closed
Teacher evaluation specialist Individual - Consulting Closed
School management consultant Individual - Consulting Closed
Teacher training consultant Individual - Consulting Closed
Social and Gender Specialist Individual - Consulting Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-09) Invitation for Bids Closed
3594 MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-16) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-13) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-06) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-12) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project(CW-11) Invitation for Bids Closed
Budget Analyst Individual - Consulting Closed
Senior Budget Analyst Individual - Consulting Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project [CW-08] Invitation for Bids Closed
Information Technology Package Firm - Consulting Closed
3594 MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-07) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project [CW-06] - Rebidding Invitation for Bids Closed
3594 MON: Sustaining Access to and Quality of Education During Economic Difficulties Project Invitation for Bids Closed
IT FIRM TO DEVELOP BUSINESS INTELLIGENCE SYSTEM (BIS) Firm - Consulting Closed
Construction electrical supervision engineer Individual - Consulting Closed
Construction supervision civil engineer Individual - Consulting Closed
Engineering firm to develop design drawings, specifications, and BOQs – Institute of Teacher's Professional Development model science lab Firm - Consulting Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-16) Invitation for Bids Closed
3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-18) Invitation for Bids Closed
L3954-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-04/02) Invitation for Bids Closed
Construction supervision civil engineer Individual - Consulting Closed
IT firm to develop online platform for ITPD Firm - Consulting Closed
IT system analyst (EEC) Individual - Consulting Closed
Construction supervision heating and ventilation engineer Individual - Consulting Closed
Construction supervision civil engineer Individual - Consulting Closed
ICT Speacialist (PIU) Individual - Consulting Closed
IT system business analyst Individual - Consulting Closed
Loan 3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-02) Invitation for Bids Closed
Loan 3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-03) Invitation for Bids Closed
Loan 3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-04) Invitation for Bids Closed
Loan 3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-05) Invitation for Bids Closed
Loan 3594-MON: Sustaining Access to and Quality of Education During Economic Difficulties Project (CW-01) Invitation for Bids Closed
Engineering Firm to develop detailed design, specifications and BOQs of 4 kindergarten expansions Firm - Consulting Closed
Engineering Firm to develop detailed design, specifications and BOQs of 5 school expansions Firm - Consulting Closed
Engineering Firm to develop detailed design, specifications and BOQs of 4 kindergarten expansions Firm - Consulting Closed
Engineering Firm to develop detailed design, specifications and BOQs of 4 kindergarten expansions Firm - Consulting Closed
Engineering Firm to develop detailed design, specifications and BOQs of Dornogovi aimag, Sainshand soum, 7th bag kindergarten Firm - Consulting Closed
Environment Specialist Individual - Consulting Closed
Social Development and Gender Specialist Individual - Consulting Closed
Social Development and Gender Specialist Individual - Consulting Closed
Construction Supervision Training Specialist Individual - Consulting Closed
Consultancy Service for Education Package Firm - Consulting Closed
Engineering Firm to develop detailed design, specifications and BOQs - 2 education facilities Firm - Consulting Closed

Contracts Awarded

Contract Title Approval Number Contract Date Contractor | Address Executing Agency Total Contract Amount (US$) Contract Amount Financed by ADB (US$)
CW19: Civil works for construction of Khan-Uul district, 3rd khoroo, school No. 18 Loan 3594 19 May 2023 Tamga Uul LLC | Shine Delkhii Tsamkhag LLC, Sukhbaatar District, Ulaanbaatar Ministry of Education and Science of Mongolia 1,195,219.53 1,142,447.36
Student Performance Appraisal, Quality Assessment, Improvement of Item Bank and Training Loan 3594 09 Jun 2022 Education Evaluation Center | Peace Avenue, Khoroo 6, Bayanzurkh district, Oyunii Undraa Group Building Ministry of Education and Science of Mongolia 1,011,328.49 1,007,084.05
CW-11 (NCB): Songinokhairkhan District (6th khoroo) Kindergarten No.84. Loan 3594 18 Apr 2022 Bianconero Construction Co., Ltd | 401-56, Khoroo-26, Bayanzurkh District, Ulaanbaatar Ministry of Education and Science of Mongolia 1,307,695.42 1,282,669.89
CW-09: Lot 2: Bayanzurkh District, 16th khoroo, Kindergarten No. 8 Loan 3594 22 Feb 2022 Shildeed LLC | SHT-6, KHoroo-2, Sukhbaatar district, Ulaanbaatar Ministry of Education and Science of Mongolia 1,512,047.22 1,506,592.68
CW-16 (NCB): Civil Works Contract for Construction - Nalaikh District (2nd khoroo) "Erdmiin Orgil" Complex School Loan 3594 21 Jan 2022 Tsamkhag Construction LLC | Room 403, Express Tower, Peace Avenue-4, Ulaanbaatar Ministry of Education and Science of Mongolia 2,575,403.06 2,575,403.06
CW-06: Civil Works Contract for Construction - Darkhan-Uul Aimag, Darkhan Soum (Mangirt 15th Bag) School Loan 3594 14 Dec 2021 B and B Construction LLC | F 9, Shine Delkhii TV building, Altain street-5, Khoroo 9, Sukhbaatar district, Ulaanbaatar Ministry of Education and Science of Mongolia 3,634,204.70 3,634,204.70
CW-12: Civil Works Contract for Construction - Lot 1: Songinokhairkhan District (14th khoroo) Kindergarten No.107 Loan 3594 26 Oct 2021 Nabsan LLC | Door 11, Building 122, Khoroo-4, Chingeltei district, Ulaanbaatar Ministry of Education and Science of Mongolia 1,013,954.33 1,013,954.33
CW-13: Civil Works Contract for Construction - Sukhbaatar District (10th khoroo) Kindergarten No.17 Loan 3594 20 Oct 2021 Tamga-Uul LLC in a JV with Altai Baidrag Construction LLC | Room 703, Altai-34, Khoroo-9, Sukhbaatar district, Ulaanbaatar Ministry of Education and Science of Mongolia 1,298,841.75 1,298,225.87
Package No. CW-07: Civil Works Contract for Construction - Songinokhairkhan District (40th khoroo) School Loan 3594 28 Jul 2021 Himon Construction LLC | F9 Shine Delkhii TV Building Altain street-5 Khoroo-9 Sukhbaatar district Ulaanbaatar Ministry of Education and Science 2,486,223.44 2,486,223.44
CS-02 IT FIRM TO DEVELOP CUSTOMIZED BUSINESS INTELLIGENCE SYSTEM FOR EEC Loan 3594 30 Apr 2021 ITOOLS JSC | B. TAMIR INFO@ITOOLS. MN MONGOLIA Ministry of Education and Science of Mongolia 118,762.54 118,762.54
CW-18 (NCB): CIVIL WORKS CONTRACT FOR CONSTRUCTION - NALAIKH DISTRICT (7TH KHOROO) KINDERGARTEN Loan 3594 31 Mar 2021 BRIDGE CONSTRUCTION LLC | BRIDGE CONSTRUCTION BUILDING, PEACE AVEN UE,BAYANZURKH DISTRICT, 14 KHOROO, UB MONGOLIA Ministry of Education and Science of Mongolia 1,080,944.77 1,080,755.03
CS-01 IT FIRM TO DEVELOP ONLINE PLATFORM FOR ITPD Loan 3594 06 Jan 2021 JV OF STARSOFT LLC AND THE NATIONAL IT PARK | D. ULZII-ORSHIKH [email protected] MONGOLIA Ministry of Education and Science of Mongolia 192,410.94 192,105.58
EP-04: ENGINEERING FIRM TO DEVELOP DETAILED DESIGNS, SPECIFICATIONS AND BOQS - 4 KINDERGARTEN BUILDINGS Loan 3594 07 May 2020 MSL LLC | ALTANTEVSH-110, 13TH KHOROO, BAYANZURKH DISTRICT, ULAANBAATAR CITY MONGOLIA Ministry of Education,Culture,Science_& Sports 125,808.00 125,808.00
EP-05: ENGINEERING FIRM TO DEVELOP DETAILED DESIGNS, SPECIFICATIONS AND BOQS - 4 KINDERGARTEN BUILDINGS Loan 3594 07 May 2020 MSL LLC | ALTANTEVSH-110, 13TH KHOROO, BAYANZURKH DISTRICT, ULAANBAATAR CITY MONGOLIA Ministry of Education,Culture,Science_& Sports 146,593.70 146,593.70
EP-02: ENGINEERING FIRM TO DEVELOP DETAILED DESIGNS, SPECIFICATIONS AND BOQS - 5 SCHOOL BUILDINGS Loan 3594 07 May 2020 FORUM-ART IN A JV WITH DUCAT LLC | SUITE 402, 403 ASTRAN BUILDING, 8TH KHOROO, SUKHBAATAR DISTRICT, ULAANBAATAR MONGOLIA Ministry of Education,Culture,Science_& Sports 118,074.00 118,074.00
EP-03: ENGINEERING FIRM TO DEVELOP DETAILED DESIGNS, SPECIFICATIONS AND BOQS - 4 KINDERGARTEN BUILDINGS Loan 3594 07 May 2020 N.A.P. GROUP LLC | SUITE 1107 METRO BUSINESS CENTER, SUKHBAATAR STREET, SUKHBAATAR DISTRICT MONGOLIA Ministry of Education,Culture,Science_& Sports 120,793.42 120,793.42
CS-03: EDUCATION PACKAGE Loan 3594 23 Jan 2020 TRAINING AND TECHNOLOGY TRANSFER LTD IN A JV | LEVEL 9, 111 THE TERRACE WELLINGTON, WELLINGTON 005 NEW ZEALAND Ministry of Education,Culture,Science_& Sports 334,660.00 334,660.00
CW-04/01: SONGINOKHAIRKHAN DISTRICT (22ND KHOROO) SCHOOL NO.122 (GREEN SCHOOL) Loan 3594 11 Dec 2019 TSAMKHAG CONSTRUCTION LLC | EXPRESS TOWER-403 ENKHTAIVAN AVENUE-4, CHINGELTEI DISTRICT, ULAANBAATAR MONGOLIA Ministry of Education,Culture,Science_& Sports 2,128,267.73 2,110,531.57
Student Performance Appraisal, Quality Assessment, Improvement of Item Bank and Training Loan 3594 09 Jun 2022 Education Evaluation Center | Peace Avenue, Khoroo 6, Bayanzurkh district, Oyunii Undraa Group Building Ministry of Education and Science of Mongolia 1,011,328.49 1,007,084.05

Procurement Plan