upper secondary education development project: … · at appraisal at project completion ......

Completion Report

Project Number: 28309 Loan Number: 1979-VIE (SF) October 2013

Viet Nam: Upper Secondary Education

Development Project

CURRENCY EQUIVALENTS

Currency Unit – dong (D)

At Appraisal At Project Completion (15 November 2002) (15 August 2013)

D1.00 = $0.00007 $0.00005 $1.00 = D15,369.50 D21,095

ABBREVIATIONS

ADB – Asian Development Bank DOET – Department of Education and Training (provincial) EMIS – education management information system GEMAP – gender and ethnic minority action plan IASC – interagency steering committee ICT – information and communication technology km2 – square kilometer MOET – Ministry of Education and Training NPIU – national project implementation unit PCR – project completion report PPIU – provincial project implementation unit SBV – State Bank of Viet Nam SEDP – Socio-Economic Development Plan TA – technical assistance TUSS – technical upper secondary school USE – upper secondary education USS – upper secondary school

NOTES

(i) The fiscal year (FY) of the Government of Viet Nam and its agencies ends on 31 May. “FY” before a calendar year denotes the year in which the fiscal year ends, e.g., FY2008 ended on May 2008.

(ii) In this report, “$” refers to US dollars.

Vice-President S. Groff, Operations 2 Director General J. Nugent, Southeast Asia Department (SERD) Director T. Kimura, Viet Nam Resident Mission (VRM), SERD Team leader E. K. Izawa, Senior Education Specialist, SERD Team members L. T. H. Nguyen, Associate Project Analyst, VRM, SERD T. N. Nguyen, Operations Assistant, VRM, SERD

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.

CONTENTS

Page

BASIC DATA i

I. PROJECT DESCRIPTION 1

II. EVALUATION OF DESIGN AND IMPLEMENTATION 1

A. Relevance of Design and Formulation 1 B. Project Output 2 C. Project Cost 5 D. Disbursements 6 E. Project Schedule 7 F. Implementation Arrangements 7 G. Conditions and Covenants 8 H. Related Technical Assistance 8 I. Consultant Recruitment and Procurement 8 J. Performance of Consultants, Contractors, and Suppliers 9 K. Performance of the Borrower and the Executing Agency 10 L. Performance of the Asian Development Bank 10

III. EVALUATION OF PERFORMANCE 10

A. Relevance 10 B. Effectiveness in Achieving Outcome 11 C. Efficiency in Achieving Outcome and Output 12 D. Preliminary Assessment of Sustainability 12 E. Impact 13

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 14

A. Overall Assessment 14 B. Lessons 14 C. Recommendations 15

Appendixes

1 Design and Monitoring Framework (Updated) 16

2 Organization Structure for Project Implementation 22

3 Summary of Civil Works 23

4 Overview of Training Programs and Number of Training Participants 24

5 Reallocation of Loan Proceeds 25

6 Allocation of Loan Proceeds at Project Completion 29

7 Comparison of Project Cost at Appraisal with Actual Expenditure 30

8 Yearly Disbursements of Loan Proceeds 31

9 Status of Compliance with Loan Covenants (Final) 32

10 Gender Action Plan (Updated) 39

BASIC DATA

A. Loan Identification 1. Country 2. Loan Number 3. Project Title 4. Borrower 5. Executing Agency 6. Amount of Loan 7. Project Completion Report

Number

Viet Nam 1979-VIE (SF) Upper Secondary Education Development Project Government of Viet Nam Ministry of Education and Training SDR41,615,000 ($55,000,000) PCR: VIE 1426

B. Loan Data 1. Appraisal – Date Started – Date Completed 2. Loan Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Loan Agreement 5. Date of Loan Effectiveness – In Loan Agreement – Actual – Number of Extensions 6. Closing Date – In Loan Agreement – Actual – Number of Extensions 7. Terms of Loan – Interest Rate – Maturity (number of years) – Grace Period (number of years) 8. Terms of Relending (if any) – Interest Rate – Maturity (number of years) – Grace Period (number of years) – Second-Step Borrower

6 August 2002

6 September 2002 1 November 2002 12 November 2002 17 December 2002 1 December 2003 1 March 2004 22 March 2004 1 31 December 2009 6 December 2011 1 1% per year during grace period 1.5% per year thereafter 32 8

9. Disbursements a. Dates

Initial Disbursement

29 July 2004

Final Disbursement

06 December 2011

Time Interval

88 months

Effective Date

22 March 2004

Original Closing Date

31 December 2009

Time Interval

69 months

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b. Amount (SDR million)

Category Original

Allocation

Last Revised

Allocation Amount

Canceled

Net Amount

Available Amount

Disbursed Undisbursed

Balance

01 Civil works 11.485 17.036 0.000 17.036 17.036 0.000 02 Equipment and furniture 13.942 14.667 0.000 14.667 14.667 0.000 03A Staff development and

training–overseas training 0.919 1.244 0.000 1.244 1.244 0.000

03B Staff development and training–in-country training 4.967 1.603 0.000 1.603 1.603 0.000

04A Consulting services– international consultants 0.847 0.733 0.000 0.733 0.733 0.000

04B Consulting services– national consultants 0.233 0.307 0.000 0.307 0.307 0.000

05 Textbooks and materials 1.945 2.369 0.000 2.369 2.369 0.000 06 Pilot initiatives / Special

program 1.952 1.007 0.000 1.007 1.007 0.000 07 Interest charge 1.799 1.134 0.000 1.134 1.134 0.000 08 Unallocated 3.526 0.000 1.515 0.000 0.000 0.000 Total 41.615 40.100 1.515 40.100 40.100 0.000

c. Amount ($ million)

Category Original

Allocation

Last Revised

Allocation Amount

Canceled

Net Amount

Available Amount

Disbursed Undisbursed

Balance

01 Civil works 15.179 26.190 0.000 26.190 26.190 0.000 02 Equipment and

furniture 18.426 22.733 0.000 22.733 22.733 0.000 03A Staff development and

training–overseas training 1.214 1.922 0.000 1.922 1.922 0.000

03B Staff development and training–in-country training 6.565 2.439 0.000 2.439 2.439 0.000

04A Consulting services– international consultants 1.120 1.089 0.000 1.089 1.089 0.000

04B Consulting services– national consultants 0.308 0.468 0.000 0.468 0.468 0.000

05 Textbooks and materials 2.571 3.581 0.000 3.581 3.581 0.000

06 Pilot initiatives / Special program 2.580 1.542 0.000 1.542 1.542 0.000

07 Interest charge 2.377 1.760 0.000 1.760 1.760 0.000

08 Unallocated 4.660 0.000 2.364 0.000 0.000 0.000

Total 55.000 61.723 2.364 61.723 61.723 0.000

Note: Figures may not add up to the totals given because of rounding.

10. Local Costs (Financed) Appraisal Actual - Amount ($) 25.10 23.17 - Percentage of Local Costs 50.12% 50.17%

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- Percentage of Total Cost 31.38% 27.34%

C. Project Data

1. Project Cost ($ million)

Cost Appraisal Estimate Actual

Foreign exchange cost 29.92 38.55 Local currency cost 50.08 46.19

Total 80.00 84.74

2. Financing Plan ($ million)

Cost Appraisal Estimate Actual

Implementation costs Borrower-financed 25.00 23.02

- Government 17.00 8.26 - Community 8.00 14.76 ADB-financed 52.62 59.96 Other external financing 0.00 0.00

Total 77.62 82.98

IDC costs Borrower-financed 0.00 0.00 ADB-financed 2.38 1.76 Other external financing 0.00 0.00

Total 80.00 84.74

ADB = Asian Development Bank, IDC = interest during construction. Note: Counterpart financing includes financing in cash by government, and in cash and in kind by communities.

3. Cost Breakdown, by Project Component ($ million)

Component Appraisal Estimate Actual

A. Base cost 1. Supporting conditions or quality improvement

in USE 26.51 32.53

2. Improving access, equity, and participation in USE in disadvantaged areas

35.66 46.69

3. Strengthening management of USE 2.25 1.11 4. Project implementation 2.30 1.35 5. Taxes and duties 4.31 1.30 Subtotal (A) 71.03 82.98

B. Contingencies 1. Physical contingencies 3.55 0.00 2. Price contingencies 3.04 0.00 Subtotal (B) 6.59 0.00

C. Interest charge 2.38 1.76

Total 80.00 84.74

USE = upper secondary education.

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4. Cost Breakdown, by Project Expenditure ($ million)

Category Appraisal Estimate Actual

01 Land and civil works 24.61 40.95

02 Equipment and furniture 18.43 22.73 03A Staff development and training–overseas training 1.21 1.92

03B Staff development and training–in-country training 10.49 3.87

04A Consulting services–international consultants 1.12 1.09

04B Consulting services–national consultants 0.31 0.47

05 Textbooks and materials 2.57 3.58 06 Pilot initiatives / Special program 3.09 1.86

07 Interest charge 2.38 1.76

08 Unallocated 6.59 0.00

Operation and maintenance 3.34 2.33

Project implementation 1.56 0.32

Taxes and duties 4.31 3.86

Total 80.00 84.74

Note: Figures may not add up to the totals given because of rounding.

5. Project Schedule

Item Appraisal Estimate Actual

Date of contract with consultants Recruitment of loan implementation consulting firm Q3/2004 27-May-05 Overseas short-term training in teaching methods, curriculum, instructional materials, and quality assurance–lot 1

Q4/2005 26-Feb-06

Overseas short-term training in management of upper secondary education, curriculum, instructional materials, and teaching methods–lot 2

Q4/2005 25-May-06

Project auditing service, FY 2004 Q2/2005 28-Jun-05 Project auditing service, FY 2005 Q2/2006 03-Jul-06 Project auditing service, FY 2006 Q2/2007 16-Aug-07 Project auditing service, FY 2007 Q2/2008 25-Jul-08 Project auditing service, FY 2008 Q2/2009 10-Jun-09 Project auditing service, FY 2009 May-10 23-Jun-10 Project auditing service, FY 2010–FY2011 Dec-10 23-Dec-10 Overseas short-term training program in Germany, in educational policy, school management, and leadership–group 1

Q2/2007 20-Dec-07

Overseas short-term training program in Germany, in educational policy, school management, and leadership–group 2

Q2/2007 26-Dec-07

Overseas short-term training program in Australia, in educational policy, school management, and leadership–group 1

Q2/2007 15-Feb-08

Overseas short-term training program in Australia, in educational policy, school management, and leadership–group 2

Q2/2007 27-Mar-08

Overseas short-term training program in New Zealand, in educational policy, school management, and leadership–group 1

Q2/2007 31-Jan-08

Overseas short-term training program in New Zealand, in educational policy, school management, and leadership–group 2

Q2/2007 27-Mar-08

Overseas short-term training program in upper secondary education management, teaching methods, and instructional materials–lot 1

Q1/2010 02-Feb-10

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Item Appraisal Estimate Actual

Overseas short-term training program in upper secondary education management, teaching methods, and instructional materials–lot 2

Q1/2010 07-May-10

Recruitment of international consultant for government’s PCR Q4/2010 15-Nov-10 Recruitment of financial consultant Q4/2010 12-Nov-10

Completion of engineering designs Q4/2004 26-Apr-05 Civil works contract Date of award Q2/2005 21-Nov-05 Completion of work Q1/2011 28-Feb-11 Equipment and supplies Dates First procurement Q4/2004 06-Jul-05 Last procurement Q2/2010 22-Nov-10 Completion of equipment installation Q1/2011 31-Jan-11 Start of operations Completion of tests and commissioning Beginning of start-up

Other milestones

- 11 August 2008: approval of the extension of loan closing date from 31 December 2009 to 30 June 2011 and of the utilization of loan savings and associated reallocation of loan proceeds

PCR = project completion report.

6. Project Performance Report Ratings

Implementation Period

Rating

Development Objectives

Implementation Progress

6 August 2002 to 31 December 2002 Satisfactory Satisfactory 1 January 2003 to 31 December 2003 Satisfactory Unsatisfactory 1 January 2004 to 31 December 2004 Satisfactory Satisfactory 1 January 2005 to 31 December 2005 Satisfactory Satisfactory 1 January 2006 to 31 December 2006 Satisfactory Satisfactory 1 January 2007 to 31 December 2007 Satisfactory Satisfactory 1 January 2008 to 31 December 2008 Satisfactory Satisfactory 1 January 2009 to 31 December 2009 Satisfactory Satisfactory 1 January 2010 to 31 December 2010 Satisfactory Satisfactory 1 January 2011 to 06 December 2011 On track On track

D. Data on Asian Development Bank Missions

Name of Mission

Date

No. of Persons

No. of Person-Days

Specialization of Members

a

Loan fact-finding 04 Jun to 14 Jun 2002 4 44 a, b, c, d Appraisal 30 Sep to 08 Oct 2002 6 54 a, b, c, e, f, g Inception 04 Apr to 06 Apr 2004 3 9 a, h Review 1 09 Nov to 12 Nov 2004 1 4 a Review 2 23 May to 31 May 2005 1 9 a Review 3 24 Nov to 02 Dec 2005 1 9 a Review 4 13 Mar to 23 Mar 2006 1 11 a Review 5 23 Aug to 31 Aug 2006 1 9 a Midterm review 20 Nov to 01 Dec 2006 2 26 a, h Review 6 17 May to 23 May 2007 1 7 a

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Name of Mission

Date

No. of Persons

No. of Person-Days

Specialization of Members

a

Review 7 10 Dec to 13 Dec 2007 2 8 a, h Review 8 14 April to 21 Apr 2008 2 16 a, h Review 9 31 Oct to 05 Nov 2008 1 6 a Review 10 09 Apr to 15 Apr 2009 2 14 a, h

Review 11 16 Oct to 19 Oct 2009 1 4 a Review 12 20 to 23 Sep, 30 Sep 2010 1 5 a Project completion review

13 Jun to 20 Jun 2013 3 18 a, h, i

a a = education specialist/mission leader; b = principal project implementation specialist; c = gender and development

specialist; d = education economics and finance specialist; e = economist/program officer, Operations Coordination Division, Mekong Department; f = counsel, Office of the General Counsel; g = project economist, Social Sectors Division, Mekong Department; h = assoc. project analyst; i = operations assistant.

I. PROJECT DESCRIPTION

1. On 17 December 2002 the Asian Development Bank (ADB) approved a loan of SDR41,615,000 ($55 million) for the Upper Secondary Education Development Project in Viet Nam.1 The project was aimed at improving the quality, efficiency, and equity of upper secondary education (USE), as well as management capacity in the sector, by strengthening the quality of support systems nationwide and targeting some of the most economically and educationally disadvantaged areas of the country. 2. There are recognized disparities between regions and social groups not only in the quality of USE but also in access to such education. The project was to address the need for greater participation nationwide by targeting 22 disadvantaged provinces that would receive comprehensive support including improved facilities and equipment, staff development programs, and pilot initiatives and research studies. It would introduce diversity into the curriculum, improve learning materials, develop high-quality school facilities, and train teachers in more innovative teaching methods. 3. The project was designed to achieve its objective by (i) enhancing the quality of USE to international standards; (ii) widening access to USE among disadvantaged groups; (iii) strengthening USE planning and management; and (iv) supporting project implementation, quality assurance, and monitoring. The project had a threefold output, as follows: (i) supporting conditions for improvement in the quality of USE; (ii) improving access, equity, and participation in disadvantaged areas; and (iii) strengthening the management of USE. The borrower of the loan was the State Bank of Viet Nam (SBV), the executing agency for the project was the Ministry of Education and Training (MOET), and the implementing agency was the national project implementation unit (NPIU) established in MOET. The civil works in 22 provinces2 were supported by provincial project implementation units (PPIUs). The updated design and monitoring framework is in Appendix 1 and the organization structure for project implementation is in Appendix 2.

II. EVALUATION OF DESIGN AND IMPLEMENTATION

A. Relevance of Design and Formulation

4. The project design was relevant at appraisal and remained relevant at completion. At appraisal, the project was strongly aligned with the government’s Socio-Economic Development Plan (SEDP) 2001–2005,3 which committed the government to ensure that all students have access to high-quality education and acquire the general and specific knowledge that will enable them to continue their education or training and become productive and responsible citizens. At the education sector level, the project design strongly supported the development of the new upper secondary school (USS) curriculum, a move initiated by MOET in 2002.4 The government undertook to build a relevant curriculum, modernize teaching methods, and produce effective

1 ADB. 2002. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the Socialist

Republic of Viet Nam for the Upper Secondary Education Development Project (Loan 1979-VIE). Manila. 2 Ha Giang, Bac Kan, Cao Bang, Lang Son, Bac Giang, Dien Bien, Son La, Lao Cai, Hoa Binh, Quang Binh, Quang

Ngai, Ninh Thuan, Dak Nong, Dak Lak, Gia Lai, Kon Tum, Ca Mau, Kien Giang, Soc Trang, Bac Lieu, and Dong Thap.

3 Socialist Republic of Viet Nam. 2001. Socio-Economic Development Plan 2001–2005. Hanoi.

4 Socialist Republic of Viet Nam. 2002. Renovation of General Education Curriculum. National Assembly Resolution

40/2000/QH10. Hanoi.

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textbooks. In this way it hoped to develop the human resources the country needed to industrialize and modernize to raise student achievement to international standards, and to increase the participation rates of specific groups including females, ethnic minorities, and those living in isolated communities. At project completion, the government committed itself more explicitly to expanding the role of post-basic education, including USE, in the SEDP 2011–2015 (footnote 3). The development of competitive human resources is one of the three drivers of sustainable and equitable economic growth, according to the SEDP. 5. The project design was also in line with the findings and recommendations of an ADB country operating strategy study in 19955 and with a later publication6 that backed interventions to reduce the poverty rate and promote education for sustainable growth with equity. At project completion, the education and training sector assessment, strategy, and road map included in ADB’s country strategy document for 2012–20157 emphasized the importance of continuing support for USE, considered one of the most critical levels of education, with direct links to both higher education and the labor market. 6. During implementation, some parts of the project design were adjusted to provide a better fit with national country development objectives and ADB’s operating strategy and effectively use an improved exchange rate between the US dollar and the Vietnamese dong. The original design called for the involvement of 61 provinces. After the government decided to increase the number of provinces and MOET made new plans for the pilot-testing of the new USS curriculum under the project, the implementation arrangements and project scope underwent several changes. The number of provinces to be involved in the project increased, as did the number of pilot rounds of testing for the new upper secondary diversified curricula, textbooks, and associated learning materials, as well as the number of educators to be trained. The nationwide introduction of new curricula for grades 10, 11, and 12 curricula had to be progressively staged. All of these changes slowed planning and implementation. B. Project Output

1. Output 1: Supporting Conditions for the Improvement of Quality in Upper Secondary Education

7. This output involved

(i) introducing and implementing new upper secondary curricula, textbooks, learning materials, teaching methods, and support systems in schools in the 22 project provinces;

(ii) supplying technical centers for career orientation with materials and equipment; (iii) upgrading four demonstration schools attached to teacher training universities for

observation and practice of the new teaching methods; (iv) supplying computers, libraries, teaching materials, and science equipment to ethnic

minority boarding schools and 128 model schools; (v) developing a new model technical upper secondary school (TUSS) to offer some

vocational courses, and evaluating the TUSS; (vi) providing equipment to support the new curricula and to demonstrate the effective

use of learning materials in support of student-centered learning to three schools that met international standards; and

5 ADB. 1995. Country Operational Strategy Study: Viet Nam. Manila.

6 ADB. 2001. Country Strategy and Program Update: Viet Nam, 2002–2004. Manila.

7 ADB. 2011. Country Partnership Strategy: Viet Nam, 2012–2015. Manila.

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(vii) providing in-country and overseas training to teachers and education managers to support curriculum development, teaching methods, and quality assurance in assessment, evaluation, and supervision.

8. The output targets associated with the objectives were met and, in fact, exceeded, as demonstrated by the following achievements. 9. Improved curriculum. In support of the development of new, diversified curricula and teacher training, a total of 4,906,993 books, subject materials under 77 titles, 27 videotapes, and 2,403 CDs were supplied to beneficiaries. For grades 10, 11, and 12, new curriculum materials and textbooks were implemented nationwide. The project provided 47,592 copies of textbooks and teachers’ guides, and developed and produced materials for teaching subjects under 57 titles as training materials, as well as CDs for teacher training workshops to introduce the new curricula and textbooks. Schools in the 22 disadvantaged provinces received subject materials, teacher training materials to assist in the application of new curricula and teaching methods, reference books, textbooks, and materials for their libraries. The new curriculum guidelines allowed teachers greater flexibility in addressing local issues and increasing the relevance of programs to the interests of ethnic minorities, females, and other local groups. In addition, 24 USSs in three provinces affected by floods in 2010 were given materials in support of ongoing instruction. 10. Improved teaching and learning environment. Additional equipment was provided to 22 ethnic minority boarding schools selected to serve as regional resource centers under the project. Each of the boarding schools received computer laboratory equipment, libraries, and teaching materials. Further, 128 national-standard (model) schools were supplied with equipment for computer laboratories and for a 20-position digital language laboratory, as well as audiovisual equipment, office equipment, and furniture. 11. International-standard schools and model technical upper secondary schools. Three schools that met international standards—one each in Hue, Hanoi, and Ho Chi Minh City—were supplied with equipment to support the application of the new curricula. Four model TUSSs where approaches to technical education (agriculture- and industry-related) were being pilot-tested were given a combination of general school equipment (computer, audiovisual, and office equipment) and technical equipment for on-the-job training in specialized subjects that the schools were able to offer. Subject offerings in motorbike repairs, civil electricity, electronics, information technology, tailoring, gardening, and veterinary science received equipment support for technical subjects in grades 10 and 11. In 2008 MOET requested the inclusion of a fifth TUSS and ADB approved it. 12. Improved vocational counseling. Existing vocational education centers were upgraded into technical centers for career orientation to support student career options in 22 disadvantaged regions and to provide advice and skill training in areas of personal development and career options. A total of 38 centers were equipped with computers, audiovisual and office equipment, and specialized technical equipment relevant to specific industries within the region. 13. Improved leadership. A 10-module training guide to education leadership was developed and used in training 692 education leaders in 22 targeted provinces, and all USSs in the country received 14 copies of the training materials, including those designed to improve assessment and evaluation in literature, history, geography, and civics. Training materials in leadership and management were used in workshops for 2,690 upper secondary principals and education leaders. The workshops covered six specific topics: (i) leadership in the reform of teaching methods, testing, and evaluation; (ii) encouragement of teachers to become models of ethical behavior, self-study, and creativity; (iii) transparent financial autonomy; (iv) leadership and development of

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student-friendly schools and active students; (v) USS quality inspection; and, (vi) new trends in the application of information and communication technology (ICT) in school learning activities.

2. Output 2: Improving Access, Equity, and Participation in Disadvantaged Areas 14. The objectives were to improve access, equity, and participation in USE through school construction and targeted assistance to female and ethnic minority students. Targeted support included providing career information, developing handbooks for girls’ education, and raising awareness within communities with the help of ICT.

15. All output targets were achieved; some were exceeded. By project completion, 2,441 schoolrooms—classrooms, libraries, laboratories, computer classrooms, and boarding rooms—had been constructed and provided with furniture, equipment, and sanitation facilities. This total marked a significant increase over the original target of 2,000 new schoolrooms. Appendix 3 presents a breakdown of the schoolrooms built in each beneficiary province under the project, with the investment in civil works, supplementary construction, and furniture provided to USSs in the 22 disadvantaged provinces. 16. Strengthened vocational training. The Centre for Labour and Vocational Orientation was contracted for a survey of the 22 targeted provinces to learn more about student and industry demand for vocational orientation training, particularly the short-term training needed for jobs for female, poor, and ethnic minority students that suit local socioeconomic conditions. As a consequence, the following were developed under the project: (i) a 60-period training plan and materials for the regular training of teachers in vocational orientation centers, to help them update the new curriculum, textbooks, teachers’ guides, and teaching methods; (ii) vocational orientation materials for teachers in career orientation centers, with a comprehensive range of techniques for career orientation; and (iii) 24-period training materials in consulting methods for vocational orientation and choice of career, for use in training teachers and support persons. The project also provided aptitude testing software to 22 vocational orientation centers and 273 USSs in 22 targeted provinces, for their consulting work in vocational orientation. 17. Teachers who participated in vocational training programs benefited from the information and support materials, and were in a better position to analyze vocational needs when consulting with students. The quality of vocational advice available at the career orientation centers has improved. More than 70% of students who took part in a survey evaluating the assistance said that they were better able to select a job that suited their capabilities. 18. Through the information, education, and communication subcomponent, the project worked effectively with local communities and, through career counseling, was able to increase public awareness of the importance of USE and the career opportunities it opened up for them. The new schools and school buildings in the disadvantaged areas, furnished with new equipment, have had a positive effect on both students and teachers and have increased support for students in continuing their education. This is an excellent example of socialization of education policy, in which partnerships are built between the school and the community. 19. The staff development programs and the number of training participants are listed in Appendix 4.

3. Output 3: Strengthening the Management of Upper Secondary Education 20. Output 3, as designed, entailed examining different approaches to defining policies for

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the financing of education, decentralizing education management, and developing a student-based education management information system (EMIS) to help identify and support vulnerable groups in the rural areas.

21. Six pilot studies were conducted on the following topics: (i) decentralized financing of schools, (ii) improvement of community–school partnerships, (iii) administrative roles and responsibilities in a decentralized environment, (iv) management of schools in disadvantaged environments, (v) socialization of USE in rural and remote areas, and (vi) regulatory options for the management of nonpublic USSs. 22. Improved effectiveness of leadership. The six pilot studies enabled the development of materials in the following areas:

(i) reform of school accounting systems and use of Microsoft Excel in the management of school finances;

(ii) school–community partnerships and ways of improving the partnerships in rural, remote, and mountainous regions to ensure community support;

(iii) administrative roles and responsibilities in a decentralized environment, including school organization, strategic planning, rights of the school principal in school autonomy, management issues, and teacher recruitment;

(iv) school management in disadvantaged environments, particularly teaching staff qualifications, professional development, and improvement of school administration and comprehensive investigation of school performance;

(v) socialization of USE in rural and remote areas to strengthen participation for the benefit of the communities; and

(vi) regulatory measures for the management and guidance of nonpublic USSs to improve the quality and efficiency of service delivery.

23. Management training in decentralized service delivery, based on the results of the pilot studies, was provided to 1,693 education managers and teachers from 12 provinces in Hanoi in September 2009. The results of the studies were reviewed and endorsed by MOET in association with relevant education agencies for application in local education management. This ensured that many of the reforms developed under the project would be sustained and would continue to influence and improve USE. 24. Improved education management information system. A new student-based EMIS system was developed to enable educational planners and administrators to track and support vulnerable students in and out of school, and to assess their progress through school. This activity resulted in the development of a system, the provision of EMIS facilities, including personal computers, and the training of 126 EMIS specialists across 64 provincial departments of education and training (DOETs). Other activities included the development of school mapping software, which was supplied to 22 targeted provinces together with training in the software for 94 core staff members, and the procurement and installation of timetable software for 560 USSs. C. Project Cost

25. At appraisal, the total project cost, including taxes, contingencies and interest charge, was estimated at $80.0 million—$29.9 million in foreign currency costs and $50.1 million in local currency costs. ADB was to finance $55.0 million; it eventually financed $61.7 million. The government actually financed $23.0 million, including cash contributions from the central government, and cash and in-kind contributions from the communities. The government-financed portion was smaller than the appraisal estimate ($25 million) because of

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the depreciation of the Vietnamese dong against the US dollar during implementation. Overall, the government provided adequate and timely counterpart financing, though contributions from communities in some provinces were slow for a few years. 26. During project implementation, the project costs were reallocated three times to address the actual needs of activities and use the savings. The first reallocation, in July 2007, accommodated the government’s decision to increase the number of provinces, MOET’s new arrangements for USE curriculum revision and the testing of the revised curriculum, and the increase in the unit cost of goods and services. To respond to MOET’s request for further investment in its prioritized fields, and given the available loan savings and leftover time, two other rounds of reallocation were made. The reallocation in August 2008 was done to allow the construction of more classrooms and the provision of additional equipment and furniture to beneficiary schools. The February 2010 reallocation pertained to civil works and the development of instructional materials for 70 schools that pilot-tested the revised curricula. These reallocations are summarized in the tables in Appendix 5. 27. A table showing the allocation of loan proceeds at project completion is in Appendix 6, and project costs estimated at appraisal are compared with actual expenditures at completion in Appendix 7. The project generated over $9.1 million from the original loan of $55 million in 2002, thanks to the depreciation of the US dollar against the SDR. By the end of the project, the NPIU had successfully used the entire original loan of $55 million, as well as the additional $6.7 million for complementary activities, which helped in achieving the project’s goal even more comprehensively within the extended implementation period. The difference ($11.95 million) between the actual project cost ($82.98 million), excluding the interest charge, and the appraisal estimate ($71.03 million) was funded with savings from the SDR appreciation ($6.7 million) and contingencies. This impressive spending can be ascribed to disbursements for complementary activities and the increase in the unit price of works, goods, and services agreed on during the three rounds of reallocation. D. Disbursements

28. At completion, ADB loan proceeds of $61.7 million and government counterpart funding of $23.0 million had been disbursed toward the actual project cost of $84.74 million. The disbursement rate for the whole project was high (96.4%). The rate varied by cost category: over 100% for international and national consulting services and the pilot initiatives / special programs, and almost 100% for civil works (98%), equipment and furniture (97.9%), overseas staff development and training (98.5%), and textbooks and materials (99.8%). The disbursement rate was lowest for in-country staff development and training (85.7%). 29. The first disbursement was made in the second quarter of 2004, for the advance to the project’s imprest account, and the last disbursement occurred in October 2011. Disbursements were initially hindered by limited familiarity with ADB’s operating policies and guidelines and the need to appoint staff and arrange familiarization sessions at the project start-up. They gradually improved and accelerated from 2006 as project activities progressed more smoothly and the NPIU gained familiarity with financial management. Disbursements for the procurement of goods were fastest because of the NPIU’s strict application of standard international bidding procedures and ADB’s direct payments to contractors. Disbursements for civil works were slow at the start because of the slow pace of preparation works in the localities and the delays in works and payment initiated by some contractors seeking compensation for price escalations. The slowest disbursements were those for training activities because of the long implementation period and the many supporting documents required for payments for each training activity. A

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table showing the yearly disbursement of the loan proceeds is in Appendix 8. E. Project Schedule

30. The project was originally designed to be implemented over the 6-year period from early 2003 to June 2009. However, differences in content between the report and recommendation of the President (RRP; footnote 1) and the government’s feasibility study report on the project, due to insufficient communication between the technical assistance (TA) consultants and the government, delayed the signing of the loan agreement by 12 months, and also delayed the implementation of the project. The loan was declared effective on 22 March 2004, 4 months after the loan agreement was signed. Consequently, there was an overall delay of 16 months. Because of these delays and in view of the savings from the SDR appreciation and contingencies, the loan closing date was extended once, by 18 months, to 30 June 2011. An initial loan inception mission was fielded on 5–6 May 2004 and ADB’s first review mission was held on 9–12 November 2004. This significant interval between loan approval and actual project implementation contributed to initial delays. After the midterm review of December 2006, approval was given for two extensions of the loan closing date and for the utilization of loan savings and the reallocation of loan proceeds, on 15 August 2008 and 8 February 2010, to allow the completion of some outstanding and additional activities financed with the loan savings. F. Implementation Arrangements

31. The project was implemented in line with the arrangements envisaged at appraisal. The executing agency, MOET, had overall responsibility for project coordination and implementation. An interagency steering committee (IASC) provided overall guidance, monitored activities and output, and assisted in coordination and liaison with other government agencies. The IASC was chaired by a MOET vice-minister and comprised representatives from MOET (including its departments of secondary education, planning and finance, and teachers and education managers), the National Institute for Educational Science, the Ministries of Planning and Investment and of Finance, the SBV, and the Office of the Government. 32. The NPIU was responsible for the day-to-day administration of the project and consisted of a project manager, a deputy manager, and staff appointed by MOET. The NPIU manager was a member of IASC and reported directly to that committee. Six specialists in administration and finance, monitoring and evaluation, civil works, procurement, textbook development, and staff development assisted the project manager. The NPIU also included professional officers, secretaries, translators, accountants, technical officers, and support staff. 33. The NPIU functioned well in managing and implementing the many activities of the project including (i) overall implementation planning, procurement, and preparation of bidding documents; (ii) monitoring and evaluation of components within the guidelines of both MOET and ADB; (iii) overview of the implementation of provincial-based activities by the PPIUs, including coordination with relevant agencies to ensure timely progress; and (iv) problem solving as difficult issues arose. 34. At the provincial level, a PPIU was established in each of the 22 project provinces, with a project manager, basic administrative staff from existing DOET personnel, and support staff from various provincial government departments, as needed. The PPIUs were responsible for managing and implementing training programs, and coordinating school construction and other capacity-building projects. They were the principal contacts within their respective provinces and were required to report the progress and results of project activities under their management and implementation.

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G. Conditions and Covenants

35. All project covenants were progressively reviewed at scheduled mission reviews. These assessments indicated that all covenants were fully complied with and that all accounts, baseline studies, selection of provinces and schools, selection of suitable staff, and management arrangements, together with the ambitious civil works and equipment supply program, complied with the loan covenants and with ADB’s annual requirements concerning the use of funds, imprest accounts, and the statement-of-expenditure method of disbursements, and compliance with financial covenants. The progress of activities aimed at supporting ethnic minority groups was regularly monitored. The final status of compliance with the loan covenants is shown in Appendix 9. NPIU submitted its quarterly progress reports and audited financial statements to ADB on time. The quality of the progress reports was satisfactory. Annual audits by the external auditors selected through a competitive procedure conformed to international audit standards and were of satisfactory quality. H. Related Technical Assistance

36. The project preparatory technical assistance for the project 8 was successfully implemented since 2001 and resulted in the design of a good loan project that was technically feasible in its scope and implementation arrangements. The performance of the PPTA PMU established in MOET, TA consultants and ADB for the TA implementation was satisfactory. A capacity development TA was attached to the project.9 The TA focused on strengthening the managerial capacity of the MOET and DOETs, assisted in the development of improved designs and specifications for USE buildings and equipment, and provided support to ensure the smooth start-up of the project. The TA completion report concluded that the TA was successful in assessing the baseline training needs for the management reform of USE through short-term overseas training, and, more importantly, in providing in-country training to assist in curriculum reform and developing improved standards for school design. The TA output was appreciated by the government and other stakeholders, and played an important role in ensuring that the project operated successfully. I. Consultant Recruitment and Procurement

37. The project did not encounter any major problems in consultant recruitment. International and national consultants were selected and hired through a firm using quality- and cost-based selection and in accordance with ADB’s Guidelines on the Use of Consultants (2010, as amended from time to time). The short list was approved in December 2004 and the evaluation of proposals was completed in March 2005. The NPIU hired an individual international consultant to help the NPIU prepare a good project completion report (PCR) for the government before the loan closing. 38. The procurement of goods and services was carried out in accordance with ADB’s Procurement Guidelines (2010, as amended from time to time) and achieved satisfactory results. Following amendments to the procurement package schedule contained in the RRP, the NPIU was able to prepare indicative procurement plans for 2005 and 2006, and forward planning of draft procurement plans in the period 2007 and 2008 enabled the NPIU to limit future delays. The review mission (August 2006) reported that the NPIU had generally developed high-quality

8 ADB. 2001. Technical Assistance to the Socialist Republic of Viet Nam for Preparing the Upper Secondary

Education Development Project (TA3670-VIE, approved on 7 June 2001). Manila. 9 ADB. 2003. Technical Assistance to the Socialist Republic of Viet Nam for the Capacity Development for Upper

Secondary Education (TA4122-VIE, approved on 5 June 2003). Manila. TCR was circulated on 21 September 2005 (IN.244-05).

9

bid documents. 39. The civil works for the construction of new schoolrooms were approved by the Minister of Education and Training in three phases: (i) 1,775 rooms in 144 schools in 22 targeted provinces in January 2005; (ii) 226 rooms in 20 schools in 9 targeted provinces in July 2007; and (iii) 441 rooms in 42 schools in 19 targeted provinces in October 2008. The unit cost of civil works for classroom construction was originally set at $10,000 per classroom for 2,000 classrooms with an estimated cost of $20.0 million. Bidding for 428 classrooms in the fourth quarter of 2005 involved an average construction cost of $10,991 per classroom. In 2006, the contracts awarded for 564 classrooms had a total contract value of $7.3 million (ADB portion: $5.54 million). An examination of the bid prices indicated that the unit cost per classroom was more than $12,000—a 10% increase over the estimate provided in the revised procurement package table. In 2007, 1,008 classrooms scheduled for construction had an estimated unit cost of about $14,000 per classroom. The increased prices for civil works required significant adjustments in relation to contingency and cost savings to cover the increased building costs. 40. School furniture was procured by the PPIUs through local competitive bidding under the control of the provincial people’s committees. The equipment for schools was provided by the NPIU through international competitive bidding, and this method enabled the project to select qualified and experienced suppliers that could provide high-quality equipment with reputable brands. All items of equipment were marked with the project’s stamp and PPIUs were advised to maintain a fixed asset register for internal control of equipment. 41. The services included various overseas short-term training programs and a wide variety of in-country training programs in curriculum and textbook development, pilot-testing of new curricula and textbooks, nationwide implementation of new curricula and textbooks for core trainers and teachers, new teaching methods, career orientation, education management for school principals, monitoring and evaluation of schools for secondary education managers, and production of textbooks and other materials, as well as information, education, and communication training,. J. Performance of Consultants, Contractors, and Suppliers

42. The performance of consultants was generally satisfactory. But the ADB mission of March 2006 noted that communication between consultants and NPIU staff was lacking. Additionally, there were concerns over the fielding of consultants including the lack of flexibility in the timing of consultancy for better alignment with project activities, to better ensure appropriate support, and an insufficiently resolved overlap in the terms of reference, with inappropriate groupings of skills. ADB’s review mission of May 2007, however, reported that the overall performance of the consultants improved and the quality of input was acceptable. The performance of the auditors met ADB’s requirements and was rated satisfactory. 43. The performance of contractors, suppliers, and the civil works component is rated satisfactory. The quality of the construction funded by the project was high, as a result of the active participation of the PPIUs in the selection of qualified building contractors and the close supervision of construction. The school principals of beneficiary schools were members of the constructed works management committees within the provinces and played an important role in monitoring school construction.

10

44. The performance of suppliers of furniture and equipment for schools in the 22 targeted provinces was satisfactory. A total of 22 ethnic minority schools were successfully provided with equipment for IT classrooms, office equipment, audiovisual equipment, and teaching aids. K. Performance of the Borrower and the Executing Agency

45. Overall, the performance of the borrower, SBV, was highly satisfactory. SBV was an active member of the steering committee and was responsive to any problems and issues that arose during project implementation. SBV, in the role of borrower, facilitated the government process for a change in scope, from an increase in the number of provinces covered by the project to an increase in participation in development and training. The SBV communicated closely with ADB throughout project implementation. 46. The performance of MOET as executing agency was highly satisfactory. Project activities involving various government departments and agencies, provincial bodies and community representatives, contractors, and suppliers were well coordinated by MOET through the NPIU and PPIUs, DOETs, teacher training universities, and the Education Publishing House. MOET cooperated fully with ADB’s review missions. The documentation of disbursement, procurement, consulting services, and staff development was satisfactory and was made readily available to ADB. The commitment of the NPIU leadership and staff and their role in gaining the cooperation of all involved greatly contributed to the success of the project. Within the NPIU, changes and loss of staff had the effect of increasing the workload of the remaining NPIU staff. The recruitment of additional suitable staff was recommended. L. Performance of the Asian Development Bank

47. ADB’s performance in project preparation and appraisal, and in monitoring and supervision, was satisfactory. The project was initially administered from ADB headquarters and was delegated to the Viet Nam Resident Mission in June 2010. The government appreciated ADB’s agreement to approve changes in the project scope and reallocate loan savings among categories to ensure maximum effect in supporting the educational goals of the project. ADB monitored the project through review missions and progress reports. NPIU staff regularly attended ADB seminars to facilitate project implementation and to learn about ADB requirements. ADB’s resident mission also provided administrative support.

III. EVALUATION OF PERFORMANCE

A. Relevance

48. The project is rated relevant, as its objectives were consistent with the government’s development policies and education sector reforms and with ADB’s country assistance strategy. Improving the quality of education and bringing it in line with the current needs to facilitate the transition to a market economy was a strategic objective of the country, both at the time of project approval and at completion. In particular, the threefold output of the project comprehensively introduced a series of national initiatives in relation to curricula and textbook development and teacher training, together with a strong effort to expand education services and support for remote, rural, and disadvantaged regions of the country. The project fulfilled the aims of the government and ADB to reduce poverty by developing strategies designed to improve educational opportunities for those students identified as underrepresented in the USE system and by aligning USE better with national social and economic needs through significant capacity building. The outcome achieved demonstrates the relevance of the project, with

11

increased participation, improved equity, the introduction of a new and more relevant and internationally normed curriculum, improved career orientation and support, and improved infrastructure—all of which are relevant to current and emerging national needs. B. Effectiveness in Achieving Outcome

49. The project was highly effective in achieving the expected outcome and exceeding the original output targets contained in the project design and monitoring framework. While implementation had to be reorganized and scale up following the increase in the number of disadvantaged provinces and in the total number of provinces covered, at completion the project had overachieved the original targets for all key output items, including teacher training programs, school construction, and provision of instructional materials.

50. Teachers were extensively and successfully trained. Targets for staff development in curriculum development and teaching methods were exceeded. Initially 944 lecturers from teacher training universities and colleges were trained in curriculum and teaching methods so that they could become trainers for 7,393 upper secondary teachers and school principals responsible for the pilot-testing of the curriculum and textbooks. Training workshops, including vocational training for 990 provincial core teachers and training for 6,350 students (versus the original target of 5,000) in 22 targeted provinces, were organized. Aptitude testing software was introduced to all the vocational centers and to the 9,567 students who attended the orientation program. For all training programs there was an explicit expectation that women and ethnic minority groups would participate in greater numbers than usual, given their population profile, and organizers were requested to report participation rates.

51. The project has made a significant contribution and overachieved in the provision of educational materials to schools nationwide, as well as schools within the 22 disadvantaged provinces. The original target number of education facilities to be constructed was 2,000; at completion, the project had built a total of 2,441 rooms, including 1,520 classrooms, 175 libraries, 406 science laboratories, 171 computer rooms (not included in the original design but constructed at the request of the schools), and 169 boarding rooms for ethnic minority students. Existing vocational centers were upgraded into technical centers, with the necessary equipment and training for the vocational counselors, to help students make suitable career choices. At appraisal, 22 vocational education centers in the beneficiary 22 provinces were targeted, but the project ultimately supported 38 centers, using the loan savings at completion. 52. The project produced a much greater quantity of educational books and learning materials than the number it was originally designed to generate. Targets for staff development in curriculum development and teaching methods were surpassed. A competency-based evaluation system was pilot-tested to evaluate students’ learning outcomes in five subjects, and 283 core teachers in 22 targeted provinces were trained to use methods of assessing student learning outcomes, which the teachers found to be very helpful. 53. Four model TUSSs that took part in pilot-testing new approaches to technical (agriculture-related and industry-related) education were supplied with a combination of general school equipment (computers, audiovisual and office equipment) and technical equipment to support on-the-job training in specialized subjects the schools were able to offer. In November 2008 MOET sought approval from ADB to include a fifth TUSS and ADB agreed to add one more beneficiary TUSS to this activity. The fifth school did not receive general school equipment since the bidding package had already been finalized by the time its inclusion was approved. However, five schools received technical equipment for grades 10 and 11.

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C. Efficiency in Achieving Outcome and Output

54. The project is rated efficient in achieving its outcome and output. But with respect to time efficiency, the project experienced an initial delay of 16 months that led to the extension of the project implementation period. The financial efficiency of the project, on the other hand, is considered very high: with the increased funding from foreign exchange gains and cost savings the project was able to carry out more civil works and to provide additional general equipment to schools involved in the pilot study for the new curricula and textbooks and specialist technical equipment to support grades 10 and 11 in the TUSSs.

55. There was no significant cost overrun in any category. This was because the NPIU and ADB agreed at the start of implementation to use market prices in the cost estimates for the civil works contracts. While many other ADB-funded projects have suffered from the escalation of civil works costs, this project managed the civil works contracts well without any cost overrun or deterioration in construction quality. The quality of school construction under the project is considered far superior to comparable school construction completed in other education-related projects principally because this project decentralized responsibility to provincial committees that were able to effectively select qualified contractors and monitor the progress of construction. The adoption of market prices for construction bids and the realistic cost estimates, which accommodated cost increases, attracted high-quality contractors and kept them involved in the project instead of taking on other activities, and was therefore an important factor in achieving high-quality construction outcomes. The newly constructed schoolrooms have had a positive impact on the expansion of USE in disadvantaged regions. The increase in the number of fully furnished classrooms, boarding rooms, and specialized facilities has increased access to schooling and improved enrollment numbers. 56. The extensive pilot-testing of the new diversified curricula and textbooks resulted in major training programs aimed at upgrading the knowledge and skills of teachers nationwide to effectively implement changes, including new methods of instruction. The results of the introduction of new curricula, textbooks, and related learning materials, along with civil works and support for students in the 22 disadvantaged provinces, have been very significant in terms of both increased enrollment and the incremental rise in graduation rates and entry into university or college. 57. The NPIU worked efficiently with MOET and the PPIUs to develop management systems that meet the stringent ADB and government guidelines set out in the RRP. As problems arose, the NPIU was able to arrange for the necessary training and monitoring procedures to be put in place to ensure efficiency in the implementation of school construction and the procurement of equipment. NPIU progress, as set out in the quarterly reports, was of good quality. D. Preliminary Assessment of Sustainability

58. The project is rated highly likely to be sustainable. The government is further committed to developing the USE system, and the Education Sector Strategic Development 2011–2020,10 approved by the government in accordance with the SEDP 2011–2015, has identified key targets for USE. The targets include the expansion of access to USE and better quality of teaching and learning, together with the provision of equipment and instructional materials and the introduction of new USS teacher standards, which were addressed by other ADB-funded

10

Ministry of Education and Training, Viet Nam. 2011. Education Sector Strategic Development 2011–2012. Hanoi.

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education projects in Viet Nam.11 The policy also refers to improvements in subject knowledge, vocationally oriented education pathways, and the development of lifelong skills and improvements in science and technology and foreign language proficiency. The project has provided a solid basis for these further developments by significantly developing institutional capacity, both centrally and locally, thus creating the conditions for the sustainability of the improvements made. 59. The positive evaluations of the six pilot initiatives in the educational management of schools and greater emphasis on school-based management constitute considerable output that should lead to further investigation of school-based management as a strategy for school improvement. MOET has been provided with well-focused pilot studies on the topic, which will benefit the ministry in examining effective ways of improving both central and local management. 60. The sustainability of the new and diversified upper secondary curricula and textbooks is assured as schools nationwide have received the materials and extensive teacher training has taken place to introduce both the curricula and the improved teaching methods with the associated documentation. More time will be needed to evaluate the impact of the curricula and training and to review the effects of the new techniques for assessing student performance, which were designed to expand the student assessment methods in light of the improvements made in teaching methods. E. Impact

61. The immediate and continuing impact of the project is considered significant. School construction figures in the 22 disadvantaged provinces are impressive: the number of schools has increased by 24.2% in those provinces (compared with 15.2% nationwide) and the number of classrooms has increased by 15.7% (versus 10.9% nationwide). The new schoolrooms have had a positive impact on the expansion of USE in disadvantaged regions. Before the building program, there was only one USS for every 297.8 square kilometers (km2). Now there is one for every 239 km2—a reduction of 58.8 km2. The enrollment numbers of female, ethnic minority, and poor students in the 22 disadvantaged provinces provide some of the most impressive statistics, as indicated earlier.

62. Improvements in educational facilities and materials can have a positive effect on the recruitment of teachers besides encouraging more students to enroll. Teacher numbers rose over the period of project implementation. From 2004 to 2009, the total number of teachers in the 22 provinces increased by 52.6% (national rate: 37.9%), the number of female teachers by 14.5% (national rate: 11.2%), and the number of ethnic minority teachers by 70.6% (national rate: 67.9%). The teacher-classroom ratio almost doubled, from 1.67 in 2004 to 2.215 teachers per classroom in 2009, higher than the national average ratio of 2.203 (the government’s target was 2.25). 63. Gender and development. By the time it was completed, the project had achieved all the targets included in the gender and ethnic minority action plan (GEMAP). In the 22 disadvantaged provinces, the percentage of female teachers increased by 14.5% between 2004 and 2009, compared with 11.2% nationwide; female student participation increased by 14.5%, compared with the national figure of 11.2%; the participation rate for ethnic minority students

11 ADB. 2006. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the

Socialist Republic of Viet Nam for the Upper Secondary and Professional Teacher Development Project (Loan 2298-VIE, approved on 18 December 2006). Manila.

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increased by 11.2%, versus 8.4% nationwide; the 1,520 new classrooms could hold about 532,000 new upper secondary students, at least 45% of them females; and the 169 boarding rooms could accommodate about 500 female students. Over 90,000 teachers, 53.4% of them female and 11.7% from ethnic minorities, participated in a range of training programs, all of which incorporated gender and ethnic minority issues. Given these results, the gender aspects of the project are rated highly successful. 64. Among the materials discussing gender and ethnic minority issues that were developed and distributed are (i) 4,906,993 books on different subjects, which addressed gender issues and the learning needs of ethnic minority students; (ii) 35,000 leaflets on life skills, gender education, preservation of ethnic minority culture, and other issues; (iii) 27 videotapes and 2,403 CDs, including two videos promoting the talents of female ethnic minority students from Dak Lak province and Lang Son province, which were screened on local TV; and (iv) 90,000 copies of a “schoolgirl’s handbook,” which provided ethnic minority girls with basic knowledge about gender equity and reproductive health. Research was also done in the 22 disadvantaged provinces on how better support could be given to girls and ethnic minority students, and 46,286 vocational handbooks and career advisory software were produced as a result. An updated gender action plan is in Appendix 10. 65. Safeguard aspects. There was no negative environmental impact during implementation. School buildings were constructed on sites where lower secondary schools (LSSs) already existed and were located by school mapping in areas that needed access to USE by other LSS graduates from poor, ethnic minority, and disadvantaged areas. The project did not encounter any resettlement problems during implementation.

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS

A. Overall Assessment

66. Overall, the project is rated successful. Over its 6-year implementation period, the quality of its output was high, and ADB observed that provincial governments appreciated the civil works, equipment, research studies, and instructional materials provided under the project. B. Lessons

67. There was some concern that the feasibility study report prepared by MOET, which was the official appraisal document on the government side, was not sufficiently consistent with the RRP. Considerable discrepancies between the two key documents, due to limited communication between MOET and the project preparatory TA consultants, were observed. As government agencies, including the state treasury, preferred to use the feasibility study report in reviewing and processing documents submitted by the NPIU, the inconsistencies often hindered timely implementation. TA consultants should be formally required to work out issues with the government before submitting any report to avoid such discrepancies. 68. The project could have avoided some implementation difficulties had the project manager been appointed earlier and assisted with the design of project details. Compared with the size of the project, the consultant services package was too small. The NPIU had to take on too much of the work. While this helped in its capacity development, the NPIU was observed at times to have difficulty finding technically qualified staff to implement project activities that were not fully supported by the loan implementation consultants because of their limited contracts. This problem was pointed out to the government and the latter has agreed to a larger consulting

15

service input for recently approved loan projects to ensure their timely and high-quality implementation. The NPIU must also be structured better so that suitably qualified staff are identified and appointed earlier in the process and the timing of external consulting support is better matched with project timelines. 69. Positive outcomes in terms of cost and quality were associated with using market prices in cost estimates for civil works and involving local communities in the management of works. This fact was appreciated by the government, which valued ADB’s flexibility in this aspect of the project’s operation. Escalation of civil works costs has been a major delaying factor in numerous ADB-funded projects in Viet Nam. In this project, however, MOET and ADB had agreed from the start to use market prices in the cost estimates for construction contracts, so the NPIU never encountered any unexpected overrun in civil works costs. C. Recommendations

1. Project-Related

70. Future monitoring. MOET should continue to refine the EMIS and the teacher information management system so that it can monitor student enrollment and graduation rates, as well as university or college acceptance rates, and take proactive action locally and centrally to counter the unexpected slowdown in those rates. Research associated with the five TUSSs should be continued to uncover the challenges facing the provision of vocational education alongside general school curriculum to bridge the divide between USS and professional secondary schools. 71. Covenants. When a GEMAP is required for a project, the inclusion of a statement of compliance with this new requirement in the conditions and covenants agreement should be considered. 72. Further action. A proposal is being developed to extend current special programs with a vocational orientation, including related information on life skills that have been recognized as particularly useful in preparing ethnic minority, poor, and disadvantaged students progressing through the education and training system. MOET and ADB should review current arrangements to ensure that the new Second Upper Secondary Education Development Project builds on the successes of the first project especially in using the talents and knowledge of the staff involved. Current research associated with the six pilot studies into improved school-based management and decentralized decision making with a stronger role for the principal should be continued.

73. It was explained to and agreed with the government that ADB would conduct the project performance evaluation review within 3–5 years after the completion of the project.

2. General

74. There is a need for ADB and MOET to examine the protocols associated with establishing a project to ensure that enough time is provided within the project framework for staff to be identified, appointed, and then trained so that they have the required skills and knowledge to efficiently and effectively undertake relevant activities by the time the project starts.

16 Appendix 2

DESIGN AND MONITORING FRAMEWORK (UPDATED)

Design Summary Targets and

Performance Indicators Monitoring Mechanism Final Status

1. Sector Goal Help reduce poverty by increasing the relevance of upper secondary education to industrialization and modernization.

Raise the gross enrollment rate (whole country) from 38% in 2000 to 45% by 2005 and 50% by 2010. Raise completion rates (whole country) from 78% in 2000 to 82% by 2005 and 85% by 2010. Increase the employment rate for upper secondary school graduates from 40% in 2000 to 45% in 2005 and 50% in 2010.

Statistics of national and provincial statistical offices Project performance management system of the Ministry of Education and Training (MOET) Field studies and sample surveys

Completion rates in the 22 provinces increased by 5.18%, above the national average, over the period 2004–2010. Graduate figures for 2007–2009 show an average rate of 71.63%, well above comparable figures nationwide.

2. Purpose Improve the quality, efficiency, access and equity, and management of upper secondary education.

Quality and Efficiency By 2008, complete two rounds of nationwide introduction of the new, diversified curriculum and textbooks for grades 10–12. By 2005, install a learning assessment and quality assurance system. By 2005, develop a technical upper secondary school (TUSS) model. By 2005, equip 11 centers for career orientation, 4 demonstration centers, and 61 model schools including 2 schools that meet international standards. Access and Equity Increase the participation of the poor and ethnic minorities, especially

Project reports and studies MOET and provincial departments of education (DOETs) pilot study reports Surveys of principals and teachers Field studies Project reports and studies

Targets achieved and exceeded Achieved: Pilot-testing of new curricula and textbooks and their nationwide dissemination Achieved: Pilot studies on localized school management, including ICT, completed Achieved: Education administrators completed training in assessment, competency-based evaluation, and quality assurance measures. Achieved: 38 vocational orientation centers equipped to provide relevant advice on careers and the labor market Achieved: 5 TUSS model schools established with combined upper secondary and vocational courses offered in

Appendix 2 17



ethnic minority females. Increase the gross enrollment rate from 24% in 2000 to 30% by 2005 in 20 selected project provinces. Conduct in-service training for teachers involved in study support programs and information education and communication (IEC) programs. Provide study support programs, including tutorial and teacher enrichment programs. Management Complete five pilot initiatives as the basis for preparing training programs and materials for education planners and school managers. Examine regulatory options for nonpublic schools. Pilot-test a student-centered education management information system (EMIS).

MOET and DOET reports Surveys of principals and teachers Field studies Project reports and studies MOET and DOET reports Surveys of principals and teachers Field studies

grades 10–12 Exceeded: 205 project schools received new furniture, 203 project schools received equipment. Exceeded: 128 national standard schools, 22 ethnic minority boarding schools, and 4 demonstration schools, 64 DOETs, and 70 schools involved in the pilot-testing of new curricula received equipment. Achieved: Through IEC, female ethnic minority and poor students were supplied with information on studies, learning support materials, life skill training, career advice, and advantages of schooling (in association with community involvement). Achieved: Pilot initiatives and management system completed; EMIS designed and submitted to MOET Achieved: Pilot round of school mapping complete and implemented in 22 provinces; timetable software supplied and training completed Achieved: EMIS equipment supplied to 64 DOETs

3. Output 3.1 Conditions developed to improve quality of upper secondary education Curriculum and textbooks

Overseas staff development for 32 curriculum and textbook writers (year 1) About 1,400 specialists

Project reports and studies MOET and DOET

Successfully completed: Pilot and nationwide dissemination Curriculum and textbook

18 Appendix 2



upgraded (for upper secondary schools and TUSSs) Teachers upgraded Instructional materials upgraded Educational leadership and academic supervision enhanced

trained in-country to develop curriculum, textbooks, and multimedia (year 1 = 500; year 2 = 500; year 3 = 400) 55 principals and 2,700 teachers trained to pilot-test curriculum 16 master trainers trained overseas (year 1) 10,000 teachers trained in new methods (year 2 = 3,000; year 3 = 4,000; year 4 = 3,000) 8 trainers trained for TUSSs (year 2 = 8) and 120 TUSS staff trained twice (year 3 = 120; year 4 = 120) 128 teachers trained in subject areas assigned 810 teachers upgraded in assigned subject areas 3,660 teachers retrained in assigned subject areas (year 2 = 1200; year 3 = 1200; year 4 = 1200) Learning and library materials provided for poor, ethnic minority students in 20 provinces (year 2 = grade 10; year 3 = grade 11; year 4 = grade 12) Textbooks provided under the loan scheme (year 2 = grade 10; year 3 = grade 11; year 4 = grade 12) 1,422 principals trained in educational leadership and academic supervision for new diversified curriculum

reports Field studies

upgrade following pilot-testing Overseas training plan completed for 247 educators to support development initiatives Curricula, textbooks, multimedia materials, and learning materials produced in association with nationwide training. 83,824 persons trained to use new curricula and textbooks Training programs developed by project covered: new teaching methods, upgrades in knowledge of continuing education teachers, national defense, use teaching aids, use of research methods to improve teaching, vocational orientation, life skills and social issues, use of ICT in teaching, educational leadership and management, school mapping software. NPIU organized training for 71,530 core teachers and education managers. Over 1 million person-days of training provided

Appendix 2 19



and student-centered teaching methods (year 2 = 474; year 3 = 474; year 4 = 474)

3.2 Equity in access to upper secondary education in disadvantaged areas improved School facilities developed Study support programs delivered IEC program developed

Facilities provided for 2,000 schools, including 1484 classrooms, 226 science laboratories, 160 computer laboratories, and 130 libraries (year 2 = 400; year 3 = 400; year 4 = 400; year 5 = 400; year 6 = 400) 20 core trainers trained in special programs and IEC (year 2 = 20) 1,000 new teachers trained in and assigned to study support program development (year 2 = 500; year 3 = 500) Study support programs set up for 22,500 poor, ethnic minority, and female students (year 2 = 2,500; year 3 = 5,000; year 4 = 5,000; year 5 = 5,000; year 6 = 5,000) IEC developed and disseminated (year 2) 3,600 teachers and staff trained in IEC and advocacy (year 2 = 1200; year 3 = 1200; year 4= 1200)

Project reports and studies MOET and DOET reports Field studies

Study support programs delivered; materials for ethnic minority students, especially females, provided IEC programs developed and implemented Pilot initiatives developed and implemented and widely disseminated; reports submitted to MOET Approved change in study support program numbers to establish a manageable plan; a minimum of 5,000 student participants involved. Decentralized school environment examined as part of 6 initiatives in school management and responsibilities Materials developed and training provided to 1,693 teachers and managers in 12 provinces

20 Appendix 2



3.3 Management of upper secondary education strengthened Pilot initiative implemented Decentralized school management strengthened Nonpublic education adequately regulated EMIS developed and strengthened

Pilot initiatives completed in eight provinces: (i) financing schools, (ii) improving community

relationships, (iii) defining

administrative roles and responsibilities in a decentralized environment,

(iv) managing education in difficult areas, and

(v) socializing (sharing costs in) upper secondary education

1,422 education administrators, school principals, and members of community groups and parents’ associations trained (year 2 = 474; year 3 = 474; year 4 = 474) Pilot initiatives conducted in 2 provinces to examine regulatory options for nonpublic upper secondary schools Pilot initiatives conducted in two provinces to develop EMIS EMIS equipment provided to 61 DOETs and at the central level 126 EMIS specialists trained (year 4 = 63; year 5 = 63)

Project reports and studies MOET and DOET reports Surveys of principals and teachers Field studies

Projects completed Pilot initiatives developed and implemented and widely disseminated; reports submitted to MOET Socializing of USE in remote and rural areas focused on strengthening mobilization of community to participate in education to improve educational opportunities. Regulations on managing nonpublic US schools focused on management and strategies to support quality improvements towards 2010 and beyond. EMIS equipment provided to 64 DOETs and training completed.

4. Input 4.1 Conditions to improve quality supported: a. Staff development b. Instructional materials

Base Cost To improve quality and efficiency of upper secondary education

($) 10,131,000 2,571,000

Project reports and studies

Project completed the required input and was able to increase input to more participants. Project components were successful.

Appendix 2 21



c. Equipment d. Consulting services e. Special programs f. Operation and maintenance Subtotal 4.2 Access, equity, and participation in disadvantaged areas improved: a. Land b. Civil works c. Equipment and furniture d. Staff development e. Consulting services f. Special programs g. Operation and

maintenance Subtotal 4.3 Management strengthened a. Equipment and furniture b. Staff development c. Consultant services d. Special programs e. Operation and maintenance Subtotal 4.4 Project implemented a. Vehicles, equipment, and furniture b. Staff development c. Consulting services d. Recurrent costs Subtotal Taxes and duties Total (base cost)

11,310,000 956,000 150,000 1,393,000

26,511,000

To improve access, equity, and participation in upper secondary education in disadvantaged areas.

($) 4,764,000 19,849,000 6,305,000 514,000 52,000 2,430,000 1,750,000

35,664,000

To strengthen management capacity in upper secondary education

($) 472,000 972,000 100,000 510,000 192,000

2,246,000

($) 339,000

85,000

320,000 1,560,000 2,303,000

4,309,000

71,033,000

MOET and DOET reports Surveys of principals and teachers Field studies

DOET = (provincial) department of education and training; EMIS = education management information system; ICT = information and communication technology; IEC = information, education, and communication; MOET = Ministry of Education and Training;

TUSS = technical upper secondary school; USE = upper secondary education.

Source: ADB. 2002. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the Socialist Republic of Viet Nam for the Upper Secondary Education Development Project. Manila.

22 Appendix 2

= flow of management decisions and input

ORGANIZATION STRUCTURE FOR PROJECT IMPLEMENTATION

Source: National project implementation unit, Upper Secondary Education Development Project, 2011.

Interagency Steering Committee (Chairperson: Vice-Minister of

Education and Training)

Ministry of Education and Training

National Project Implementation Unit (project manager, deputy project

manager, 6 specialists, consultants, and administrative staff)

Provincial People’s Committees

Provincial Project Implementation Unit (provincial project manager and

administrative staff)

Provincial Department of Education and Training

Upper Secondary Schools (community groups and parents’

associations)

Appendix 3 23

SUMMARY OF CIVIL WORKS

No. Province

Number of Rooms Built

Total Classrooms Libraries Laboratories Computer

Classrooms Boarding Rooms

1 Lai Chau 114 72 8 17 9 8

2 Dien Bien 122 65 11 16 11 19

3 Son La 120 72 10 12 10 16

4 Hoa Binh 127 84 6 22 6 9

5 Lao Cai 130 84 8 27 9 2

6 Ha Giang 120 77 7 9 2 25

7 Cao Bang 101 55 6 11 6 23

8 Bac Kan 104 76 8 12 8 0

9 Lang Son 100 59 7 13 7 14

10 Bac Giang 104 73 7 14 7 3

11 Quang Binh 132 91 8 21 12 0

12 Kon Tum 131 91 7 18 7 8

13 Gia Lai 120 87 6 19 8 0

14 Dak Lak 114 48 14 38 14 0

15 Dak Nong 120 67 11 31 11 0

16 Quang Ngai 104 58 6 26 8 6

17 Ninh Thuan 92 67 5 7 5 8

18 Dong Thap 104 34 16 44 10 0

19 Kien Giang 100 54 6 6 6 28

20 Sac Trang 102 54 10 28 10 0

21 Bac Lieu 80 62 4 10 4 0

22 Ca Mau 100 90 4 5 1

TOTAL 2,441 1,520 175 406 171 169

% 100 62.19 7.17 16.71 7.01 6.92


24 Appendix 4

OVERVIEW OF TRAINING PROGRAMS AND NUMBER OF TRAINING PARTICIPANTS

No. Training No. of

Trainees

1 Overseas staff training for specialists in upper secondary curriculum, textbook, student’s learning output evaluation, education managers, and upper secondary school principals 247

2 Training for textbook and teacher training material writers 550

3 Training for pilot application of new upper secondary curriculum and textbooks 7,393

4 Training for nationwide application of new upper secondary curriculum and textbooks 15,346

5 Training for teachers from continuing education centers 4,100

6 Training for national defense–security teachers 976

7 Training in the use of teaching aid equipment for teachers 530

8 Training in new teaching methods through practice study in applied pedagogy 360

9 Training for teachers in 22 provinces to enhance their teaching capacity 26,441

10 Training for national core teachers 994

11 Training in new student’s learning output evaluation for core teachers (pilot round in Bac Ninh and Vinh Phuc provinces) 283

12 Training in vocational orientation for teachers 990

13 Training in life skills and social issues for teachers 1,192

14 Training for teachers in use of teaching software in 5 grade 10 subjects 760

15 Training for teachers in use of software as a lesson planning tool 630

16 Leadership training for upper secondary school principals in application of new curriculum and textbooks

5,018

17 Training in educational profession leadership for upper secondary school principals 692

18 Training in new student’s learning output evaluation for upper secondary school principals to encourage teachers to apply new teaching methods 550

19 Training in education leadership (on 6 special topics) for upper secondary school principals 2,690

20 Training for education managers in application of results of 6 initiatives in day-to-day management of education 1,693

21 Training in use of school mapping software 94

22 Training in nationwide application of new upper secondary curriculum and textbooks (provided by DOETs) 83,824

DOET = (provincial) department of education and training. Source: National project implementation unit, Upper Secondary Education Development Project, 2011.

Appendix 5 25

REALLOCATION OF LOAN PROCEEDS

1. First Loan Reallocation of 4 July 2007

Cat No. Category Name

Current Allocation

(SDR)

Contracted amount (SDR)

Remaining Contracts

(SDR)

Balance of Allocation

(SDR)

Proposed Reallocation

(SDR)

Revised Allocation

(SDR)

a b c (a-b-c) = d e (a+e) = f

01 Civil works 11,485,000 8,798,748 4,368,347) (1,682,095) 1,682,095) 13,167,095

02 Equipment and furniture

13,942,000 4,116,214 9,570,857) 254,929) 0) 13,942,000

03A Staff development - Overseas training

919,000 619,130 336,620) (36,750) 36,750) 955,750

03B Staff development - In-country training

4,967,000 599,530 3,878,561) 488,909) (488,909) 4,478,091

04A Consulting services - International consultants

847,000 779,966 (3,583) 70,617) 0) 847,000

04B Consulting services - National consultants

233,000 104,264 4,013) 124,723) 0) 233,000

05 Textbooks and materials

1,945,000 1,462,516 934,643) (452,159) 452,159) 2,397,159

06 Pilot initiatives / Special program

1,952,000 416,847 835,929) 699,224) 0) 1,952,000

07 Interest charge 1,799,000 0 0) 1,799,000) 0) 1,799,000

08 Unallocated 3,526,000 0 1,843,905) 1,682,095) (1,682,095) 1,843,905

99 Imprest advance 0 0 0) 0) 0) )

0

Total 41,615,000 16,897,215 21,769,292) 2,948,493) 0)

41,615,000

Cat No. Category Name

Current Allocation

($)

Contracted Amount

($)

Remaining Contracts

($)

Balance of Allocation

($)

Proposed Reallocation

($)

Revised Allocation

($)

a b c (a – b – c) =

d e (a + e) = f

01 Civil works 17,245,215 13,174,012 6,792,726 (2,721,523) 2,721,523) 19,966,738


21,084,828 6,193,162 14,335,104 556,562) 21,084,828


1,379,463 924,990 515,190 (60,717) 60,717) 1,440,180


7,498,256 879,050 5,845,316 773,890) (773,890) 6,724,366

04A Consulting services - International consultants

1,251,870 1,150,275 0 101,595) 1,251,870

04B Consulting services - National consultants

353,007 157,898 0 195,109) 353,007

26 Appendix 5


2,882,289 2,151,050 1,444,412 (713,173) 713,173) 3,595,462

06 Pilot initiatives / Special program

2,947,909 621,277 1,256,790 1,069,842) 2,947,909

07 Interest charge 2,725,184 0 0 2,725,184) 2,725,184

08 Unallocated 5,343,900 0 0 5,343,900) (2,721,523) 2,622,377

99 Imprest advance 4,323 0 0 4,323) 4,323

Total 62,716,244 25,251,714 30,189,538 7,274,992) 0)

62,716,244

2. Second Loan Reallocation of 15 August 2008

Cat

No. Category Name

Current

Allocation

(SDR)

Contracted

Amount

(SDR)

Disbursed

Amount

(SDR)

Proposed

Reallocation

(SDR)

Revised

Allocation

(SDR)

a b c d (a+d)=e

01 Civil works 13,167,095 10,332,802 7,649,554 3,227,403) 16,394,498

02 Equipment and

furniture

13,942,000

7,469,094

7,170,213

1,041,930)

14,983,930

03A Staff dev.

- Overseas

training

955,750 980,736 717,727 307,541) 1,263,291

03B Staff dev.

- In-country

training

4,478,091 1,414,077 927,003 (2,607,948) 1,870,143

04A Consulting

- International

847,000 710,109 707,609 (120,556) 726,444

04B Consulting

- National

233,000 179,607 179,606 (34,383) 198,617

05 Textbooks and

materials

2,397,159 1,941,591 1,426,078 (23,776) 2,373,383

06 Pilot initiatives

and special

programs

1,952,000 542,564 362,995 (870,956) 1,081,044

07 Interest charge 1,799,000 0 235,790 1,799,000

08 Unallocated 1,843,905 0 0 (919,255) 924,650

99 Imprest advance 0 0 1,854,005 0

Total 41,615,000 23,570,580 21,230,580 0) 41,615,000

OST = overseas staff training.

Cat

No. Category Name

Current

Allocation

($)

Contracted

Amount

($)

Disbursed

Amount

($)

Proposed

Reallocation

($)

Revised

Allocation

($)

a b c d (a + d) = e

01 Civil works 20,552,901 15,945,049 11,582,758 5,247,110) 25,800,011

02 Equipment and

furniture

22,154,250)

11,630,924

11,145,017

1,693,969)

23,848,219

03A Staff dev.

- Overseas

training

1,485,516) 1,526,136 1,098,550 500,000) 1,985,516

03B Staff dev.

- In-country

7,161,164) 2,179,843 1,387,983 (4,240,000) 2,921,164

Appendix 5 27

Cat

No. Category Name

Current

Allocation

($)

Contracted

Amount

($)

Disbursed

Amount

($)

Proposed

Reallocation

($)

Revised

Allocation

($)

a b c d (a + d) = e

training

04A Consulting

services

- International

1,275,045) 1,052,495 1,048,431 (196,000) 1,079,045)

04B Consulting

services

- National

356,667) 269,861 179,606 (55,900) 300,767)

05 Textbooks and

materials

3,675,762) 2,935,123 2,097,027 (38,655) 3,637,107)

06 Pilot initiatives /

Special program

3,126,130) 834,739 542,805 (1,416,000) 1,710,130)

07 Interest charge 2,910,734) 0 369,344 2,910,734)

08 Unallocated 2,997,729) 0 0 (1,494,524) 1,503,205)

99 Imprest advance (14,148) 0 3,000,000 (14,148)

Total 65,681,750) 36,374,173 32,541,776 0) 65,681,750)

OST = overseas staff training.

3. Third Loan Reallocation of 4 February 2010

Cat.

No. Category Name

Original

Allocation

(SDR)

Contracted

Amount

(SDR)

Balance of

Allocation

(SDR)

Proposed

Reallocation

(SDR)

Revised

Allocation

(SDR)

a b c d (a+d)=e

01 Civil works 16,394,498 16,816,859 (422,361) 985,235) 17,379,733

02 Equipment and

furniture

14,983,930

11,853,245

3,130,685)

14,983,930

03A Staff dev.

- Overseas

training

1,263,291 921,875 341,416) 1,263,291

03B Staff dev.

- In-country

training

1,870,143 1,732,836 137,307) 1,870,143

04A Consulting

services

- International

726,444 707,609 18,835) 726,444

04B Consulting

services

- National

198,617 221,715 (23,098) 89,237) 287,854

05 Textbooks and

materials

2,373,383 2,362,338 11,045) 2,373,383

06 Pilot initiatives /

Special program

1,081,044 762,367 318,677) (89,237) 991,807

07 Interest charge 1,799,000 0 1,799,000) (520,359) 1,278,641

08 Unallocated 924,650 0 924,650) (464,876) 459,774

99 Imprest advance 0 0 0) 0) 0

Total 41,615,000 35,378,844 6,236,156) 0) 41,615,000

28 Appendix 5


Cat.

No.

Category

Name

Original

Allocation

($)

Contracted

Amount

($)

Balance of

Allocation

($)

Proposed

Reallocation

($)

Revised

Allocation

($)

a b (a − b) =c d (a + d) = e

01 Civil works 25,164,814 25,819,115 (654,301) 1,518,087) 26,682,901

02 Equipment

and furniture

23,209,300 18,359,399 4,849,901)

23,209,300

03A Staff dev.

- Overseas

training

1,958,211 1,429,307 528,904) 1,958,211

03B Staff dev.

- In-country

training

2,856,163 2,643,454 212,709) 2,856,163

04A Consulting

- International

1,077,609 1,048,431 29,178) 1,077,609

04B Consulting

- National

299,567 335,349 (35,782) 137,500) 437,067

05 Textbooks

and materials

3,586,360 3,569,250 17,110) 3,586,360

06 Pilot initiatives

and special

programs

1,657,390 1,163,712 493,678) (137,500) 1,519,890

07 Interest

charge

2,787,223 0 2,787,223) (801,789) 1,985,434

08 Unallocated 1,432,422 0 1,432,422) (716,298) 716,124

99 Imprest adv. 92,926 0 92,926) 92,926

Total 64,121,985 54,368,017 9,753,968) 0) 64,121,985

Ap

pe

ndix

6 29

ALLOCATION OF LOAN PROCEEDS AT PROJECT COMPLETION (SDR)

Cat. No. Category Name Allocation

Contracted Amount %

Uncontracted Loan Disbursed %

Undisbursed Loan Balance

01 Civil works 17,379,733 17,355,813 99.86 23,920) 17,035,746 98.02 343,987)

02 Equipment and furniture 14,983,930 14,680,189 97.97 303,741) 14,667,459 97.89 316,471)


1,263,291 1,245,928 98.63 17,363)

1,244,064 98.48 19,227)


1,870,143 1,877,066 100.37 (6,923)

1,602,702 85.70 267,441)

04A Consulting services - International

726,444 736,013 101.32 (9,569)

732,863 100.88 (6,419)

04B Consulting services - National

287,854 307,070 106.68 (19,216)

306,834 106.59 (18,980)

05 Textbooks and materials 2,373,383 2,433,340 102.53 (59,957) 2,369,135 99.82 4,248)

06 Pilot initiatives / Special programs

991,807 1,042,338 105.09 (50,531)

1,007,079 101.54 (15,272)

07 Interest charge 1,278,641 1,278,641) 1,134,190 144,451)

08 Unallocated 459,774 459,774) 0 459,774)

99 Imprest advance 0 0) 0 0)

Total 41,615,000 39,677,757 95.34 1,937,243) 40,100,073.00 96.36 1,514,927)

Source: ADB.

30 Appendix 7

COMPARISON OF PROJECT COST AT APPRAISAL WITH ACTUAL EXPENDITURE

Component

Appraisal Estimate

($ million) Actual

($ million)

Actual vs Appraisal

(%)

A. Base cost

1. Supporting conditions or quality improvement in USE

26.51 32.53 123

2. Improving access, equity, and participation in USE in disadvantaged areas

35.66 46.69 131

3. Strengthening management of USE 2.25 1.11 49

4. Project implementation 2.3 1.35 59

5. Taxes and duties 4.31 1.3 30

Subtotal (A) 71.03 82.98 117

B. Contingencies

1. Physical contingencies 3.55 0 0

2. Price contingencies 3.04 0 0

Subtotal (B) 6.59 0 0

C. Interest charge 2.38 1.76 74

Total 80.00 84.74 106

USE = upper secondary education.

31

YEARLY DISBURSEMENTS OF LOAN PROCEEDS ($)

Cat. Category Name 2004 2005 2006 2007 2008 2009 2010 2011 Total

1 Civil works 0 816,078 3,481,554 6,579,048 4,182,723 5,877,869 5,247,332 5,653 26,190,257


441,827 122,806 626,696 5,283,055 5,410,508 4,131,071 5,137,094 1,579,783 22,732,840


0 0 631,029 155,052 643,153 0 492,840 0 1,922,074


128,659 172,058 415,932 665,943 607,320 259,106 189,756 0 2,438,774

4A Consulting services - International

0 260,778 534,384 220,530 32,739 0 0 40,140 1,088,571

4B Consulting services - National

902 902 166,945 72,612 59,246 34,388 62,568 70,620 468,183


322,381 504,278 900,318 370,050 761,839 493,774 228,213 0 3,580,853

6 Pilot initiatives / Special programs

206,231 20,344 119,785 159,032 320,733 304,406 411,229 0 1,541,760

7 Interest charge 3,339 12,970 53,715 158,205 301,866 401,465 512,710 315,294 1,759,564

9 Imprest advance 0 0 0 0 0 0 0 0 0

Total 1,103,339 1,910,214 6,930,358 13,663,527 12,320,127 11,502,079 12,281,742 2,011,490 61,722,876

% of Total 1.79% 3.09% 11.23% 22.14% 19.96% 18.64% 19.90% 3.26% 100% Source: ADB

Ap

pe

ndix

8 31

32 Appendix 9

STATUS OF COMPLIANCE WITH LOAN COVENANTS (FINAL)

Covenant Reference Target Date Actual Date Status

1

The Borrower shall make available, promptly as needed, the funds, facilities, services, land and other resources which are required, in addition to the proceeds of the Loan, for the carrying out of the Project and for the operation and maintenance of the Project Facilities

Loan Agreement Article 4.02

Complied with

2

In the carrying out of the Project, the Borrower shall cause competent and qualified consultants and contractors, acceptable to the Borrower and the Bank, to be employed to an extent and upon terms and conditions satisfactory to the Borrower and the Bank. The Borrower shall cause the Project to be carried out in accordance with plan, design standards, specifications, work schedules and construction methods acceptable to the Borrower and the Bank. The Borrower shall furnish, or cause to be furnished, to the Bank, promptly after their preparation, such plans, design standards, specifications and work schedules, and any material modifications subsequently made therein, in such detail as the Bank shall reasonably request.


(a, b)

Complied with

3 The Borrower shall ensure that the activities of its departments and agencies with respect to the carrying out of the Project and operation of the Project facilities are conducted and coordinated in accordance with sound administrative policies and procedures.


Complied with

4 The Borrower shall make arrangements satisfactory to the Bank for insurance of the Project Facilities to such extent and against such risks and in such amounts as shall be consistent with sound practice. Without limiting the generality of the foregoing, the Borrower undertakes to insure or cause to be insured, the goods to be imported for the Project and to be financed out of the proceeds of the Loan against hazards incident to the acquisition, transportation and delivery thereof to the place of use or installation, and for such insurance any indemnity shall be payable in a currency freely usable to replace or repair such goods.


(a, b)

Complied with

Appendix 9 33


5 The Borrower shall maintain, or cause to be maintained, records and accounts adequate to identify the goods and services and other items of expenditure financed out of the proceeds of the Loan, to disclose the use thereof in the Project, to record the progress of the Project (including the cost thereof) and to reflect, in accordance with consistently maintained sound accounting principles, the operations and financial condition of the agencies of the Borrower responsible for the carrying out of the Project and operation of the Project facilities, or any part thereof. The Borrower shall enable the Bank, upon the Bank’s request, to discuss the Borrower’s financial statements for the Project and its financial affairs related to the Project from time to time with the Borrower’s auditors, and shall authorize and require any representative of such auditors to participate in any such discussions requested by the Bank, provided that any such discussion shall be conducted only in the presence of an authorized officer of the Borrower unless the Borrower shall otherwise agree.


(a, c)

Complied with

6 The Borrower shall furnish, or cause to be furnished, to the Bank all such reports and information as the Bank shall reasonably request concerning (i) the Loan, and the expenditure of the proceeds and maintenance of the service thereof; (ii) the goods and services and other items of expenditure financed out of the proceeds of the Loan; (iii) the Project; (iv) the administration, operations and financial condition of the agencies of the Borrower responsible for the carrying out of the Project and operation of the Project facilities, or any part thereof; (v) financial and economic conditions in the territory of the Borrower and the international balance-of-payments position of the Borrower; and (vi) any other matters relating to the purposes of the Loan.


(a)

Complied with

7

The Borrower shall enable the Bank’s representatives to inspect the Project, the goods financed out of the proceeds of the Loan and any relevant records and documents.


Complied with

34 Appendix 9


8 The Borrower shall establish immediately after the Effective Date, an Imprest Account at a commercial bank designated by the SBV and acceptable to ADB. The amount to be deposited into the imprest account shall not exceed the equivalent of $2.0 million. The SOE procedure may be used for reimbursement of eligible expenditures (not to exceed the equivalent of $100,000 on any individual payment) to liquidate advances provided in the imprest account.

Loan Agreement

Sch. 3, para. 8

(a, b)

Immediately after loan

effectiveness (22 Mar 2004)

July 2004

Complied with

9 The Government, through MOET, will conduct initial baseline studies and surveys to establish appropriate key indicators for monitoring and evaluating project implementation. Further, the Government, through MOET, will undertake periodic surveys, in the third and sixth year of project implementation, to monitor relevant indicators and to institute revision or improvement in implementation schemes, where necessary.

Loan Agreement

Sch. 6, para. 6

Within 3 months of loan effectiveness (22 Jun 2004)

June 2004 Complied with

10 The Borrower, through MOET, shall submit to ADB the names of the participating provinces in the pilot initiatives as required under Component C of the Project.

Loan Agreement

Sch. 6, para. 13

Within 3 months of loan effectiveness

(22 June 2004)

June 2004 Complied with.

11 The Borrower, through MOET, shall designate one model upper secondary school for each of the 64 provinces and shall submit to ADB a list containing the names and location of the designated model upper secondary schools.

Loan Agreement

Sch. 6, para. 7

Within 6 months of loan effectiveness (22 Sep 2004)

Nov 2004

Complied with; for approval

12 The Borrower, through MOET, shall identify the first year of school construction and replacement program as set out under Component B of the Project. Further, the Borrower, through MOET, shall submit to ADB the details of school construction and replacement program at least one year prior to the commencement of the program.

Loan Agreement

Sch. 6, para. 9


Nov 2004

Complied with

13 The Borrower, through MOET, shall establish and submit criteria acceptable to ADB for the selection of candidates for overseas training.

Loan Agreement

Sch. 6, para. 8


Oct 2004 Complied with

14 The Borrower shall (i) maintain, or cause to be maintained, separate accounts for the Project; (ii) have such accounts and related financial statements audited annually, in accordance with appropriate auditing standards consistently applied, by independent external auditors whose qualifications, experience and TOR are acceptable to ADB; (iii) furnish to ADB, as soon as available but in any event not later than nine (9) months after the end of each related fiscal year, certified copies of such audited accounts

Loan Agreement

Art. 4, Section 4.06(b)

30 Sep 2005 and every year

thereafter

Complied with; external audit reports submitted

Appendix 9 35


and financial statements and the report of the auditors relating thereto (including the auditor’s opinion on the use of the Loan proceeds and compliance with the covenants of the Loan Agreement as well as on the use of the procedures for imprest account/statement of expenditures), all in English language.

15 The Borrower shall furnish, or cause to be furnished, to ADB quarterly reports on the carrying out of the Project and on the operation and management of the Project facilities.

Loan Agreement

Art. IV, Section 4.07(b)

30 Sep 2004 and every

quarter thereafter

Complied with; quarterly reports submitted

16 No withdrawals shall be made from the Loan Account until the following conditions have been met: (i) provincial departments of education and training (DOETs) shall have appointed the members of the PPIU at least in the 20 provinces designated under Component B of the Project; and (ii) DOET, though MOET, shall have submitted to ADB, a letter from each of the 20 provinces confirming their commitment to participate in the Project and for the provision of budget to maintain the Project facilities.

Loan Agreement

Sch. 3, para. 9

(a, b)

Complied with; number of provinces increased from 20 to 22

17 The Borrower shall establish, by the end of 2005, a student-based education management information system (EMIS) that will enable the tracking of upper secondary graduates in both higher education and the work environment and generate feedback for improving the implementation of diversified curricula.

Loan Agreement

Sch. 6, para. 14

31 Dec 2005 Complied with

18 The Government, through MOET, will ensure priority be given to the gender and ethnic minority development through the implementation of the gender and ethnic minorities action plan, prepared in accordance with ADB’s Policies on Gender and Development and Indigenous Peoples. The Government, through MOET, will further ensure that (a) in selecting the participants for all training activities, priority will be given to women to achieve participation of women in each training activity at a level at least proportionate to their representation in the groups of candidates from among whom the selection is made; and (b) in order to increase the quality and access of upper secondary education received by ethnic minorities, ethnic minorities will have equal opportunities to participate in training activities. The Project’s impact on ethnic minorities will be observed during project monitoring and evaluation.

Loan Agreement

Sch. 6, para. 15

31 Dec 2009 Complied with

19 Promptly after physical completion of the Project, but in any event not later than three (3)

Loan Agreement

30 Sept 2009 Complied with

36 Appendix 9


months thereafter or such later date as may be agreed for this purpose between the Borrower and ADB, the Borrower shall prepare and furnish to ADB a report, in such form and in such detail, on the execution and initial operation of the Project, including its cost, the performance by the Borrower of its obligations under the Loan Agreement and the accomplishment of the purposes of the Loan.

Art. IV, Section 4.07(c)

20 The Borrower shall ensure that the Project facilities are operated, maintained and repaired in accordance with sound administrative, financial, engineering, environmental, educational and maintenance and operational practices.

Loan Agreement

Art. IV, Section 4.09

Complied with

21 An Inter-Agency Steering Committee (IASC), consisting of representatives of the MOET including the Department of Secondary Education, and Department of Planning and Finance, Teachers Department, and National Institute for Education Science, as well as the Ministry of Planning and Investment, Ministry of Finance, State Bank of Vietnam and Office of the Government, shall be chaired by a Vice Minister of MOET. IASC shall be responsible for providing overall guidance to the Project, monitor project activities and outputs, and assist coordination and liaison with other government agencies.

Loan Agreement Sch. 6 para.

2

15 Mar 2004 Complied with

22 The National Project Implementation Unit (NPIU) shall oversee day-to-day implementation of Project activities, and shall consist of manager, deputy manager and staff appointed by MOET. The NPIU Manager shall be a member of IASC, and shall report directly to IASC. NPIU shall be supported by (i) six specialists for (a) administration and finance, (b) monitoring and evaluation, (c) civil works, (d) procurement, (e) textbook development and (f) staff development; (ii) other members comprising of senior staff of concerned MOET departments and institutes, specifically assigned to implement Project activities at the central level; (iii) two international consultants, consisting of one management advisor and one mid-term review specialist, and two domestic consultants, consisting of a project management specialist and a monitoring and evaluation specialist; and (iv) administrative staff consisting of secretaries, translators, a finance officer, and other support staff, as required. Equipment and operating resources for the NPIU shall be provided under the Project. The NPIU shall have overall responsibility for planning, budgeting,

Loan Agreement

Sch. 6, para. 3

Complied with

Appendix 9 37


monitoring, reporting, and in undertaking various studies, and shall coordinate the work of the PPIUs. Curriculum, textbook and in-service training, and other sub-components shall be supported through the Government’s own scheme for implementation of the diversified curriculum, and shall be managed and implemented by the NPIU. The NPIU shall also be responsible for coordinating the work of consultants.

23 The Provincial Project Implementation Unit (PPIUs), one in each of the selected Project provinces, located in existing DOETs, shall coordinate, plan, implement, monitor, and supervise, and report to the NPIU on project activities at the provincial level. Each PPIU shall consist of a provincial Project Manager and basic administrative staff from existing DOET personnel, with support being provided by various specialist staff from provincial government departments as required. PPIUs shall undertake general project management and implementation activities, and shall be responsible for managing and implementing in-service teacher training, coordinating school construction/replacement program, and other capacity building activities. PPIUs shall report to the NPIU on progress and results of activities under their management and implementation.

Loan Agreement

Sch. 6, para. 4

Complied with

24 Without prejudice to Section 4.02 of the Loan Agreement, the Borrower shall ensure that all necessary counterpart funds for project implementation are provided in a timely manner and, to such end, the Borrower shall make timely submissions of annual budgetary appropriation requests and take all other measures necessary or appropriate for prompt disbursement of appropriate funds during each year of the Project implementation.

Loan Agreement

Sch. 6, para. 5

Complied with; government counterparts funds provided on time

25 The Borrower, through MOET, shall ensure that new schools to be constructed are precisely located by school mapping in areas requiring access for lower secondary graduate from poor, ethnic minority and disadvantaged areas, and that the school mapping is completed at least one year prior to construction of new schools. Further, the Borrower, through MOET, shall submit to ADB the details of school construction and replacement program at least one year prior to the commencement of the program.

Loan Agreement

Sch. 6, para. 10

Complied with

26 The Borrower and the MOET, shall ensure that construction of new schools shall be carried out on vacant public land or commune reserve land. In the event no vacant public land is

Loan Agreement

Sch. 6, para. 11

Complied with

38 Appendix 9


available and community or household land might be needed, a detailed community decision-making process for site selection as specified in the Project design shall be strictly followed. The procedure involved; First, the identification of possible land by the commune through a process of household level consultation including a process of grievance redress. Second, the district people’s committee shall confirm that: (i) the land selected has no housing or enterprise, no encroachers or squatters; (ii) the contribution of land by any one household is not more that 5% of the household’s total landholding; (iii) the contributors are not poor; (iv) the commune will guarantee to replace any lost assets at replacement cost and replace any lost income/livelihoods, and compensation to be paid shall be in accordance with ADB’s Policy on Involuntary Resettlement; and (v) the people affected will provide verbal or written agreement to the arrangement. Further, the Borrower, through MOET, shall ensure that the PPIUs check each case before award of civil works contracts that these procedures are followed and provide a written report to ADB together with contract documentation for endorsement prior to the award of the civil works contracts.

27 The Borrower shall ensure the continuation of the existing textbook lending scheme to ensure that improved textbooks for the new curriculum are made accessible to poor and disadvantaged students in all priority provinces.

Loan Agreement

Sch. 6, para. 12

Complied with

28 The Borrower and MOET shall ensure that the site selection, design, construction, replacement work and operation of school facilities shall be implemented in line with ADB’s environmental guidelines.

Loan Agreement

Sch. 6, para. 16

Complied with

Appendix 10 39

GENDER ACTION PLAN (UPDATED)

A. PROJECT DESCRIPTION 1. The Upper Secondary Education Development Project was designed to contribute to a reduction in poverty by modernizing and expanding educational opportunities and increased participation in upper secondary education (USE). The project components involved (i) supporting quality improvement in USE through new curriculums, textbooks, teaching methods, learning materials and equipment, training of school managers, and development of student assessment systems; (ii) improving access, equity, and participation in USE in 22 disadvantaged provinces through new or improved schools and facilities, study support programs, and information, education, and communication (IEC) programs; and (iii) strengthening the management of USE. Included in the targeted group are females, especially those from ethnic minority and isolated communities. B. GENDER ANALYSIS AND PROJECT DESIGN FEATURES

1. Gender Issues and Gender Action Plan Features

2. Access, equity, and participation in USE have improved markedly over the past decade, with increasing enrollment among females and ethnic minorities. However, wide disparities still remain in and between provinces. The poor have much more limited access to all levels of education than the higher-income groups. Many more ethnic minority children, especially girls, continue to face obstacles to attending school, especially upper secondary schools, because of several factors such as physical and cultural isolation and gender inequality. Despite government initiatives, discriminatory practices and traditions undermine the rights and needs of ethnic minority girls and women. 3. The project focused on ensuring that females were well represented as participants and beneficiaries in all activities, including the development of support materials. Extensive training in gender was an integral component of all training activities in order to improve the participation rate and promote the interests of girls and women, especially those from ethnic minority and isolated communities.

2. Overall Assessment of Gender-Related Results and Achievements 4. The project was highly successful in achieving all targets within budget. Although both its starting and finishing dates varied from the original design because of a revision in the scope of the project to include an additional two disadvantaged provinces and some new activities, the delay did not have any negative effect on the implementation of the project as a whole and of the gender and ethnic minority action plan (GEMAP) in particular, and the gender aspects of the project in particular were highly successful. 5. The gender consultant played a central role in ensuring that all project activities were sensitive to, and addressed, gender and ethnic minority issues, and that, where possible, improved opportunities and performance of females and ethnic minority students were achieved. 6. The following statistics highlight the overall success of the implementation of the GEMAP:

(i) Within the 22 disadvantaged provinces, from 2004 and 2009, female student

40 Appendix 10

participation rate increased by 14.5% compared with the national figure of 11.2%; (ii) For ethnic minority students the participation rate increased by 11.19%,

compared with 8.4% nationwide; (iii) Between 2004 and 2009, the percentage of female teachers increased by 14.5%,

compared with the national figure of 11.2%; (iv) Student enrollment increased by 5.2%, compared with 2.9% nationwide; and (v) Over 90,000 teachers, 53.4% of them female and 11.7% from ethnic minorities,

participated in a range of training programs, all of which addressed the issue of improving the participants’ sensitivity to, and knowledge of, gender and ethnic minority participation and learning.

C. Gender Equality Results

1. Participation, Access to Project Resources, and Practical Benefits a. Output 1: Supporting Conditions for Quality Improvement in

Secondary Education 7. This output included the development of a new curriculum that was more sensitive to gender and ethnic minority issues; the improvement of teaching practice in recognition of the need to address the different learning needs of various groups; and the production of a wide range of support materials. Specifically, the following were achieved under output 1:

(i) A total of 4,906,993 books, comprising 77 titles in different subjects, which were sensitive to, and addressed the central issues of gender and ethnic minority students’ learning needs, were produced;

(ii) A total of 27 videotapes and 2,403 CDs that also addressed the needs of females and ethnic minority students were produced;

(iii) A total of 35,000 leaflets were distributed in communities and publications and pamphlets on issues including life skills, gender education, children’s rights, ethnic minorities, and preservation of ethnic minority culture were produced, distributed, and supported through training programs; and

(iv) Training in innovative teaching methods was provided to over 80,000 teachers. The training in curriculum development and teaching methods, and in-service training, all of which included gender and ethnic minority topics, benefited 516 core teachers, 676 local core teachers, 109 teacher educators (53% female and 10% ethnic minority), and 11,970 students (50.01% female and 26.23% ethnic minority)

b. Output 2: Improving Access, Equity, and Participation in Upper

Secondary Education in Disadvantaged Areas 8. Under output 2, the following were achieved:

(i) An additional 2,441 rooms, comprising 1,520 classrooms, 175 libraries, 406 laboratories, 169 boarding rooms, and 171 computer rooms, were constructed, resulting in improved access to specialized facilities.

(ii) The number of classrooms increased by 15.7%, reducing classroom usage and enabling the adoption of more active learning approaches.

(iii) The 169 boarding rooms enabled females and ethnic minority students from isolated communities to continue their education to upper secondary level.

(iv) Twenty-two ethnic minority boarding schools were selected to serve as regional resource centers and received computers, laboratory equipment, digital language

Appendix 10 41

laboratories, libraries, audiovisual equipment, office equipment, and furniture. (v) Access to upper secondary schools in ethnic minority areas within the targeted

provinces improved as new schools were constructed at a ratio of one school per 239 square kilometers (km2), compared with the 2004 figure of one school per 297.8 km2.

(vi) Thirty-eight vocational education centers were upgraded into technical centers for career counseling to support students, especially females, in considering a broader range of career options.

(vii) Extensive training programs were conducted in support of all materials produced. c. Output 3: Strengthening the Management of Upper Secondary

Education 9. School administrators and parents were trained in ways of improving female and ethnic minority students’ participation and completion in USE. The project contributed to increasing female student participation in USE by 14.47%, compared with the national figure of 11.19%, through targeted and extensive training and support programs for students, parents, local community members, teachers, core teachers, curriculum writers, principals, and local and central education officials. All programs and support materials were designed to give high importance to improving the relevance and quality of programs and materials to effectively address the needs of females and ethnic minority students. In addition, the provision of additional schools and improved facilities enabled students in isolated communities, especially females and ethnic minority students, to gain access to schools where the teachers could better address individual needs, with the help of improved facilities.

“Upon graduating from lower secondary school, I thought I could not proceed to upper secondary level because we are poor,” says Thach Thi Mai Anh, of Kh’mer ethnic minority, from Phu Tam commune, Chau Thanh district, Soc Trang province. “I thought I would have to help my mother in the field. Thankfully, I was able to enroll in Phu Tam Upper Secondary School, with the support of my respected teachers, friends, and sponsors. I found out when I was already enrolled that it was through the Asian Development Bank project, the Upper Secondary Education Development Project, that the school was able to construct more classrooms, additional infrastructure, and facilities, and to improve the teaching skills of the teaching staff. All these made it possible for the school to take in more students like me.”

Mai Anh’s father died before she was born, so she was raised by her mother, who can neither read nor write. Because they are poor, Mai Anh did not think that she could continue her studies after graduating from lower secondary school. It was a dream come true for her to be able to enroll in upper secondary school.

According to her, the ADB project helped her school build more rooms, including five classrooms and three experimental rooms for physics, chemistry, and biology, a library full of books, a reading room, an administration room, and a computer room with 25 desktops, and photocopiers, printers, projectors, object projectors, and desks.

“All the classrooms are spacious, bright, airy, and prepared to accommodate more students, and to help us learn in the best conditions ever,” Mai Anh points out. “Lessons are supported by projectors with

42 Appendix 10

lively images and clear sound, helping us become more interested and learn the lessons. The experimental rooms are places where we practice our lessons and learn team-building skills. The libraries are filled with reading materials and they are good places for us to read after our classes.”

She also observes that her teachers have improved their teaching skills through training workshops held under the project and are providing their students with creative lessons, including survival skills.

Mai Anh has been working hard to get good grades at the Phu Tam Upper Secondary School. She dreams of going to university. “Fortunately, an aunt of mine, who is poor and is an ordinary factory worker in Bien Hoa City, promised to take care of my food needs if I can enter university. I decided to sit the exams for Can Tho University, majoring in mathematics teaching, and Can Tho Medicinal and Pharmaceutical University, majoring in general medicine. I ended up with 22 entrance points (three subjects), already including one bonus point for prioritized areas. With such a result, I hope to pass and become a student at either school.” She attributes these good results to her efforts to overcome her childhood hardships.

“Once I graduate,” Mai Anh says, “I will do my best to enlighten my family, teachers and sponsors, the very people who have been supporting me.”

2. Strategic Changes in Gender Relations

10. Publications, videos, and media resources were developed under the project to showcase the importance of education for girls, the talents of female ethnic minority students, the need for female teachers, and other gender and ethnic minority issues. These were distributed to a wide audience within the project communities, as follows:

(i) Two videos promoting the talents of female ethnic minority students from Dak Lak and Lang Son, which were screened on local TV, were produced.

(ii) A total of 90,000 copies of a “schoolgirl’s handbook” were produced and distributed.

(iii) A total of 8,000 copies of a publication titled Friendly Schools addressed issues related to gender and equity and the importance of education in providing females with increased power and influence.

(iv) Publications and media resources, including Educational Journal, Education Equipment Magazine, Education Times, and a documentary film about ethnic minority students who had achieved excellent results, were produced and distributed.

(v) Research was carried out in 22 disadvantaged provinces on how to better support girls and ethnic minority students and, as a result, 46,286 vocational handbooks and career advisory software were produced for use within the 22 provinces.

(vi) A total of 1,301 master trainers were trained in the use of the foregoing materials and extensive training programs were conducted in support of all materials produced.

11. In addition, 3,000 copies of a publication titled Vietnam’s Excellent Teachers, which highlighted the need for more female teachers, especially at upper secondary level, and the career options available to them within the education system, were developed and distributed. 12. This second story told by Ung Thi Kieu Ngoc shows the longer-term impact of the project and provides an insight into the difficulties faced by many students and how, with appropriate support and improved school conditions, an increasing number of students, especially girls, are breaking the cycle of poverty and disadvantage.

Appendix 10 43

“When I entered upper secondary school, my family was too poor to get myself a traditional dress as a school uniform,” says Ung Thi Kieu Ngoc, of Kh’mer ethnic minority, in Cu Lao DZung district, Soc Trang province.. “The head teacher, after finding out about my situation, presented me with one. I also received scholarships from the school and from several sponsors. The assistance has enabled me to overcome difficulties and kept me in school until now. In the coming school year, 2013–2014, I will be a 12th grader. I will be in the final year of upper secondary school before going to university and leaving Doan Van To School, where I have come to realize that around me are not only my family members but also friends, teachers, and sponsors willing to help me. Up to now, my school has been providing free lunch to 12th graders taking morning and afternoon classes.”

Kieu Ngoc’s school is a beneficiary of the Upper Secondary Education Development Project. With project support, the school is now complete with sufficient classrooms, experimental rooms, and a computer room. Lessons in physics, chemistry, and biology have become more interesting, and the use of projectors in classrooms captures the students’ interest and enables them to understand faster and learn their lessons. According to Kieu Ngoc, the students are also enjoying the spacious, airy, and fully equipped classrooms. Since the computer room has become operational, their computer skills have improved and they can now use the internet to expand their knowledge and make their work more interesting. The school now has a beautiful library, where the students can get reference books.

“Had it not been for the assistance from my family members, teachers, the Representative Board of Students’ Parents, and sponsors,” Kieu Ngoc adds, “I don’t think I could have gone to upper secondary school, and had it not been for project support, Doan Van To School might not have enjoyed such conveniences leading to these improved teaching and learning results. I am proud of my school and I have promised myself to do my best to learn, despite the difficulties and my family conditions.”

Kieu Ngoc has experienced hardship since she was very little. She was born in a poor rural village in An Thanh Dong commune. When she was 6 years old, her parents separated and she and her younger sister stayed with their mother. After a while, their mother, who finished grade 9, had to leave them to work as a laborer in Ho Chi Minh City. Kieu Ngoc had to stay with the family of an uncle while her sister went to live with their maternal grandmother. Later on, she had to go and live with an aunt (her father’s older sister). While in 6th grade, she lived with her maternal grandmother, who eventually suffered a stroke and became paralyzed. Kieu Ngoc’s mother had to beg and borrow money to sustain her paralyzed mother and two little children.

A few times, Kieu Ngoc offered to quit school because of their situation, but her mother always urged her to continue her studies.

“So all the time I have tried as much as I could to bring joy to my mother and to deserve all that everyone else has given me over the last 11 years. From elementary to upper secondary school, I have been recognized as an excellent student.”

Kieu Ngoc is determined to go to university.

Source: Interview with Ung Thi Kieu Ngoc in Cu Lao DZung district, July 2013.

44 Appendix 10

3. Contribution of Gender Equality Results to Overall Loan Outcomes and Effectiveness

13. The project was designed to improve access to, and the quality and relevance of, USE in disadvantaged provinces. Incorporating gender issues in curriculum development and training activities, ensuring equal access of female and male teachers to training, constructing schools and facilities in areas where girls and ethnic minorities needed support—all these contributed to the improved access of girls to USE in the project areas, and to the achievement of the project objectives.. 14. The materials produced were all written with the clear intent of avoiding any gender stereotypes and promoting cultural and gender sensitivity. The curriculum and training materials included topics relevant to gender and ethnic minority issues, preservation of indigenous knowledge and economic development of ethnic minority areas. As these materials have been tested and reviewed as part of the project’s activities, it is the intention of government to use all the materials nationwide. The influence of the project will therefore extend beyond the 22 project provinces to all provinces. 15. As the project was designed to address issues of equity, quality, and access, an extensive civil works program was provided to an increased number of upper secondary schools, thus improving the access of students to those schools. As a result, more equal opportunities for enrollment were given to students in isolated communities, especially females, resulting in an increase in enrollment among females and ethnic minority students. Through the boarding facilities provided under the project, students who previously had no access to USE gained such access. Current inequalities, an issue central to the design of the project, were thus addressed. As no resettlement issues were encountered, there was no negative impact on local ethnic minority community landholdings. 16. In 2004 the percentage of upper secondary student enrollment in the targeted provinces was 21.2%, compared with the national average of 23.9%, while in 2009 the corresponding figures were 21.67% and 23.79%, respectively. This indicates that the gap between the project schools’ in enrollment and the national average, has narrowed, resulting in improved equity. Over the same period, the percentage of female students tended to increase (48.25% in 2004, 48.45% in 2005, 48.24% in 2006, 50.37% in 2007, 52.26% in 2008, and 52.50% in 2009). While these figures are encouraging, support should continue to be provided in order to build on the successes so far, as female enrollment in the most disadvantaged provinces is still below desired levels. 17. Training activities were undertaken to best ensure that principals and other local leaders realized that, unless significant attention was given to addressing female participation and achievement, the aims of the project would not be realized. Six pilot studies were undertaken. They pertained to school financing, school–community partnerships, administrative roles and responsibilities, school management in disadvantaged areas, socialization of USE in rural and remote areas, and regulatory measures needed to manage nonpublic schools. A total of 1,693 education managers and teachers attended training programs based on the findings of the pilot studies. As improved equity was a central outcome sought, the pilot studies provided an opportunity for research into the approaches to equity that would best enable the project to realize its central goal of increasing female and ethnic minority student participation.

Appendix 10 45

C. LESSONS AND RECOMMENDATIONS 18. The design of the project, which encompassed activities that involved the community and sought their input, provided an opportunity for the value of education to be discussed especially in rural and remote communities. The design included publications on girls’ education and on vocational training. The project’s success in increasing the participation rates of females provides considerable evidence of how future projects might effectively address the issue of increased female participation in USE. Some of the critical factors associated with the project’s success were the following: (i) the need for a clear understanding of the importance of improving gender equity by all involved; (ii) training of education managers at all levels and teachers in the importance of values and attitudes that encourage female and ethnic minority participation and success; (iii) extensive training for principals so that they ensured that equity was addressed within their schools; and (iv) training of students, who were thus able to understand better the importance of education as an opportunity provider for all and as the major means of overcoming disadvantage. 19. The sustainability of the gains made by the project are likely to be maintained as the project worked closely with the Ministry of Education and Training (MOET) and its offices, the departments of education and training (DOETs) in the provinces, and local communities, as well as local schools. In this way the project provided a focus that was shared by the government and all education authorities and will enable the policies and programs to be continued and applied nationwide. The project has helped raise awareness of the importance of gender and ethnic equity among managers, teachers, and students. This awareness will continue beyond the life of the project and will promote the more extensive use of the successful strategies developed under the project.

20. Recommended improvements As the project was implemented before the current GEMAP was formulated, it was fortunate that it kept a wider range of performance indicators than required within the original design. Future projects must build into their design the data requirements for each component that will enable the gender impact of the project to be assessed.

(i) Future projects should, as part of their design, require the collection of baseline data and provide specific criteria for evaluating the effectiveness of approaches to improving educational opportunities for specific groups, including girls, ethnic minority students, poor children, disabled students, and children from disadvantaged regions. At the completion of the project, each targeted school should be required to demonstrate that they have brought benefits to the target groups mentioned above.

(ii) In order to ensure that any gains made are shared nationally, projects need to be better linked to MOET initiatives, such as research iinto how best to improve access to education for girls, ethnic minority students, poor children, disabled students, and students in disadvantaged regions. This will promote the long-term sustainability of the project.

(iii) In future projects, the leaders involved in the project must not only be supportive of increased equity but also have experience in the successful implementation of activities that have improved equity outcomes.

(iv) The timing of project activities needs to be better aligned with national initiatives and timelines.

46 Appendix 10

GENDER ACTION PLAN (GAP) MONITORING TABLE

Date of Update: 19 June 2013 Project Title: Upper Secondary Education Development Project Country: Viet Nam Project No. VIE: 28309 Type of Project (Loan/Grant/TA): Loan: 1979–VIE Approval and Timeline: Gender Category: EGM Mission Leader: Eiko K. Izawa Project Impact: Increased number of school graduates and teachers

including trainees, with improved knowledge and skills Project Outcome: Improved quality and efficiency of upper secondary

education service delivery.

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Gender Action Plan Progress to Date Issues and Challenges

Component 1: Supporting Conditions for Quality Improvement in Upper Secondary Education

1. Curriculum Development 1.1 Curriculum development specialists will be trained in

gender and ethnic minority issues and diversity. The new diversified curriculum will be sensitive to gender and ethnic minority issues (social, cultural, and economic diversity).

1.2 Optional topics relevant to gender and ethnic minority issues, preservation of indigenous knowledge, and economic development of ethnic minority areas will be included

Responsibility: NPIU, PPIU Time: From Year 2004 to 2008

Accomplished 1.1 Training for 101curriculum development

specialists on gender and ethnic minorities and how to apply this understanding when writing and carrying out training courses has been undertaken. (see 2.1 below)

Accomplished 1.2 The chosen topics include information on

the ethnic minorities and basic economic, cultural and social characteristics of ethnic groups and the government’s policies on economic, cultural, and social development for the mountainous and ethnic minority areas, especially on the issues of gender and the preservation and promotion of the cultural identity of ethnic minorities.

1.1 The training was

important in changing some stereotypes that were present in some older materials. Attention to this matter will need to be continuously monitored.

1.2 There is a need to ensure

that as new materials are provided that current policies and new knowledge is reflected in the topics chosen.

2. Teaching Methods 1.1 Teaching methods for the diversified curriculum will be

sensitive to gender, and ethnic and cultural diversity Responsibility: NPIU, PPIU Time: From Year 2005 to 2009

Accomplished 2.1 While being trained in innovative teaching

methods, over 80,000 teachers were trained to be knowledgeable and sensitive to the needs of female and ethnic minority students including 516 core teachers, 676 local core teachers and 109 teacher educators of which 53% were female, and 10% from an ethnic minority.

2.1 It is critical that new

training programs continue to train teachers based on new research findings on how to improve female and ethnic majority participation and achievement.

3. In- service Training 3.1 In-service training will include topics on gender issues,

ethnic and cultural diversity, indigenous language instruction, and learning styles of girls and diverse ethnic minority groups.

3.2 Master trainers will conduct in-service training delivery of summer school programs. New teachers will be trained and assigned to teach in special programs. Skills of

Accomplished 3.1 In-service-training included units on

gender, ethnic and cultural diversity, indigenous language instruction, and learning styles of girls and diverse ethnic minority groups.

Accomplished 3.2 Master trainers conduct in-service training

delivery of summer school programs for 22 disadvantaged provinces, the project hired 6 teacher training colleges or faculties to

3.1 See comment above (2.1). 3.2 While the design

requirements in the project documents were fully accomplished it was felt

48

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teachers in poor areas will be upgraded.

3.3 In selecting participants for in-service teacher training, priority will be given to women to achieve at least the same proportion of women’s participation as in the overall pool of the in-service trainees.

3.4 Through student-centered learning approaches, the

learning needs of females and ethnic minority students will be included in in-service teacher training.

Time: From Year 2004 to 2009

undertake capacity building for teachers. Accomplished 3.3 Female teachers were given more priority

to attend training courses Accomplished 3.4 Materials were prepared to ensure that the

needs of females and ethnic minority students were included in the design of the teacher training materials, based on the materials described in 2.1 above.

that the training for master trainers in retraining methods needs lengthening.

3.3 While the requirements

were fully accomplished there is a need to set more demanding targets to ensure females and ethnic majority teacher numbers further improve.

4. Instruction Materials 4.1 Improved instructional materials will be provided to upper

secondary schools that serve the poor populations, including ethnic groups under component 2.


Accomplished and Exceeded 4.1 Instructional materials were provided to upper secondary schools female students (e.g. 90,000 copies of a handbook for girls), as well as textbooks, pilot work books and vocational and career education documents. The project introduces a more gender-sensitive and ethnic minority–informed curriculum to the 22 disadvantaged provinces, TUSSs, and demonstration schools.

4.1 This was a very successful activity and the success and findings need to be reflected in national programs.

Component 2: Improving Access, Equity and Participation in Upper Secondary Education in Disadvantaged Areas

5. Construction, replacement, or upgrading of upper secondary school facilities, including classrooms

5.1 For all provinces associated with the project, efforts will be made to locate schools as close to ethnic minority communities as possible and to include amenities to attract girls. Decisions on school locations will be based on school mapping and targeting


Accomplished 5.1 The project has invested in facilities for 22 disadvantaged provinces (2,441 rooms, including: 1,520 classrooms, 175 library rooms, 406 laboratories, 171 computer rooms and 169 boarding rooms (how many girls were allocated rooms?), all put into use by May 2011). The project targeted areas of low socio-economic conditions to attract more minority students and female students. Decisions on investment locations were made on school

5.1 While the results completely satisfied the design requirements in the project documents, in some areas progress was slow due to local authorities’ ill-timed handing over of cleared sites, delays in allocating funds, and delays in contractors providing documentation. In the end the facilities were

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mapping and target analyses that identifies judged to be of a high quality.

6. Support Study Programs 6.1 Support study programs for targeted poor, ethnic

minority, and female students will be initiated and implemented in all disadvantaged provinces. The programs will be conducted at a school or through qualified teachers who reside in remote areas. Support study program delivery will be sensitive to local needs such as remote location. Materials designed to enhance academic skills and knowledge of gender, culture, and ethnic diversity will be used.


Accomplished 6.1 Research studies on how best the support

program for female students, the poor, and ethnic minorities could be conducted in the 22 disadvantaged provinces. As a result of the research, 46,286 vocational handbooks were published and used in the support study program involving 11,970 students (among them, 5,986 were female students or 50.01% and 3,139 ethnic minority students or 26.23%).

6.1 There is a need to

continuously assess the relevance of programs to ensure local vocational options are reflected in the materials produced.

7. Information, education and communication (IEC) development 7.1 An IEC program will be developed and campaigns

conducted in targeted communities, especially among ethnic minority groups to convince parents of the benefits of educating children, particularly girls. Information will be disseminated in ethnographically focused and culturally sensitive ways and means.


Accomplished and Exceeded 7.1 The project issued and provided 90,000

handbooks for female and minority students in 22 provinces. Released 2 videos promoting 2 talented minority female students from Dak Lak and Lang Son. Provided materials on survival skills, gender, and the preservation of cultural identity.

Trained 1,301 master trainers to lecture on the above documents for high school students in 22 disadvantaged provinces.

Trained 11,970 students (50.01% females) in survival skills and gender in 22 provinces.

7.1 While the results

completely satisfied the design requirements in the project better use of materials can be achieved if survival skills, gender equality and cultural preservation were combined and not seen as separate issues.

Component 3: Strengthening Management of Upper Secondary Education

8. Pilot Initiatives 8.1 Pilot initiatives will be completed in eight provinces

addressing: (i) decentralized financing of schools; (ii) improving community partnerships; (iii) administrative roles and responsibilities in a decentralized environment; (iv) managing education in difficult areas; (v) socialization of upper secondary education.

Accomplished 8.1 Implemented 6 pilot initiatives in 22

disadvantaged provinces: (i) decentralization of school financial management; (ii) strengthening of community–school relations; (iii) management roles and responsibilities in a decentralized environment; (iv) education management in disadvantaged areas; (v) socialization of upper secondary education; and (vi)

8.1 As the pilot initiatives

become more refined, it is important that research continues in the six areas and the findings used in the design of new training initiatives that reflect the findings of the six pilot studies.

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8.2 Lessons learned will feed back into the education system to increase access and participation in upper secondary schools, especially among the poor, ethnic minorities, and girls. Training of educational managers at provincial, district, school, and commune level, including members of parents’ associations, will raise awareness of gender and ethnic minority issues.


management of private high schools (pilot projects in Quang Ninh and Hai Phong).

Accomplished 8.2 Through a range of activities (including

constructing boarding rooms, separate toilets, outreaching parents to mobilize children/girls to schools), the project has demonstrated how the education system can successfully attract more female, poor, and ethnic minority students to complete and succeed in upper secondary education. The success of the project includes increasing female student participation by 14.47% (282,369 and 323,222 female students in 2004 and 2009 respectively) compared with the national figure of 11.19% (1,348,998 and 1,499,938 female students in 2004 and 2009 respectively) Training was provided to educational administrators and parents on ways to improve the participation and achievements of females and ethnic minority students.

8.2 The success to date

needs to be maintained and accelerated in order to further increase the participation rate of targeted groups.

9. Student-based Education Management Information System (EMIS)

9.1 Student-based EMIS strategies will be strengthened so that disaggregated data tracking and analysis can be carried out. This activity will be of special benefit to the underserved ethnic minority and female students on whom there is little available data

Responsibility: NPIU, PPIU

Accomplished 9.1 MOET approved the development of an

expanded EMIS system that will allow the participation and performance of identified groups of students including females and ethnic minorities, to be tracked over time.

Provided equipment to enable the new EMIS system to be used in 64 provincial departments of education and training.

Accomplished 9.1.2 Provided timetable-building software to

upper secondary schools in 22 disadvantaged provinces to enable them to better structure programs that meet the needs of students.

9.1 While the results completely satisfied the design requirements in the project documents, there is a need to continuously expand and improve the EMIS, timetable, and SREM systems so that all schools, DOETs, and MOET offices are able to collect, analyze, and act on the information provided. This will require additional investments in hardware, software, and especially training programs

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Time: From Year 2004 to 2009 Accomplished 9.1.3 Agreement was reached between MOET

and ADB to establish a SREM project within the Department of Information Technology.

as much more needs to be accomplished in these areas.

D. Project Implementation Arrangements

10.1. MOET has one research center, the Research Center for Ethnic Minority Education responsible for gathering information on the education of ethnic minority groups, developing curriculum and teaching methods, and contributing to policy studies. The department of continuing education also does similar work but targets ethnic minority and adult learners. The action plan will seek to involve the center staff, although primary responsibility for activities will be spread throughout MOET departments, NPIU, PPIUs, and consultants. The project will build on ongoing activities under the Lower Secondary Education Development Project and the Teacher Training Project, targeting ethnic minorities especially females, in school conduction and replacement programs, renovating curricula, and adopting more active, student-centered learning approaches and related in-service training.

10.2.The action plan’s implementation schedule will be in line

with the overall implementation of the project for 6 years, from 2004 to 2011, and the specific implementation schedule of each of the three project components

Responsibility: ADB, MOET, NPIU, PPIU Time: From Year 2004 to 2011

Accomplished 10.1. During the project implementation, NPIU

and PPIU experts worked closely with the Research Centre for Ethnic Minority Education (in 2010, the MOET established a department of education for ethnic minorities), the department of continuing education, the department of secondary education, and other agencies under MOET. The project also worked closely and constructively with other projects including the Lower Secondary Education Development project (LSEDP) and the Teacher Training Project (TTP). It also provided support to the Renovation Education Management Project (SREM) financed by the EU, whose focus is the development of upper secondary education in ethnic minority areas, including attracting more female students to remain in education.

Accomplished

10.2.1 The project agreement took effect in 2002; however, because of delays the project did not get fully under way for 16 months. As a result of the delayed start, the finish date had to be adjusted accordingly.

10.1. With the development of the new GEMAP, there is now a better methodology for establishing the activities, targets, and data required to obtain outcomes than was available during this project. The cooperation gained by project personnel is a reflection of the quality of the NPIU personnel and demonstrates the need to recruit skilled and effective staff and provide then with effective training 10.2.1 While the design requirements of the project were met, delays in future projects should be avoid through improved planning and alignment with MOET initiatives.

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DOETs= Departments of Education and Training, EMIS=Education Management Information System, GEMAP=Gender and Ethnic Minority Action Plan, IEC=information, education and communication, LSEMDP= Lower Secondary Education Development Project, MOET=Ministry of Education and Training, NPIU=National Project Implementation Unit, PMU= Project Management Unit, PPIU=Provincial Project Implementation Unit, SREM= Renovation Education Management Project, TUSSs=Technical Upper Secondary Schools

Comments/ Remarks: The project was successful in increasing the participation of females and ethnic minority students. It was also successful in researching and then implementing a range of strategies that have resulted in improved participation and achievement. These strategies are now being made available and used in non-project provinces, as they also wish to improve performance in these important areas. As a range of MOET offices were also involved in the research and materials development, the learning from the project has become embedded into a range of MOET operations. Accomplished by: ___________ Date Accomplished: ___________

Accomplished

10.2.2 In the 1st year, the PMU staff including those in provinces lacked experience and some difficulties were encountered; however these were overcome and the project was confirmed to have achieved its goals with high quality.

10.2.2 There is a need to identify the training needs of all staff and put in place an adequate and highly effective training program prior to implementation. Need to identify the training needs of all staff and put in place an adequate and highly effective training program prior to implementation.

upper secondary education development project: … · at appraisal at project completion ......

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