viet nam: lower secondary education for the most ... · completion report project number: 36008-013...

Completion Report

Project Number: 36008-013 Loan Number: 2384 June 2016

Viet Nam: Lower Secondary Education for the Most Disadvantaged Regions Project

This document is being disclosed to the public in accordance with ADB’s Public Communications Policy 2011.

CURRENCY EQUIVALENTS

Currency Unit – dong (D)

At Appraisal At Completion (31 Oct 2007) (10 May 2016)

D1.00 = $0.000621736 $0.000044964 $1.00 = D16,084.00 D22,380.00

ABBREVIATIONS ADB – Asian Development Bank BOET – Bureau of Education and Training CEC – Continuing Education Center DOET – Department of Education and Training EIRR – economic internal rate of return EMIS – education management information system ICT – information and communication technology INSETT – in-service teacher training LSE – lower secondary education LSS – lower secondary school MOET – Ministry of Education and Training NER – net enrolment rate NPIU – National Project Implementation Unit PPIU – Provincial Project Implementation Unit PRESETT – pre-service teacher training TTC – teacher training college USE – upper secondary education

NOTES

(i) The fiscal year (FY) of government ends on 31 December. FY before a calendar year denotes the year in which the fiscal year ends, e.g., FY2015 ends on 31 December 2015.

(ii) In Viet Nam, the school year (SY) ends on 31 May. “SY” before a calendar year denotes the year in which the school year ends, e.g., SY2015 ends on 31 May 2015.

(iii) In this report, "$" refers to US dollars.

Vice-President S. Groff, Operations 2 Director General J. Nugent, Southeast Asia Department (SERD) Director A. Inagaki, Human and Social Development Division (SEHS), SERD Team leader E. Thomas, Social Development Specialist (Civil Society and

Participation), SERD Team members L. Balite, Operations Assistant, SERD

E. Izawa, Senior Education Specialist, SERD S. Labayen, Associate Project Analyst, 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 Outputs 2 C. Project Costs 6 D. Disbursements 6 E. Project Schedule 7 F. Implementation Arrangements 7 G. Conditions and Covenants 8 H. Consultant Recruitment and Procurement 8 I. Performance of Consultants, Contractors, and Suppliers 9 J. Performance of the Borrower and the Executing Agency 9 K. Performance of the Asian Development Bank 9

III. EVALUATION OF PERFORMANCE 10 A. Relevance 10 B. Effectiveness in Achieving Outcome 10 C. Efficiency in Achieving Outcome and Outputs 11 D. Preliminary Assessment of Sustainability 12 E. Impact 13

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 13 A. Overall Assessment 13 B. Lessons 14 C. Recommendations 14

APPENDIXES 1. Updated Design and Monitoring Framework 16 2. Details of Civil Works Under Project 22 3. Furniture and Equipment Provided 24 4. Details of Staff Development 25 5. Support to Pro-Poor Education Opportunities 27 6. Quality Assurance Research 29 7. Financial Reports 31 8. List of Proposed Additional Activities Using Loan Savings 33 9. Project Implementation Schedule – Planned versus as Implemented 34 10. Proposed Organization Structure at Appraisal 37 11. Status of Compliance with Loan Covenants 38 12. Summary of Gender and Ethnic Minority Equality Results and Achievements 46 13. Consultant Services – Planned versus as Implemented 63 14. Government Policies and Plans on Education 64 15. Impact on Lower Secondary Schools in Project Areas 65 16. Beneficiary Stories 66 17. Contribution to ADB Results Framework 72

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

Socialist Republic of Viet Nam 2384-VIE (SF) Lower Secondary Education for the Most Disadvantaged Regions Project Socialist Republic of Viet Nam Ministry of Education and Training (MOET) SDR31,860,000 ($50 million equivalent) PCR: 1561

B. Loan Data 1. Appraisal – Date Started – Date Completed 2. Loan Negotiations 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

31 August 2007 11 September 2007 2 November 2007 10 December 2007 10 January 2008 9 April 2008 9 May 2008 2 31 December 2014 1 March 2015 0 1.0% (during grace period); 1.5% thereafter 32 8 Not applicable

9. Disbursements a. Dates Initial Disbursement

7 Jul 2008 Final Disbursement

22 Dec 2014 Time Interval 77.57 months

Effective Date

9 May 2008

Actual Closing Date 1 Mar 2015

Time Interval 81.80 months

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b. Amount (SDR ‘000)

Category or Subloan

Original

Allocation

Last Revised

Allocation

Amount

Canceled Net Amount

Available Amount

Disbursed Undisbursed

Balance 1 Works 15,996.00 17,906.24 0.00 17,906.24 17,904.91 1.33 2 Furniture, Vehicles

and Equipment 3,450.00 3,674.26 0.00 3,674.26 3,673.90 0.36

3 Support for Pro-Poor Education Opportunities

1,470.00 1,056.07 0.00 1,056.07 1,055.73 0.34

4 Staff Development 3,321.00 5,895.19 0.00 5,895.19 5,879.64 15.55 4a In-Country Training 3,160.00 5,354.33 0.00 5,354.33 5,339.11 15.22 4b Overseas Training 161.00 540.86 0.00 540.86 540.53 0.33

5 Instructional Materials 791.00 311.79 0.00 311.79 311.44 0.35 6 Research and

Monitoring 311.00 339.69 0.00 339.69 339.41 0.28

7 Consulting Services 1,519.00 1,130.10 0.00 1,130.10 1,129.54 0.56 8 Project Management 900.00 494.14 0.00 494.14 493.32 0.82 9 Unallocated 3,050.00 0.53 0.00 0.53 0.00 0.53 10 Interest Charge 1,052.00 1,052.00 0.00 1,052.00 1,001.87 50.13

Total 31,860.00 31,860.00 0.00 31,860.00 31,789.75 70.25a SDR= special drawing rights a The undisbursed balance was canceled from the loan account effective 1 March 2015. Source: Asian Development Bank and project reports and database.

c. Amount ($ million)

Category or Subloan

Original

Allocation

Last Revised

Allocationa

Amount

Canceled Net Amount Availablea

Amount Disburseda

Undisbursed Balancea

1 Works 25.10 27.79 0.00 27.79 27.79 0.00 2 Furniture, Vehicles

and Equipment 5.31 5.69 0.00 5.69 5.68 0.01

3 Support for Pro-Poor Education Opportunities

2.31 1.64 0.00 1.64 1.64 0.00

4 Staff Development 5.22 9.02 0.00 9.02 9.00 0.02 4a In-Country Training 4.96 8.19 0.00 8.19 8.17 0.02 4b Overseas Training 0.26 0.83 0.00 0.83 0.83 0.00

5 Instructional Materials 1.24 0.48 0.00 0.48 0.48 0.00 6 Research and

Monitoring 0.49 0.52 0.00 0.52 0.52 0.00

7 Consulting Services 2.38 1.76 0.00 1.76 1.76 0.00 8 Project Management 1.51 0.76 0.00 0.76 0.76 0.00 9 Unallocated 4.79 0.00 0.00 0.00 0.00 0.00 10 Interest Charge 1.65 1.59 0.00 1.59 1.52 0.07

Total 50.00 49.25 0.00 49.25 49.15 0.10a a As of 9 August 2015.

Source: Asian Development Bank and project reports and database.

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C. Project Data

1. Project Cost ($‘000) Cost Appraisal Estimate Actual

Foreign Exchange Cost 14,359.88 9,996.92 Local Currency Cost 49,640.13 51,753.63 Total 64,000.00 61,750.54 2. Financing Plan ($‘000) Cost Appraisal Estimate Actual Implementation Costs Borrower Financed Central Government Provincial Government

14,000.00 9,900.00 4,100.00

12,597.31 10,041.56 2,555.75

ADB Financed 48,350.00 47,629.65 Subtotal 62,350.00 60,226.95

IDC Costs Borrower Financed ADB Financed 1,650.00 1,523.59

Subtotal 1,650.00 1,523.59 Total 64,000.00 61,750.54

ADB = Asian Development Bank, IDC = interest during construction.

3. Cost Breakdown by Project Component ($ ‘000)

Component Appraisal Estimate Actual A. Investment Costs

Output 1: Improved Access to Lower Secondary Education

23,791.68 29,254.50

Output 2: Enhanced Quality and Relevance of Lower Secondary Education

22,350.70 21,075.72

Output 3: Pilot Innovations to Improve Access and Equity for Minorities and Girls to Lower Secondary Education

2,454.60 2,237.12

Output 4: Improved Planning and Managing Capacity for Lower Secondary Education in the Most Disadvantaged Regions

6,009.72 5,638.46

Subtotal (A) 54,606.70 58,205.80 B. Recurrent Costs

Staff 655.20 854.27 Maintenance charges 1,104.60 1,166.88

Subtotal (B) 1,759.80 2,021.15 Total Base Cost (A+B) 56,366.50 60,226.95

C. Contingenciesa,b 5,983.50 D. Financing Charges during

Project Implementationc 1,650.00 1,523.59

Total Project Cost (A+B+C+D) 64,000.00 61,750.54 Notes: Taxes included as 10% of relevant costs ($4.24 million). Numbers may not sum precisely because of rounding. a Physical contingencies calculated at 10% for civil works, 6.8% on equipment and furniture, 5% on other costs, 0%

on land, project implementation unit salaries and maintenance. b Price contingencies calculated at 3.2%. c Interest charges calculated at 1% during the grace period, and 1.5% during the remainder of the 32-year

amortization period. Source: Asian Development Bank estimates and project documents.

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4. Project Schedule Item Appraisal Time Actual Dates of contracts with Consultants

Recruitment of Facilitation Management Advisor (International)

Q2/2008 12 Sept 2008

Recruitment of Facilitation Management Advisor (National)

Q2/2008 12 Sept 2008

Recruitment of Loan Implementation Consulting Firm (Jyvaskyla University)

Q3/2008 8 Jul 2009

Recruitment of Loan Implementation Consulting Firm (Consia Consultant)

Q1/2011 28 Apr 2011

Recruitment of Individual Project Implementation Consultants (12 positions)

Q3/2010 16 Aug 2010

Recruitment of Individual Construction Supervisor Consultants (17 positions)

Q4/2010 1 Nov 2010

Project Auditing Service, FY 2008–2009 Q2/2010 Q2/2010 Project Auditing Service, FY 2010 Q2/2011 Q2/2011 Project Auditing Service, FY 2011 Q2/2012 Q2/2012 Project Auditing Service, FY 2012 Q2/2013 Q2/2013 Project Auditing Service, FY 2013 Q2/2014 Q2/2014 Project Auditing Service, FY 2014 Q2/2015 Q1/2015 Overseas Short-term Training Courses in Education

First Batch 2010 04 June 2010 Last Batch 2012 12 Aug 2013

Research and Quality Assurance Pilot Scholarship Program for LS Ethnic Minority Students

Q4/2013 05 April 2014

Public Awareness Campaign to promote LSE Q4/2013 05 April 2014 Pilot Semi-boarding School Feeding Program Q4/2013 05 April 2014 Scholarship Program for Teacher Training for Minority Students

Q4/2013 05 April 2014

Tracer Study on the Beneficiary LSS graduates

Q4/2013 05 April 2014

Recruitment of individual consultants for government’s project completion report (National)

Q2/2014 26 Jun 2014

Recruitment of individual consultants for government’s project completion report (International)

Q2/2014 26 Jun 2014

Civil Works Contract Dates

First Contract Q1/2009 05 Nov 2009 Last Contract 02 Jul 2013

Equipment and Supplies First Procurement 26 Aug 2008 Last Procurement 30 Sept 2013

5. Project Performance Report Ratings Implementation Period

Ratings Development

Objectives Implementation

Progress From 9 May 2008 to 31 May 2010 Satisfactory Satisfactory From 1 June 2010 to 31 Dec 2010 Satisfactory Highly Satisfactory From Q1/2011 to Q1/2015 On Tracka a The new ADB-wide performance rating system was introduced in 2011.

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D. Data on Asian Development Bank Missions

Name of Mission

Date

No. of Persons

No. of Person-Days

Specialization of Membersa

Fact-Finding 2 May 2007–16 May 2007 Appraisal 31 Aug 2007–11 Sept 2007 Inception 18 Aug 2008–22 Aug 2008 2 10 a, b Review 1 24 Nov 2008–28 Nov 2008 1 5 a Review 2 4 Sept 2009–8 Sept 2009 1 5 a Review 3 9 Nov 2009–13 Nov 2009 2 10 a, b Review 4 28 Jun 2010–6 Jul 2010,

15 July 2010 2 16 ab, b

Midterm Review 8 Aug 2011–19 Aug 2011 3 30 ab, b, c Review 5 8 Aug 2012–17 Aug 2012 3 30 ab, b, d Review 6 25 Feb 2013–1 Mar 2013 2 10 ab, b Review 7 20 Feb 2014–26 Feb 2014,

18 March 2014 1 8 ab

Project completion review 25 Sep 2015–2 Oct 2015 2 12 a, b a a = project specialist/mission leader, b = implementation analyst, c = social sector officer (gender), d = operations

assistant. b Mission leader is based in the Viet Nam Resident Mission.

I. PROJECT DESCRIPTION

1. Between 1997 and 2007, Viet Nam enjoyed remarkable economic growth accompanied by significant poverty reduction, but disparities remain. The locus of poverty has shifted from widespread to harder to reach vulnerable groups. In its Socio-Economic Development Plan (SEDP), 2006–2010,1 the Government of Viet Nam committed to inclusive development through a more equitable social service delivery. Ethnic minorities, about 14% of the population, are disadvantaged. In 2004, ethnic minorities comprised 39% of those living in poverty, and 61% of all ethnic minority Vietnamese were poor.

2. To tackle the challenges in ethnic minority regions, the Secondary Education Sector Master Plan, 2006–20102 proposed targeted assistance to disadvantaged groups by (i) building boarding schools and training more ethnic minority teachers, (ii) flexible scholarship programs to increase opportunities in secondary education in disadvantaged areas, (iii) facilitating minority students to learn and become fluent in Vietnamese along with their own languages, (iv) training minority teachers speaking minority languages, and (v) providing incentives and support to girls in remote areas.

3. The Asian Development Bank (ADB) approved a loan of $50 million equivalent on 10 December 2007 for the Lower Secondary Education for the Most Disadvantaged Regions Project3 to be implemented from May 2008 until its physical completion in June 2014. The project aimed to improve access, quality, relevance, and planning and management capacity of lower secondary education (LSE) in the most disadvantaged 103 districts of the poorest 17 provinces in the three most disadvantaged regions. These were identified through a detailed poverty and education analysis. Rates of school enrollment among minorities and minority girls are generally below national averages, and dropout rates are higher. In the northwest, where 82% of students are minorities, girls comprise about 44% of students. In the Mekong River Delta Region, the dropout rate was 13%, nearly twice the national average of 7%.

4. The expected impact of the project was universal LSE leading to greater social and economic inclusion of Viet Nam’s disadvantaged groups. The project’s expected outcome was improved LSE participation rates in 103 disadvantaged districts of Viet Nam, particularly for girls and ethnic minorities. The outcome was to be achieved through the project’s four outputs: (i) improved access to LSE; (ii) enhanced quality and relevance of LSE; (iii) pilot innovations to improve access and equity for ethnic minorities and girls to LSE; and (iv) improved planning and management capacity for LSE in the most disadvantaged regions.

II. EVALUATION OF DESIGN AND IMPLEMENTATION

A. Relevance of Design and Formulation

5. The project is considered relevant at design. The Viet Nam Country Strategic Plan, 2007–20104 highlights education and references the Secondary Education Sector Master Plan, 1 Socialist Republic of Viet Nam, Ministry of Planning and Investment. 2006. The Five-Year Socio-Economic

Development Plan, 2006–2010. Hanoi. 2 In 2005, the Ministry of Education and Training (MOET) developed the master plan with the assistance of ADB, the

United Nations Educational, Scientific, and Cultural Organisation, the United Nations Children’s Fund and Japan International Cooperation Agency.

3 ADB. 2008. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the Socialist Republic of Viet Nam for Lower Secondary Education for the Most Disadvantaged Regions Project. Manila.

4 ADB. 2006. Country Strategy and Program: Viet Nam, 2007–2010. Manila.

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2006–2010’s 5 emphasis on education and health, particularly for ethnic minorities, as justification for support to this sector. The strategic focus is on business-led, pro-poor economic growth, with support to social equity and balanced development, including targeted programs to reach the poor and vulnerable, and ensure ethnic and gender equity. The government and the United Nations had supported ethnic minority education on a smaller scale. The project design at inception was highly relevant to the objectives of the country strategic plan and the government’s development priorities.

6. Technical assistance (TA)6 from ADB supported project formulation. The TA output was a proposed project design that analyzed the challenges of the education sector in the context of the most disadvantaged groups and identified investment opportunities and strategies to address sector challenges. The TA developed a system to better target project beneficiaries through selection criteria that would identify the most disadvantaged districts. The output was consistent with prevailing government plans and ADB’s country strategy and program for Viet Nam. Project design included extensive stakeholder consultation at the province, district, and school levels. A participation strategy ensured high levels of project ownership. The TA team finalized proposed activities to achieve the project’s outputs with Department of Education and Training (DOET) officials and only those supported by more than 90% of the directors were included in the final project. ADB has been the principal development partner supporting secondary education, and has supported the government in its goals to achieve universal education and gender parity in secondary education. The project addressed not only access to, but also quality of education in ethnic minority areas. Without high-quality LSE options, minority families do not send their children to school.

7. Following the mid-term review, ADB and the government adjusted some of the project indicators (Appendix 1) in November 2011. The outcome target was reduced (paragraph 47) and civil works targets revised (paragraph 10). MOET altered the target number of TTC trainees (paragraph 15) and did not pursue the education management information system (EMIS) (paragraph 24). All activities remained unchanged despite their revised targets, except EMIS (paragraph 24).

B. Project Outputs

1. Output 1: Improved Access to Lower Secondary Education

8. The targets of output 1 were met as planned with only minor revisions (Appendix 1).

9. New lower secondary school (LSS) and community education center (CEC) classrooms, rooms or semi-boarding spaces are constructed. At appraisal, the project planned to build and equip 48 new CEC classrooms and sanitation facilities in CECs where there were none, or where only poor sanitation facilities existed. Upon identification of additional CECs that required assistance during the midterm review mission in August 2011, the government and ADB agreed to increase the number of LSE classrooms by one, and by February 2014, the revised target of 820 new LSS classrooms were completed, handed over, and fully utilized (Appendixes 2 and 3).

5 ADB. 2006. Technical Assistance to the Socialist Republic of Viet Nam for Strategic Secondary Education Planning

and Cooperation. Manila. 6 ADB. 2006. Technical Assistance to the Socialist Republic of Viet Nam for the Secondary Education for the Most

Disadvantaged Regions Project. Manila.

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10. The adjusted total of 978 semi-boarding facilities was completed, increased from 960 facilities planned at appraisal. The increase resulted from prioritization of the construction of classrooms and semi-boarding facilities. Consequently, fewer laboratories and libraries were built under the project. The need for prioritization resulted from cost overruns from increased costs of building materials during the first year of implementation. Therefore, the National Project Implementation Unit (NPIU), after consultations with concerned authorities, recommended changes which ADB and the government approved during the midterm review mission.

11. Semi-boarding schools fill a gap in minority education provision. Prior to the project, only one full boarding school in each provincial capital existed; these attracted relatively advantaged ethnic minority students and did not increase the net enrolment rate (NER) among minorities. The project’s semi-boarding schools were placed in rural areas and allowed for weekly boarding, which parents preferred over full boarding, and greatly increased access for disadvantaged minority students.

12. Sanitation facilities constructed in LSSs and CECs. By the end of the project, 259 LSSs toilets were complete, one more than planned at appraisal. In addition, 143 new kitchens for semi-boarding students, added at the midterm review, had been handed over. The quality of works of all construction was assessed as good and met national standards by both the NPIU’s Civil Works Unit and Ministry of Education and Training (MOET)-hired external civil works inspectors. The new sanitation facilities were vital to increasing female minority student enrollment and reducing dropout rates, as girls had access to secure, clean, gender-segregated sanitation facilities.

2. Output 2: Enhanced Quality and Relevance of Lower Secondary Education

13. The project met teacher training targets (Appendixes 1 and 4). The action framework for teachers was prepared and supplementary instructional teaching materials were distributed, although both with a short delay. The pilot network and the scholarships for upper secondary graduates were implemented nearly as planned (Appendix 5). The civil works related to this output had to be adjusted during the implementation due to price escalation of school construction costs.

14. To improve the quality of LSE teacher in-service teacher training (INSETT), the project trained 1,028 core trainers (target 170) in six modules7 who then served as resource persons and change agents to train 18,000 key teachers (target 2,900). After intensive training, the key teachers delivered the training to 199,766 LSS teachers (target 30,000). Of them, 101 trainees participated in overseas training courses (target 51). Core trainers and key teachers collaborated with national material developers to create supplementary online training materials for teachers in remote areas and printed and distributed 49,500 sets of supplementary materials. Project surveys indicated that training improved LSS management, teaching skills, and methods, particularly the innovative active learning methods and information communication technology (ICT) training. However, a majority of LSS teachers reported a preference for INSETT delivered by the core trainers over key teachers.

7 The modules were (i) active learning methodology, including teaching practice for student assessment; (ii) mentor training, career counseling, and continuing professional development; (iii) effective use of supplementary materials and equipment; (iv) ICT in the classroom and e-mentoring; (v) teaching Vietnamese and ethnic minority languages to ethnic minority pupils; and (vi) gender and cultural awareness, pastoral care.

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15. A set of 473 teacher training college (TTC) lecturers delivered five project-developed pre-service training (PRESETT) modules to 6,151 third year teacher trainees (target 5,000) to build their expertise. MOET reduced the target when it altered the scope of the training, and in response to the increased training cost resulting from the Ministry of Finance’s substantial increase to participants’ per diem and accommodation rates during implementation. PRESETT familiarized new graduates with job responsibilities in LSSs in disadvantaged and ethnic minority regions and facilitated teachers’ abilities to expand their curriculums and training methodologies, especially in regard to gender and ethnic minority issues, their communication skills, and abilities to work with communities.

16. The project constructed and equipped 61 libraries and 78 laboratories, down from the originally planned 180 libraries and 112 laboratories, to supplement teaching. The facilities also serve as function rooms for awareness-raising activities, teacher training workshops, and community events. The project also promoted ICT for teaching in disadvantaged regions. Three TTCs and nine LSSs had a policy framework for ICT and the project provided 1,527 sets of ICT equipment. As of April 2014, the website had over 3 million hits for project materials.

17. To attract more qualified teachers to remote minority schools, 467 teacher housing facilities were constructed.8 A total of 225 minority students wanting to become teachers in their own communities9 received teacher training scholarships. Of them, 205 completed the training. To increase the training’s impact and reduce teacher attrition rates in remote schools, a Continuing Professional Development Framework and related action plans led to more training materials. A total of 149 core trainers, 3,314 key and 33,951 LSE teachers, 4,519 education administrators and LSS principals, and 6,151 TTC students were trained.

3. Output 3: Pilot Innovations to Improve Access and Equity for Minorities and Girls to Lower Secondary Education

18. Output 3 aimed to increase educational access and equity for ethnic minorities and girls through piloting innovations to make the project impact more significant and sustainable. The pilot initiatives included (i) an LSE 4-year scholarship program for 800 LSE students from the 17 smallest ethnic minorities; (ii) awareness activities promoting the benefits of secondary education to parents and community members; (iii) a school feeding program for ethnic minority semi-boarding students; and (iv) four research and evaluation initiatives focusing on alternative approaches to improving access and participation of minorities and girls. All pilot activities were tested, yielding information needed for the scaling-up. Learning from the pilots was consolidated and internalized by MOET (Appendix 6).

19. Pilot LSE 4-year scholarship program for the 17 smallest population ethnic minority groups. The political power and voice of ethnic minority groups are often determined by the size of the population and the agricultural lands of the groups. As the smallest population groups are the most fragile, all age-cohorts of LSE students from these 17 groups received unconditional scholarships.10 MOET approved 800 scholarships for the SY2010 and awarded

8 The survey showed that among financial and nonfinancial incentives for teachers, teacher housing availability has

the strongest positive influence on the decision of qualified teachers to work in remote schools. Conversely, the lack of decent teacher housing is a key reason for the high attrition rates among teachers in minority areas.

9 The project planned to provide 250 minority students (50% girls) with a 1-year academic preparatory course and $455 annual financial support for textbooks and food for 4 years. NPIU developed the scholarship selection criteria and sent to TTCs who then submitted lists of qualified students for scholarships to NPIU.

10 The ethnic minorities included are Lô Lô, Kháng, La Ha, Lào, Bố Y, La Chí, Phù Lá, Cơ Lao, Pà Thẻn, Cống, Pu Péo, Brâu, Rơ Măm, La Hủ, Lự, Mảng, and Si La.

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them to 771 students.11 Of the 602 students completing LSE, 317 (53%) went on to pursue upper secondary education (USE). This comprised 154 female students, almost 49% of the total number of students who pursued USE, which was significantly higher than the SY2012 national average of NER of the ethnic minority groups proceeding to USE (37.7%12). Beneficiary stories illustrate the impact of the scholarships on students’ ability to attend school. Giàng Thị Mây, a scholarship recipient from the Phù Lá ethnic minority group said, “My parents asked me to stop schooling and stay at home to help them with agriculture activities. However, since the time I was provided with a scholarship, my parents have allowed me to focus on my schooling.”

20. Pilot awareness activities to promote the benefits of secondary education among ethnic minority parents and community leaders. Awareness campaigns were piloted in three provinces from the northern mountain, central highland and the Mekong River Delta regions, which are all disadvantaged, but have different conditions and decision-making structures. For example, in the north, the commune chief is highly influential over parent decisions, so awareness raising with local leaders is effective. In the Mekong River Delta, ethnic minorities more often make decisions based on neighborhood norms and a family’s financial conditions, rather than because of a conventional negative attitude towards girls’ education. Therefore, consultation with parents and introducing role models may be more effective.

21. Upon the pilot’s conclusion, 100 trainers from the remaining 14 provinces were trained to execute the campaign effectively (Appendix 5, Table A5.3). The full campaign was launched in May 2012 targeting 1,336 communes, including 535 LSSs and 801 CECs. The campaign materials included DVDs, leaflets on children’s and women’s rights, booklets about sending girls to school, and posters and pictures for distribution. The campaign contributed to (i) an increased percentage of net enrollment rate (NER) for LSE among ethnic minority students and girls; (ii) decreased repetition rate; and (iii) decreased drop-out rate. The communities’ growing support to encourage children to attend school and families’ concern about their children’s education are indicators of the effectiveness of the awareness campaign (Appendix 6).

22. Pilot school feeding program for ethnic minority semi-boarding schools. The original target included newly constructed ethnic minority semi-boarding schools with kitchens and rice distribution to students. The school feeding program for semi-boarders was to provide 15 kilograms of rice per student per month for 3 months annually over 4 years (Appendix 5, Table A5.4). This was to reduce the burden on parents to provide food when food is most scarce, encourage children from poor families to attend school and reduce attrition, and improve educational outcomes. Later MOET proposed to provide a cooked lunch at school instead and to increase the number of beneficiaries. Thus, the rice provision decreased to 10 kg per month for 3 months annually for 3 school years. The condensed provision coincided with the student utilization of the new semi-boarding facilities. Based on the impacts of the pilot semi-boarding school feeding program, the feeding program is deemed highly satisfactory and successful (Appendix 6).13 The most notable impact of the semi-boarding school feeding program is the government’s decision to take over this program and continue support beyond the project.

23. Action research to promote initiatives focusing on alternative approaches. Under this sub-output, MOET commissioned four research studies to evaluate the innovative pilot initiatives under Output 3—scholarships, awareness-raising activities, and school feeding. Research institutes and universities were selected with the help of the international ethnic 11 Appendix 6. 12 Viet Nam Governmental Statistics Office. 2013. Vietnam Household Living Standard Survey 2012. Ha Noi. 13 Through the implementation of Decision No. 36/2013/QĐ-TTg, dated 18/6/2013, of the Prime Minister on

establishing the policy of providing semi-boarding accommodations for students of LSSs

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minority education adviser. The NPIU developed and submitted a detailed research study plan to ADB, with overall emphasis on examining the demand for ethnic minority education. The NPIU recruited three research institutes to conduct five studies (Appendix 6). The research was completed in 2013. The results of the research studies were accepted and approved by NPIU. The research studies assessed the positive impacts of the pilot innovations and their significant roles in influencing the government’s policy for improving access to and the quality of education in the remote and disadvantaged regions. The results were used to refine the related sub-outputs, such as the scholarship program, in-service teacher training, and educational planning training.

4. Output 4: Improved Planning and Managing Capacity for Lower Secondary Education in the Most Disadvantaged Regions

24. Activities were completed as planned, reaching or exceeding targets, except for the EMIS. The project was to complement MOET’s ongoing capacity development initiatives in general education planning and management. The focus was on the planning and management needs of schools in remote and disadvantaged areas, which required more flexible approaches and greater community involvement.

25. The EMIS plan was altered because it was undertaken in another ADB project. Thus, resources were reallocated for ICT training. During ADB’s November 2009 Review Mission, MOET and ADB adjusted this sub-output‘s target. New activities for sub-output 4.2 became an implementation plan for the use of ICT for LSS and inclusive school development plan planning and management. ICT training was incorporated in a course for education managers.

C. Project Costs

26. Total project cost at appraisal was $64.0 million equivalent, 23% in foreign currency, and 78% in local currency (Appendix 7). ADB financed about $50.0 million while the government financed the remaining $14.0 million. At project completion, the actual project cost was at $61.8 million or about 96% of the original estimate. Of this amount, ADB disbursed about $49.2 million while the government’s counterpart fund disbursements amounted to $12.6 million (Appendix 7, Table A7.2).14

27. The project underspent on support for pro-poor education opportunities, instructional materials, and consulting services. However, cost overruns affected civil works and staff development and, to some extent, research and monitoring, and furniture, vehicles and equipment. Original allocations for civil works were insufficient due to cost escalations in labor and materials (Appendix 7). The project achieved the targets to improve access to lower secondary education as envisioned at appraisal and adjusted some activities towards achieving the quality of lower secondary education to stay within the estimated project cost. This is likely to have contributed to a higher economic internal rate of return after implementation compared to appraisal. Staff development budget also had to be increased, as discussed in paragraph 15.

D. Disbursements

28. Disbursements were highly satisfactory. Project disbursements were completed as scheduled, from project start in May 2008 to its completion in June 2014. The actual closing date was 1 March 2015. Loan proceeds were disbursed in accordance with ADB’s Loan 14 The contribution was intended to come from maintenance of civil works and land clearance. Since civil works were

new, minimal contributions were needed. Furthermore, construction took place on cleared land.

7

Disbursement Handbook (2012, as amended from time to time). ADB’s statement of expenditures procedure was used to reimburse expenditures below $100,000 and liquidate advances to the imprest account. The first disbursement of $2.0 million to the imprest fund was in July 2008. When project activities picked up, the imprest account could not keep up with the payments to contractors and suppliers. On 19 April 2011, ADB approved NPIU’s request to increase the ceiling from $2.0 million to $2.5 million and allowed the project to meet its foreseen expenditure demand.

29. Loan proceeds were reallocated on (i) 9 August 2011 for civil works, equipment and furniture, in-country training, and overseas study training;15 and (ii) February 2014 to utilize loan savings to fund the proposed additional activities.16

30. The project’s financial performance is highly satisfactory. As of project closing and elapsed loan implementation period of 100% from loan approval, the project achieved cumulative disbursements of $49.2 million (98.3% of revised total ADB allocation) and about D273.8 billion (90% of government counterpart fund) (Appendix 7, Table A7.2). The total undisbursed balance was about $100,000, which was canceled from the loan account. No major issues were experienced in the management of the fund. The loan was not extended and closed as scheduled.

E. Project Schedule

31. The ADB Board approved the loan on 10 December 2007. The loan agreement was signed on 10 January 2008 and became effective on 9 May 2008. Despite an initial delay on consultant mobilization (paragraph 36), the project was implemented for over 6 years, from May 2008 to June 2014, and was closed as planned at appraisal. The project was the first ADB-funded education project completed without extension. Appendix 9 is the project’s planned versus actual implementation schedule.

F. Implementation Arrangements

32. In line with Decree 131,17 MOET was responsible for overall project management and guidance as the project owner and the executing agency. Appendix 10 shows the project’s organization structure as envisaged at appraisal. An NPIU was to be established at MOET to oversee day-to-day project implementation. The NPIU would comprise a project manager, a deputy project manager, and key technical staff, including finance, procurement, civil works, staff development, social and community development, and ICT and EMIS experts. Each of the 17 target provinces was to establish a Provincial Project Implementation Unit (PPIU) at each respective Department of Education and Training (DOET). The organizational structure and corresponding implementation arrangements, including funds flow arrangements, were implemented as planned. The implementation arrangements were adequate and effective in carrying out all project interventions designed under each output. The strong joint DOETs–MOET project ownership significantly contributed to the effective and efficient management of project activities, which in turn led to the project’s satisfactory performance.

15 ADB midterm review mission, 8–19 August 2011. 16 The list of the additional activities financed by the loan savings is in Appendix 8. 17 Socialist Republic of Viet Nam. 2006. Decree on Issuance of Regulation on Management and Utilization of Official

Development Assistance. Ha Noi.

8

G. Conditions and Covenants

33. The loan agreement specified 30 covenants and all covenants were fully complied with. The covenants were relevant to the project and all were reviewed at scheduled review missions to ensure the NPIU remained in compliance. The status of compliance with loan covenants is in Appendix 11. Condition 14, related to gender, indicates that the project was carried out in accordance with the gender strategy contained in the Gender and Ethnic Minority Action Plan that has been prepared and agreed between the Borrower and ADB. Appendix 12 provides the status of the plan for the program. No land acquisition or resettlement impacts were envisaged at appraisal; however, as not all civil works sites were determined at that point, the project nevertheless prepared a resettlement framework. However, there were indeed no resettlement issues.

34. An independent auditing firm audited the project’s implementation and financial disbursements each fiscal year. Annual audit reports were submitted to the government and ADB on time. Simultaneously, MOET investigated project financial activities and approved annual financial plans. From 2009 to 2011, the State Audit also investigated the efficiency of the use of project funds and concluded that the NPIU used project funds as intended and in compliance with the regulations of the government and ADB. A financial analysis of the executing agency ensured compliance with loan covenant 20, which dictated that counterpart funding was available as required.

H. Consultant Recruitment and Procurement

35. Consultant recruitment. At appraisal, the project estimated a total of 489 person-months of consulting services inputs, of which 74 were international and 415 national. During project implementation, a total of 348 person-months (71% of estimated inputs) were utilized, comprising 67 person-months of international and 281 person-months of national consultants. The list of specialists and corresponding person-months planned at appraisal and as utilized during implementation are presented in Appendix 13. Consultants were selected and hired according to ADB’s Guidelines on the Use of Consultants (2007, as amended from time to time). A project facilitation adviser was hired to help NPIU develop a solid implementation framework.

36. The contract with the first international consulting firm was terminated due to an internal administrative conflict between the firms in the consortium in March 2010. Another round of the quality-and cost-based selection was organized and a new firm was selected in April 2011. A project facilitation adviser was hired as an individual consultant, and the other international consultants were provided through the firm. The national consultants were engaged as individual consultants to retain the well-qualified national consultants that were hired initially. The second round quality-and cost-based selection process was smooth and on time.

37. Procurement. Procurement fell into two categories: (i) civil works, and (ii) goods (including equipment, vehicles, furniture and materials). Given the broad geographic range of the project and the resulting high number of relatively small contract packages, all civil works contracts were procured through national competitive bidding. Contracts for goods at $1 million equivalent or more were awarded through international competitive bidding, and those for goods (other than instructional materials) estimated at less than $1 million but more than $100,000 equivalent were awarded through national competitive bidding. Contracts estimated at less than $100,000 equivalent followed shopping procedures. The bidding and contracting processes

9

related to civil works,18 equipment, and furniture supply procedures were executed with a high degree of efficiency and compliance with ADB procedures. The magnitude of civil works contracts and the efficiency of the procurement set this project apart from other projects of its type. The bid evaluation committees were efficient and effective in carrying their duties, paying attention to detail in bid evaluation and selection. They selected and awarded contracts efficiently, which facilitated the timely commencement of civil works and procurement. Thus, the facilities’ completion and delivery of supplies stayed on schedule.

I. Performance of Consultants, Contractors, and Suppliers

38. Consultants. The individual consultants performed satisfactorily and established good working relationships with the government. The consulting firm performance was satisfactory. The quality of the outputs that the consultants delivered met the needs of the project and contributed to improving the quality and management of the project activities.

39. Contractors. The overall performance of the contractors of civil works was satisfactory. They completed and handed over all constructed classrooms, semi-boarding facilities, teachers’ housing, and toilet facilities at standards acceptable to NPIU and on schedule.

40. Suppliers. The overall performance of suppliers was likewise satisfactory, as they delivered the required equipment and furniture for classrooms and other facilities on schedule and at quality standards and specifications accepted by NPIU.

J. Performance of the Borrower and the Executing Agency

41. The loan’s borrower is the State Bank of Viet Nam (SBV) and its performance was satisfactory. SBV complied with all 30 loan covenants. As a member of the project’s steering committee, SBV contributed to the project’s successful implementation and provided timely and relevant guidance and advice.

42. The performance of the executing agency was highly satisfactory. MOET provided policy direction which in turn guided project implementation. MOET effectively coordinated project activities involving various government departments and agencies, provincial bodies and community representatives, contractors, and suppliers through the NPIU and PPIUs, with the cooperation and assistance of the DOETs and Bureaus of Education and Training and the participation of beneficiaries. MOET also successfully oversaw the timely preparation and submission of annual strategic implementation plans, annual work plans, and budgets. The NPIU comprised an experienced project manager and staff who supported the local implementing agencies.

K. Performance of the Asian Development Bank

43. ADB’s performance was satisfactory. The same ADB project officer administered the project from its design through completion, which ensured a systematic approach to project management throughout. From May 2010 to August 2014, the project officer was posted to ADB’s Viet Nam Resident Mission. During the project, ADB fielded one inception, one midterm, and seven review missions, which included field trips and monitored progress and supported project implementation. The missions were timely, facilitated compliance, and helped in the prompt resolution of management issues. The project officer also attended several key 18 A total of 209 civil works contracts valued at $27.79M were awarded. Only three contracts (about 1.4%) were

terminated due to work stoppage and other civil works contractors took over their contracts.

10

procurement activities, such as the contract negotiation with the consulting firm and the bid opening of the large procurement packages, which helped NPIU secure the government's approvals. Feedback from the project beneficiaries is reflected in the lessons and the gender action plan as well as the design and formulation of the continuing phase of the project.

III. EVALUATION OF PERFORMANCE

A. Relevance

44. The project is rated highly relevant. At design, the project was highly relevant to the government’s poverty reduction and development planning priorities. The project complemented the existing SEDP, 2006–2010 (footnote 1), which emphasized equitable delivery of social services to disadvantaged groups. Furthermore, it supported the Secondary Education Sector Master Plan’s goals, which included a national action plan for targeted assistance to disadvantaged groups in addressing the challenges in secondary education. The changes in the NER confirm that the project enabled the government to increase access to LSE for ethnic minorities and girls in the most disadvantaged regions.

45. The project design remained relevant at its conclusion in terms of government policy direction and ADB priorities. Since 2011, towards the implementation of SEDP, 2011–2015,19 the government had developed a comprehensive policy framework for the long-term development of education (Appendix 14). The government sees comprehensive education reform —while ensuring social equity—as key for its goal to become a modern industrial country by 2020. In addition to improving education for all students, policies make specific reference to increasing support for the most disadvantaged and ethnic minority areas. The most recent government direction in the draft Socio-economic Development Strategy, 2016–2020 20 , reaffirms the government’s emphasis on educational development in disadvantaged areas and among ethnic minorities. Also, the government has enacted multiple policies and regulations related specifically to poverty reduction and ethnic minority education (Appendix 14).

46. ADB’s Country Partnership Strategy, 2012–201521 focuses assistance to Viet Nam on inclusive growth, enhancing economic efficiency, and environmental sustainability. Education is one of the six sectors selected to maximize ADB’s development impact within Viet Nam. ADB and government support for the Second Lower Secondary Education for the Most Disadvantaged Areas22 project further confirm the continued relevance of the project design.

B. Effectiveness in Achieving Outcome

47. The project is rated highly effective. At the outcome level, the project aimed to improve rates of LSE participation in 103 disadvantaged districts, particularly for girls and ethnic minorities. The indicator was to improve the net enrollment rate from 76% to 85% by SY2014. At the midterm review mission, the target was revised to 80%, since the design and monitoring framework baseline figure (76%) was higher than the percentage obtained during the baseline survey (73%). Yet, by SY2014, the net enrollment rate in the 103 disadvantaged districts was at 19 Socialist Republic of Viet Nam, Ministry of Planning and Investment. 2011. Socio-Economic Development Plan,

2011–2015. Ha Noi (November). 20 Socialist Republic of Viet Nam, Ministry of Planning and Investment. 2016. Socio-Economic Development Strategy,

2016–2020. Ha Noi (May). 21 ADB. 2012. Viet Nam: Country Partnership Strategy 2012-2015. Manila 22 ADB. 2014. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the Socialist

Republic of Viet Nam for the Second Lower Secondary Education for the Most Disadvantaged Areas Project. Manila.

http://lnadbg1.adb.org/sec0083p.nsf/NewWG1BDbyDatePost/9BEC05F86F2EB21748257B8E00304F38/%24File/SecM45-12.pdf

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least 81.6%, exceeding the revised target.23 Ethnic minority student enrollment increased 7.9% and female ethnic minority student enrollment increased 1.3% between SY2008 and SY2013. SY2014 data are not yet available, but assuming trends documented during project implementation continue, ethnic minority student and female ethnic minority student enrollment are likely to have further increased. Plus, over this truncated period, the female dropout rate fell by 50.5%, while the female ethnic minority dropout rate declined by 43.8% (Appendix 15).

48. As a result of the project, schools now accommodate 65,600 more students in new classrooms, 1,525 students in CEC classrooms, and 8,550 in semi-boarding schools (Appendix 2). The trends indicate meaningful, sustainable, upwards rates of enrollment overall, for girls, and among ethnic minority students. The project achieved its outcome and all of its intended outputs, exceeding several. The project’s approach of targeting the most disadvantaged, along with a holistic response to access issues, delivered the project’s effective results.

C. Efficiency in Achieving Outcome and Outputs

49. The project is rated highly efficient in achieving its outcome. The project’s design and implementation arrangements were highly efficient in utilizing funds for the intended outputs. Yet, due to price escalation in labor and materials, and a change in the cost norms for staff development expenses, there were cost overruns, particularly under the civil works and staff development cost categories. This necessitated a reallocation of the project budget at midterm. By project end, the majority of the outputs and the intended outcome were achieved within the specified budget allocations and scheduled time. By 31 December 2014, the total project cost was estimated at $61.8 million or about 96% of the $64.0 million originally allocated.

50. The project had relatively slow disbursement at the initial phase partly because of the cancellation of the first round consultant recruitment. However, after addressing initial start-up problems and setting systems in place, the project was able to catch up and subsequently disbursed both ADB loan funds and government counterpart funds more efficiently. This prevented delays in the overall project implementation and allowed the project to achieve its outcome and outputs on schedule. For example, at midterm (8-19 August 2011), cumulative contract awards were $30.64 million or about 61% of the ADB loan amount, while cumulative disbursements totaled $22.19 million, or about 44% of the ADB loan amount.

51. No major issues were experienced in fund management. As of project closing and elapsed loan implementation period reaching 100% from loan approval, the project’s cumulative disbursements totaled $49.2 million (98.3% of revised ADB allocation) and about D273.8 billion (90% of government counterpart fund). The loan closing date remained as planned.

52. The project realized a benefit-cost ratio of about 1.4, implying an efficient use of resources. The analysis concluded that the project is economically viable and highly efficient with an economic internal rate of return of 23.7%, exceeding baseline figures of 18.7%, and a positive net present value of D3.5473 trillion. The higher internal rate of return estimated at project completion is mainly attributed to a lower investment cost due to a low utilization of project funds compared to appraisal, and higher benefits generated compared to estimates at appraisal. The project maximized the benefits while reducing the cost of the investment. Furthermore, the higher number of additional beneficiaries realized during implementation (99,075 additional students) compared with that envisioned at appraisal (75,200 additional 23 It was not possible to exactly replicate the data collection process that occurred during the project. Data from the

EMIS indicated that the NER for all schools in the province was 81.6% and data from a sample of project schools found a NER of 85.1%.

12

students) contributed to the higher internal rate of return. A reduced dropout rate, increased promotion rate, and higher completion rate of LSE students during implementation also led to the higher internal rate of return.

D. Preliminary Assessment of Sustainability

53. The project is rated most likely sustainable. The successful approval and start-up of the subsequent project24 indicates the continuation and therefore the likely sustainability of many project activities from the project. The government institutionalized some project activities, particularly the school feeding program and the scholarships for ethnic minorities, into law and so are expected to be highly sustainable. The civil works are of good quality and, therefore, the increased number of the education facilities, which both directly contributed to the expansion of the access to and improvement of the quality of LSE in the ethnic minority areas, is also likely to be highly sustainable. The high rate of local contractors used ensures that if construction problems arise, the original contractors can address them.

54. The Communist Party of Viet Nam has committed to maintaining education expenditure at 20%. In 2014, Viet Nam’s education expenditure was 21.2% of the total government budget. Provinces and cities control 75% of the education budget (capital and recurrent) in Viet Nam;25 at the provincial level, People’s Committees allocate the budget for maintenance of school facilities. Each year, the school management board evaluates the school’s physical status and calculates its maintenance budget, which is then included in its annual budget allocation request. The newly constructed facilities reduce the financial burden of costs for school construction and maintenance of existing facilities on the poor provincial governments. The improved delivery of good quality LSE is thus more sustainable.

55. LSSs in ethnic minority and remote areas have a limited number of teachers, and the cost to send teachers to train in the TTCs in provincial central towns is high. To address this issue, the project used an innovative teacher training methodology through a cascading system. Core teachers were intensively trained as resource persons in each target province, who then delivered the PRESETT and INSETT at schools in ethnic minority and remote areas, thus creating a sustainable teacher training methodology. The active learning component of the project, also part of Output 2, was rolled out to the project provinces, then adopted by MOET, and is now implemented nationwide, thus ensuring it is engrained in the Vietnamese education system. MOET recognizes active learning as a strategy to keep students interested in school.

56. The learnings achieved from the pilot initiatives have been institutionalized and are likely to be highly sustainable. The project approach to teach teachers, a non-traditional sequencing of modules, is being adopted nationwide. The scholarship programs have been assessed and MOET has learned from the outcomes of the pilot. For example, in the review of the scholarship program, MOET noted that, in some areas, minority students who received scholarships to attend teacher training colleges so that they could then return to teach in their own districts were not able to find jobs. As a result, MOET will link training programs with needs for teachers.

57. The financial sustainability analysis shows that MOET can continue to finance both incremental annual operations and maintenance (O&M) costs and debt service requirements beyond project completion. Capital expenditure for education and training increased about 35% while recurrent expenditures increased about 67% from 2010 to 2013. This well exceeds inflation. However, accurate data on actual expenditure after 2013 proved difficult to verify, and 24 Footnote 22. 25 MOET, Department of Finance and Planning.

13

future projects should consider building in mechanisms that address gaps in supporting evidence of financial sustainability. As a share of the expected total government annual expenditure, annual O&M costs and debt service is expected to account for, at most, 0.018% in 2020, when amortization payments on the ADB loan are expected to commence. This is projected to decrease to 0.009% in 2025. Total annual O&M costs and debt service are likewise significantly lower than 0.1% as a portion of total government annual education expenditure and annual LSE expenditure. The incremental recurrent costs have been included in the medium term budget and will be included in annual budgets of MOET. The analysis indicates that the government can cover O&M and debt service financial requirements, so the project is financially highly sustainable.

E. Impact

58. The impact of this project is rated significant. The project aimed to lead to the greater social and economic inclusion of Viet Nam’s disadvantaged groups. The project was category C for the environment, having minimal adverse environmental impacts. Statistics document a steady rise in the NER among project provinces. This is further supported by data showing a decrease in dropout rates and an increase in attendance among both girls and ethnic minorities, and graduation rates. At design, the project’s performance indicator for impact was for the NER to reach 90% by SY2016. The most recent year for which data are available for this figure is SY2015, when the NER reached 90.9%,26 thus exceeding the project’s high-level target a year early. Additionally, the project set to reach gender parity by SY2016, but accomplished this two years early. In a complex project where enrollment rates are pushed down by a myriad of factors, including lack of facilities, remote populations, poor access, negative attitudes towards girls’ education, and cultural norms among ethnic minorities, this is an impressive achievement.

59. Impact on the education sector. The government’s adoption of initiatives piloted under this project ensures that the changes will be sustained. While a gap remains between the national NER and that of the country’s most disadvantaged regions, the project interventions have made significant progress in reducing the differences.

60. Gender and ethnic minority aspects. The project’s gender accomplishments were particularly strong. Project activities were sensitive to and addressed gender and ethnic minority issues, and, where possible, improved opportunities for and the performance of females and ethnic minority students. The project contributed to changing attitudes about the value of LSE in Viet Nam, particularly among the ethnic minority communities and the parents of girls.

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS

A. Overall Assessment

61. The project is rated highly successful. The project was implemented as planned and the project impact exceeded expectations, with performance targets met two years early. Several project pilot initiatives became education policy. The government’s request for a follow-up project affirms Viet Nam’s commitment to improving access to and the quality of education, particularly for ethnic minorities and girls. The main change from the original plan was the reduction in civil works due to unforeseen cost increases. However, the project management remained focused on the priority of increasing access to LSE, recognizing that without educational facilities, the government would not be able to improve the quality of education.

26 Government of Viet Nam Ministry of Education and Training. 2015. Education Statistics 2014-2015. Ha Noi.

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B. Lessons

62. Relevant project design. The project’s target identification methodology was relevant and sophisticated. Prior to this project, ADB support to disadvantaged provinces covered all parts of 22 provinces (determined by the government), which was nearly a third of the country. In contrast, the targeted support of the project resulted in focused investment on the poorest groups. Furthermore, a critical review and analysis of the (i) education sector, particularly within the context of LSE among the most disadvantaged regions; (ii) the potential investment opportunities available; and (iii) relevant facts and information, were key ingredients in formulating a project design that was highly relevant to the needs and conditions of beneficiaries, and aligned with the government’s broader national policy.

63. The design monitoring framework would have better tracked improvements in the quality of LSE in the target regions if it had measured the impact of the inputs, rather than only the inputs. For example, instead of counting the number of ethnic minority USE graduates who received a scholarship, the indicator could have measured the number who received scholarships and who returned to their own communities to work, which was the project’s original intention.

64. Participatory approach to project design and implementation. Extensive consultation with and participation by key stakeholders from project formulation through implementation resulted in higher ownership of the project among stakeholders. It also led to realistic and implementable project design, and allowed for an effective response to challenges encountered by the LSE subsector. It also promoted good coordination and communication, which was necessary for a timely resolution of issues.

65. Capacity building for sustainability of project outcome and outputs. Project design strengthened the planning and management capacity of education planners and managers. This investment for the future is necessary to ensure sustainability of the project outcome and outputs over the longer term. In addition, one sub-output of the project introduced the concept of continuing professional development, to provide opportunities and support for teachers to systematically improve their knowledge and skills throughout their teaching careers.

66. Internal LSE subsector cooperation and coordination. Some project activities required close cooperation among stakeholders. For example, campaigns promoting the importance of LSE among disadvantaged communities in remote areas, where young children contribute to the family income through employment, required committed engagement by MOET, DOET, BOET, teachers, and others, to ensure that LSE awareness campaigns reached their target audience. Establishing good communication and coordination among project stakeholders was critical. It created a venue for guiding the project towards its priorities and for timely support in resolving concerns. These factors, together with the strong DOET and MOET project ownership, significantly contributed to the effective and efficient management of project activities which, in turn, boosted the project’s performance.

C. Recommendations

1. Project Related

67. Future monitoring. MOET adopted new approaches, such as sequencing teacher training and the active learning methodology, which have now been adopted nationwide. Assessing these initiatives would clarify if they created the intended change and lower dropout

15

rates. MOET should pursue an expanded EMIS to improve and develop LSE, particularly for ethnic minorities and girls in the most disadvantaged regions. An LSE student survey would generate data for the EMIS, including detailed gender- and ethnicity-disaggregated data to support effective planning and management of targeted assistance to disadvantaged groups.

68. Covenants. To better support loan covenants on anticorruption, a Good Governance and Anticorruption Plan should be designed and implemented in other similar future projects.

69. Further action or follow-up.

a. Provide continued support to teachers. The core trainers and key teachers will continue to be essential to disseminating knowledge and skills to LSS teachers. They need support in terms of resources, guidance, and encouragement from the concerned authorities to continue using their new skills. The core trainers and key teachers must strengthen the core professional development concepts. The progress, benefits, and obstacles of the project should be closely monitored and support provided.

b. Assess, replicate, and scale-up pilot activities. MOET should assess pilot activities. Findings inform the government about the activities’ benefits, improvements needed, and help identify areas for support. The government’s commitment to revise pilot activities based on the lessons from the project is critical. The government’s adoption of the scholarship program and the semi-boarding school feeding program is an important development.

70. Additional assistance. The government should identify sources of funds, internal or external, to expand the EMIS as an important tool for planning, tracking, and budgeting.

71. Timing of the project performance evaluation report. The project performance evaluation report should be prepared by 2018. A three-year incubation period should be sufficient to observe the impact of the project on the LSE subsector.

2. General

72. Having a strong project management unit is crucial. The project management team ensured the implementation effectiveness and efficiency. It is critical to select and appoint project management staff with exceptional management and technical qualifications, experience in the sector, and good working relationship with key policy decision makers and planners. Training on administrative issues should be provided prior to project implementation.

73. Sense of ownership ensures full utilization of project assets. When school principals, teachers, and students realize that they are the owners of the assets, they take full responsibility for the facilities, maximize their use, and keep them in good working condition.

74. Government’s commitment is key to ensuring lasting effects. To sustain project achievements, the government should continue implementing interventions to increase access to LSE, particularly by ethnic minorities and girls in disadvantaged regions of the country. Continued policy, technical and financial support are essential.

16 Appendix 1

UPDATED DESIGN AND MONITORING FRAMEWORK

Design Summary

Performance Targets/Indicators

Adjusted Performance

Targets/Indicators during Mid-term

Reviewa Accomplishment during Project

Implementation Data Sources/Reporting

Mechanisms Impact Universal lower secondary education leads to greater social and economic inclusion of Viet Nam’s disadvantaged groups.

The lower secondary average NER increases from 82.6% in SY 2006 to the government’s target of 90% by SY2016, particularly in areas with high concentrations of ethnic minority students. The proportion of girls in LSE increases from 47.8% in SY2004 to 50% by SY2016 and gender parity is achieved MDG 3).

Achieved. NER increased to 90.9% in SY2015, which exceeds the target to be achieved by SY2016.

Achieved. The proportion of girls in LSE in SY2015 was 48.8%. Since the percentage of the female population aged 11–14 in project districts is 48.3%, gender parity is deemed to be achieved.

Annual Viet Nam Living

Standard Survey by the Government Statistics Office

Progress reports on MDGs by United Nations agencies

Annual progress reports on Education for all by UNESCO

MOET annual education statistics reports

Outcome LSE participation rates improve in 103 disadvantaged districts of Viet Nam, particularly for girls and ethnic minorities.

The lower secondary net enrollment rate in 103 disadvantaged districts increases from 76.4% in SY2006 to 85% by SY2014.

Target of 85% NER was adjusted downward to 80% in 2014

Achieved. NER increased to at least 81.6% in the 103 disadvantaged districts by SY2014 which exceeds the adjusted outcome target.b

Ethnic minority student enrollment increased by 7.9% and female ethnic minority student enrollment increased by 1.3% between SY2008 and SY2013. Over this period, the female dropout rate fell by 50.5%, while the female ethnic minority dropout rate decreased by 43.8%.

MOET annual education

statistics reports EMIS data from MOET Project progress reports

Outputs 1. Access to

lower secondary

1a. 819 new LSS classrooms are

constructed by SY2013.

1a. 820 new LSSs

classrooms constructed

1a. Achieved. 820 new LSSs

classrooms constructed, which is 100% of the adjusted

Baseline data and

statistics EMIS

Appendix 1 17

Design Summary






Mechanisms education is improved for the poor, especially girls and ethnic minorities, in 103 targeted districts.

1b. 48 new CEC classrooms are

constructed by SY2013. 1c. By SY2013, 960 rooms or 7,680

semi-boarding spaces, or both, are constructed for ethnic minority students, of whom at least 50% are girls.

1d. 258 separate male and female

sanitation facilities are constructed in lower secondary schools and community education centers by SY2013.

1c. 978 semi-

boarding rooms constructed

1d. 256 toilets

constructed

target. 1b. Achieved. 48 new CEC

classrooms constructed, which is 100% of the targeted number of CEC classrooms.

1c. Achieved. 978 new semi-

boarding rooms constructed, which is 100% of the adjusted target.

1d. Achieved. 259 toilets

constructed, which is 101.2% of the adjusted target.

Project progress reports Project review missions

and field visits Standard designs of

schools, sanitation facilities, dormitories, and teacher housing

Consultants’ reports Annual audit reports

2. The quality and relevance of secondary education are enhanced for ethnic minorities and girls.

2a. 30,000 teachers and teacher trainees, of whom 50% are women, receive INSETT by SY2013.

2b. 6,200 new trainees in target

TTCs, of whom 50% are women, receive ethnicity- and gender responsive PRESETT by SY2012.

2c. 170 core trainers develop a CPD

2b. 5,000 new

trainees in target TTCs of whom 50% are women, receive ethnicity- and gender- responsive PRESETT

2a. Achieved. A total of 199,766 LSE teachers (47.1% female) and 19,476 key teachers (54.7% female) received INSETT.

2b. Achieved. 6,151 new

trainees in target TTCs, of whom 63.1% are women, received ethnicity- and gender responsive PRESETT

2c. Partly achieved. A total of

Seven PRESETT modules New PRESETT and

INSETT programs participant feedback

Project progress reports Consultant’s reports Standard designs of

teacher housing units, libraries and laboratories.

18 Appendix 1

Design Summary






Mechanisms

framework and action plan by SY2008.

2d. Supplementary instructional

teaching materials for teaching Vietnamese to ethnic minority pupils and teaching in a multicultural environment are developed and provided to all lower secondary schools in 103 districts by SY2011.

2e. 867 teacher housing units, of

which 50% are for female teachers, are constructed in remote ethnic minority areas by SY2013.

2f. 180 libraries and 112

laboratories are constructed and equipped in lower secondary schools and community education centers by SY2013.

2g. Selected minority schools will

2e. 449 teacher

housing units, of which 50% are for female teachers, constructed

2f. 61 libraries and

75 laboratories are constructed and equipped in LSSs and CECs

149 core trainers developed CPD and action plans. A total of 3,314 key teachers, 33,951 LSE teachers, 4,519 education administrators and LSS principals, and 6,151 TTC students were trained on CPD.

2d. Achieved. Delivery of

supplementary materials for teaching was completed by 2012. The materials have been uploaded onto the website as educational resources for teachers in remote areas. A total of 49,500 sets of supplementary materials were distributed to 30,000 LSE teachers.

2e. Achieved. 467 new teacher

housing units constructed for 941 teachers, of whom 461 (49%) were female.

2f. Achieved. 61 libraries and 78

laboratories were constructed and equipped in LSSs and CECs.

2g. Achieved. A pilot network

Appendix 1 19

Design Summary






Mechanisms have information and communication technology (ICT) facilities for networking with TTCs. Web-based instructional materials, including teachers’ guides will be developed by SY2013.

2h. 250 ethnic minority upper

secondary graduates, of whom 50% are female, receive bridging support and a 4-year new transitional scholarship between SY2009 and SY2013.

was set-up in three TTCs and nine LSSs in Dien Bien, Dak Lak, and Soc Trang provinces. The pilot network started in November 2010 and is fully operational.

2h. Achieved. 225 ethnic

minority upper secondary graduates received a scholarship between SY2009 and SY2013. Of the 205 scholars who completed the scholarship program, 56.6% were female.

3. Innovative approaches to improving educational access and equity for ethnic minorities and girls are pilot-tested and evaluated.

3a. The pilot LSE 4-year scholarship program is provided to 800 lower secondary school students, of whom 50% are girls from the 18 smallest minority groups, between SY2009 and SY2013.

3b. Awareness activities to promote

the benefits of secondary education among parents and community leaders are undertaken in the 103 districts by SY2013.

3c. A school feeding program for

ethnic minority semi-boarding students is provided in all project schools between SY2009 and

3a. Achieved. 800 scholarships were approved by MOET to be awarded to 400 female scholars (50%). By the end of the program, 605 scholars remained, of which 48.3% were female.

3b. Achieved. Awareness

activities to promote the benefits of secondary education among parents and community leaders were undertaken in 108 districts.

3c. Achieved. A school feeding

program for ethnic minority semi-boarding students was provided in all project schools

List of scholarship awardees disaggregated by gender and ethnicity

Research report

20 Appendix 1

Design Summary






Mechanisms SY2013.

3d. Four research and evaluation

initiatives focusing on alternative approaches to improving access and participation of minorities and girls are completed by SY2013.

covering a total of 18,865 students, of which 46.5% female, between SY2011 and SY2013.

3d. Achieved. Five research and

evaluation initiatives focusing on alternative approaches to improving access and participation of minorities and girls were completed by SY2013.

4. Planning and management capacity for lower secondary education for the disadvantaged groups and region is strengthened.

4a. 1,590 education planners, school principals, and administrators receive training in performance-based education management with a focus on the provision of services to disadvantaged students, by SY2013.

4b. A school-based gender

disaggregated EMIS is developed for all project schools by SY2013.

4b. Development of

EMIS was not pursued. Activities were adjusted to provide general ICT training for more effective education planning and management of rural schools.

4a. Achieved. By SY2011, 4,519 education planners, school principals, and administrators had received training in performance-based education management with a focus on the provision of services to disadvantaged students.

4b. Achieved. A review of ICT

programs in other projects was conducted, and an implementation plan was developed for the use of ICT for LSS and ISDP and management. In addition, ICT training was incorporated in a training course for education managers in cooperation with NIEM. From November 2010 to January 2011, general ICT training was conducted for principals and BOET and

Project progress reports Consultant’s reports Completed ISDPs

Appendix 1 21

Design Summary






Mechanisms

4c. All project schools develop inclusive school development plans by SY2012.

DOET staff. 4c. Achieved. All project schools

developed ISDPs.

BOET = Bureau of Education and Training; CEC = community education center; CPD = continuing professional development; DOET = Department of Education and Training; EMIS = education management information system; ICT = information communication technology; INSETT = in-service teacher training; ISDP = inclusive school development plans; LSE = lower secondary education; LSS = lower secondary school; MOET = Ministry of Education and Training; NER = net enrollment rate; NIEM = National Institute of Education management; PRESETT = pre-service teacher training; SY = School year; TTC = teacher training college; UNESCO = United Nations Educational, Scientific and Cultural Organization a Changes to the Design and Monitoring Framework have been agreed to over the project to reflect changes in the scope of the project. b It was not possible to exactly replicate the data collection process that occurred during the project, but through two proxy data sets, the data analysis results in an NER of at least 81.6%. Source: Ministry of Health. 2014. Project Completion Report: Lower Secondary Education for the Most Disadvantaged Regions Project (LSEMDRP) in Viet Nam. Ha Noi.

22 Appendix 2

DETAILS OF CIVIL WORKS UNDER PROJECT

Table A2.1: Details of Civil Works—Classrooms and Semi-boarding Facilities

No.

Province Lower Secondary Schools Semi-boarding Facilities

No. of LSSs

Classrooms

Function

Rooms Librari

es

Semi-boarding Rooms

Teachers’ Rooms

Kitchens Toilets

Semi-boarding Toilets

Other Types of Rooms**

1 Bắc Kạn 6 18 2 3 15 5 5 6 0 2 2 Cao Bằng 12 24 1 3 44 27 11 11 11 0 3 Điện Biên 21 88 8 6 206 71 19 14 10 6 4 Hà Giang 26 102 10 5 166 84 19 14 12 2 5 Lai Châu 14 47 1 4 77 22 10 8 7 2 6 Lào Cai 5 16 2 2 16 12 4 5 0 2 7 Sơn La 13 50 4 3 80 23 13 9 7 2 8 Yên Bái 9 37 3 3 30 17 6 6 9 2 9 Đắk Lắk 19 89 12 4 139 59 19 14 23 4

10 Đắk Nông 12 58 5 5 38 20 9 12 3 3 11 Gia Lai 13 52 3 3 42 22 11 9 8 3 12 Kon Tum 9 23 3 6 39 24 9 6 6 3 13 Ninh Thuận 13 55 7 3 29 17 4 8 1 3 14 Cà Mau 10 41 4 2 26 20 2 5 5 0 15 Kiên Giang 9 32 2 4 10 15 2 5 1 2 16 Sóc Trăng 7 43 4 2 10 12 0 7 4 2 17 Trà Vinh 13 45 4 3 11 17 0 11 2 3

Total as Implemented 211 820 75 61 978 467 143* 150* 109 41 Total as Planned 252 819 112 180 960 867 0 258 0 0

Total as Revised 252 820 75 61 978 449 143 259 0 Implemented/Revised (%) 84% 100% 100% 100% 100% 104% 100% 100%

Remarks: * Kitchen and toilets for semi-boarding facilities were indicated in the loan agreement. ** Additional room (next to the library, half size of a classroom). Not available in the original design. Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions.

Appendix 2 23

Table A2.2: Student Occupancy of Semi-boarding Facilities

May 2014

Number of Rooms

Number of Students

Students per

Room

Female Ethnic Minority

Persons % Persons %

978 8,550 8.7 3,950 46.2 7,847 91.8

Source: National Project Implementation Unit, Lower Secondary Education of the Most Disadvantaged Regions Project.

Table A2.3: Details of Civil Works—Continuing Education Centers

Number Province Continuing Education Center Numbers Classrooms Toilets

1 Bắc Kạn 0 0 0 2 Cao Bằng 2 12 2 3 Điện Biên 1 6 1 4 Hà Giang 0 0 0 5 Lai Châu 1 6 1 6 Lào Cai 1 6 1 7 Sơn La 1 6 1 8 Yên Bái 0 0 0 9 Đắk Lắk 0 0 0 10 Đắk Nông 0 0 0 11 Gia Lai 0 0 0 12 Kon Tum 0 0 0 13 Ninh Thuận 1 6 1 14 Cà Mau 1 6 1 15 Kiên Giang 0 0 0 16 Sóc Trăng 0 0 0 17 Trà Vinh 0 0 0

Total as Implemented 8 48 8 Total as Planned 6 48 6

Total as Revised 8 48 8 Implemented/Revised (%) 100% 100% 100%

Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions.

Table A2.4: Teachers’ Housing Civil Works and Number of Teachers Residing in these

Facilities

May 2014

Number of Rooms

Number of Teachers

Number of Teachers per

Room

Female Ethnic minority

Persons % Persons %

467 941 2.0 461 49.0 291 30.9 Source: National Project Implementation Unit, Lower Secondary Education of the Most Disadvantaged Regions Project.

24 Appendix 3

FURNITURE AND EQUIPMENT PROVIDED

Table A3.1: Furniture Provided to Classrooms and Semi-boarding Facilities

Classroom Semi-boarding Facilities

Board

Teacher Desk and

Chair Student Desk

and Bench 2 Bunk Beds Table and 2 Chairs

Student Cabinet

No. of Units Sets Sets No. of Units Sets No. of Units

868 868 16,165 3,860 3,860 3,860

Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions.

Table A3.2: Equipment Provided Under the Projecta

Computers Laptops Printers Cameras Digital

Cameras Projectors Visualizers Screens Amplifiers Photocopiers LCDs DVDs

1,538 232 1,578 111 210 210 100 210 210 210 210 69 a Unable to break down the distribution of equipment provided to classrooms and continuing education centers classrooms. Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions Project.

Table 3.3: Laboratory and Library Furniture Provided to LSE Schools

Laboratory Library

Board

Teacher Desk and

Chair Cabinet

Student Desk and

Bench Sink

Staff Desk and

Chair Folder

Cabinet Shelf

Long Table and 6 Chairs

No. of Units Sets No. of Units Sets No. of Units Sets No. of Units No. of Units Sets

75 75 150 1,444 424 61 61 122 208 Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions.

Appendix 4 25

DETAILS OF STAFF DEVELOPMENT

Table A4.1: Number of Core Teachers Trained (2009–2011)

Total Number of Core Teachers Trained (Persons)

Number of Female Trainees Number of Ethnic Minority Trainees

Persons % Persons %) 1,028 493 48.0 193 18.8


Table A4.2: Number of Key Teachers Trained (September 2011–September 2012)

Total Key Teachers Trained Total Female Trainees Total Ethnic Minority Trainees Persons % Persons %

19,476 9,176 47.1 5,100 26.2


Table A4.3: Number of Lower Secondary Education Teachers Trained (October 2011–February 2013)

Total Lower Secondary Education Teachers Trained

Number of Female Trainees Number of Ethnic Minority

Trainees

Persons % Persons (% 199,766 109,249 54.7 49,384 24.7


Table A4.4: Number of Teacher Training Participants

Total participating students (Persons)

Total Female Participants Total Ethnic Minority Participants Persons % Persons %

6,151 3,883 63.1 3,409 55.4 Note: The provinces of Lai Châu, Đắk Nông, and Cà Mau have no teacher training center facilities for training LSE teachers. Source: National Project Implementation Unit, Lower Secondary Education of the Most Disadvantaged Regions Project.

26 Appendix 4

Table A4.5: Number of Lower Secondary Education Principals and Education Managers Trained on Education Planning and Management (2009–2011)

Number of People (Persons)

Female Ethnic Minority

Persons % Persons % 4,519 1,176 26.0 813 18.0


Table A4.6: Details of Overseas Training Participants

No. Training Location

Number of Participants

Female Ethnic Minority Persons % Persons %

1 United Kingdom 51 33 64.7 7 13.7 2 Italy 25 8 32.0 1 4.0 3 United Kingdom 25 10 40.0 0 0.0

Total 101 51 50.4 8 7.9 Source: National Project Implementation Unit, Lower Secondary Education of the Most Disadvantaged Regions Project.

Appendix 5 27

SUPPORT TO PRO-POOR EDUCATION OPPORTUNITIES

Table A5.1: Details of the Scholarship Program for Teacher Training for Ethnic Minority Students

SY2009/

2010 SY2010/

2011 SY2011/

2012 Number of Scholars

Remaining after 3

School Years

Number of Male Scholars

Number of Female Scholars

Number of Student Scholars Who Graduated

Number of Scholarships Available

Number of Scholars

Number of Scholars

Number of Scholars Persons % Persons % Persons % Female %

225 210 208 205 205 89 43.4% 116 56.6% 196 95.6% 115 99.1% Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions Project.

Table A5.2: Details of the Pilot Scholarships for Ethnic Minorities

SY2009/2010 SY2010/2011 SY2011/2012 SY2012/2013 Male Female Number of Scholars Approved by MOETa Persons Persons Persons Persons Persons % Persons %

800 771 711 649 605 314 51.7% 291 48.3% a Of the approved MOET scholars, 400 (50%) of total scholarships were allocated to females. Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions Project.

Table A5.3: Coverage of Public Awareness Campaign to Promote Lower Secondary Education

Number of Districts

Number of Communes

Schools with Lower Secondary

Schools

Number of Units in Which the Awareness-Raising Activities Were Conducted

Communes Schools with Lower Secondary School

Commune Learning Centers

Persons % Persons % Persons % 108 1,488 1,579 1,336 89.8 535 33.9 801 53.8


28 Appendix 5

Table A5.4 Details of the Pilot Semi-boarding School Feeding Program (SY2011–SY2013)

2010–2011 2011–2012 2012–2013 Total for the 3 years Total Persons

Female Total Persons



Female Persons % Persons % Persons % Persons %

2,863 1,266 44.2 7,927 3,431 43.3 8,075 4,066 50.4 18,865 8,763 46.5 Source: National Project Implementation Unit, Lower Secondary Education of the Most Disadvantaged Regions Project.

Appendix 6 29

QUALITY ASSURANCE RESEARCH

National Project Implementation Unit recruited three research institutes to conduct five studies to evaluate the pilot initiatives—scholarships, awareness-raising activities, and school feeding. The overall emphasis of the research was on examining the demand for ethnic minority education (i.e., the efficacy of interventions that encourage school enrollments and retention of the hardest-to-reach populations, and that complement supply interventions, such as building new facilities). The conclusions of the studies are presented below: (i) Evaluation of Impact and Effectiveness of Scholarship Program for Ethnic Minority

Students Participating in Teacher Training Program, Center for Research and Application of Psychological and Education Sciences (CRAPES) Achieved the goal of reducing economic and social barriers for ethnic minority youth

by enhancing their readiness to pursue further studies in the teacher training college. The scholarship program also encouraged ethnic minority students to apply for scholarships in order to complete a training program for secondary school teachers.

Positive impact on the formation and development of capacity as well as on the improvement of living and learning conditions of project students.

Provided equal access to education among students, especially female ethnic minority students.

(ii) Evaluation of Impact and Effectiveness of the Pilot Scholarship Program for Lower

Secondary Students from Smallest Ethnic Minority Groups, Consultancy and Technology Transfer Center, Duchuonganh Co. Ltd. Increased enrollment and attendance rate. The challenges and barriers to accessing

education, such as limited financial resources and shortage of learning materials, have been significantly reduced.

Significant impacts on the parents of students included: (a) enhanced parents’ awareness of and appreciation for the need for their children to go school; and (b) reduced financial burden on parents, especially for those who had very limited financial resources and opportunities for earning a living.

Positive impact on lower secondary teachers by improving promotion of LSE and in encouraging students to attend school.

Positive impacts on increasing the awareness of the local authorities regarding education. Local authorities became more active in encouraging students to go to school, particularly students from smallest ethnic minority groups.

A greater number of ethnic minority students completed the LSS level and have acquired better reading skills as well as basic life skills and knowledge.

(iii) A Tracer Study to Evaluate the Pilot Scholarship Program’s Impact and Effectiveness

Among Lower Secondary Ethnic Minority Recipients within 2 Years of the Last Payment, Center for Environment and Social Education Created favorable conditions for a number of students from the poorest ethnic

minorities to access secondary education as well as encouraged them to pursue higher education.

Laid the ground for the development of an education support policy for small ethnic minority groups. Education development for very small ethnic groups for the period

30 Appendix 6

2010–2015 was approved by the Prime Minister under Decision No. 2123/2010/QĐ-TTg dated 22 November 2010.

Had positive impacts on: (a) provided poor ethnic minority students with additional financial resources to complete secondary education; (b) positively affected student’s willingness to continue education and motivating them to perform better at school; and (c) increased parents’ interest in their children’s education as well as encouraged parents to create better conditions for their children to pursue education.

Identified the uncertainty of finding employment after earning LSE and/or USE as a significant factor to a student’s decision to pursue higher education.

(iv) Evaluation of Impact and Effectiveness of the Public Awareness-Raising Campaign to

Promote Lower Secondary Education, Center for Environment and Social Education Reduced dropout rates in LSSs located in the disadvantaged regions. The disparity in

gender equity among remote and distant areas/regions with seriously disadvantaged socio-economic conditions was reduced.

Significantly increased awareness of and appreciation for the importance of education among ethnic minority groups. It also provided the basis for government guidelines and policies on education.

Reduced dropout rates and early marriages among ethnic minorities, and increased enrollment in LSSs, especially among female minority ethnic students.

(v) Impact and Effectiveness Evaluation of the Pilot Semi-boarding School Feeding Program,

Consultancy and Technology Transfer Center, Duchuonganh Co. Ltd. Achieved its planned targets and is sustainable as it served as the basis for MOET’s

proposal for the Government’s Decision 36/2013/QĐ-TTg dated 18 June 2013, which indicates that semi-boarding students enrolled in public primary and lower secondary schools in disadvantaged areas will be supported with 15 kg of rice for 9 months of the school year.

Had a positive impact on learning among beneficiary-students, especially female and ethnic minority students.

Contributed to changing perceptions and attitudes among students, particularly among ethnic minority students, regarding attending school.

Appendix 7 31

FINANCIAL REPORTS

Table A7.1: Project Cost by Project Component and Currency Used ($'000)

Item Foreign Exchange Local

Currency Total Cost

A. Investment Costs Output 1: Improved to Access to Lower Secondary Education

1,503.70 27,750.80 29,254.50

Output 2: Enhanced Quality and Relevance of Lower Secondary Education

4,578.22 16,497.49 21,075.72

Output 3: Pilot Innovations to Improve Access and Equity for Minorities and Girls to Lower Secondary Education

529.13 1,707.99 2,237.12

Output 4: Improved Planning and Managing Capacity for Lower Secondary Education in the Most Disadvantaged Regions

1,862.28 3,776.19 5,638.46

Subtotal (A) 58,205.80 B. Recurrent Costs 2,021.15 2,021.15 C. Taxes and duties 1,523.59 - 1,523.59

Total 9,996.91 51,753.62 61,750.54

32 Appendix 7

Table A7.2: Project Cost − Planned vs Actual ($ '000)

Item

Planned Actual Cost Utilization [(Overrun)/Underrun]

ADB Gov. Project Total ADB Gov.

Project Total ADB Government Total

Cost (USD)

Total % Utilization SDR USD USD USD SDR USD USD USD USD

% Utilization USD

% Utilization

Land Acquisition - - 2,955.00 2,955.00 - - 1,411.66 1,411.66 - 1,543.34 48% 1,543.34 47.8% Works 15,996.00 25,103.59 6,455.21 31,558.80 17,904.91 27,789.17 6,895.51 34,684.68 (2,685.58) 110.7% (440.30) 107% (3,125.88) 109.9% Furniture, Vehicles and Equipment

3,450.00 5,313.77 1,025.87 6,339.64 3,673.90 5,684.65 462.80 6,147.45 (370.88) 107.0% 563.07 45% 192.19 97.0%

Support to Pro-Poor Education Opportunities

1,470.00 2,307.06 312.19 2,619.25 1,055.73 1,635.69 408.82 2,044.51 671.37 70.9% (96.63) 131% 574.74 78.1%

Staff Development, In Country

3,160.00 4,959.75 - 4,959.75 5,339.11 8,170.95 - 8,170.95 (3,211.20) 164.7% - (3,211.20) 164.7%

Staff Development, Overseas

161.00 252.50 - 252.50 540.53 825.75 - 825.75 (573.25) 327.0% - (573.25) 327.0%

Instructional Materials 791.00 1,241.20 95.35 1,336.55 311.44 483.37 11.49 494.86 757.83 38.9% 83.86 12% 841.69 37.0% Research and Monitoring 311.00 488.55 48.85 537.40 339.41 523.08 35.46 558.54 (34.53) 107.1% 13.39 73% (21.14) 103.9% Consulting Services 1,519.00 2,384.00 - 2,384.00 1,129.54 1,756.26 - 1,756.26 627.74 73.7% - 627.74 73.7% Project Management 900.00 1,512.55 151.30 1,663.85 493.32 760.73 1,350.41 2,111.14 751.82 50.3% (1,199.11) 893% (447.29) 126.9% Unallocated/Other Costs 3,050.00 4,787.04 2,956.26 7,743.30 - - 2,021.15 2,021.15 4,787.04 0.0% 935.11 68% 5,722.15 26.1% Interest Charge 1,052.00 1,650.00 - 1,650.00 1,001.87 1,523.59 - 1,523.59 126.41 92.3% - 126.41 92.3%

Total 31,860.00 50,000.00 14,000.00 64,000.00 31,789.76 49,153.24 12,597.31 61,750.54 846.76 98.3% 1,402.69 90% 2,249.46 96.5% ADB= Asian Development Bank; SDR= special drawing rights; USD= US dollars Note: Cost overrun means cost incurred in excess of planned amount. Cost underrun means amount by which the actual cost is below the planned budget. Source: ADB reports and database; and NPIU, Lower Secondary Education for the Most Disadvantaged Regions Project.

Appendix 8 33

LIST OF PROPOSED ADDITIONAL ACTIVITIES USING LOAN SAVINGS

All additional activities of Lower Secondary Education for the Most Disadvantaged Region Project and their status are presented in the table below:

No. Proposed Additional Activities Status

Civil Works:

1 Building dormitories, teacher housing units, firefighting water tanks

- Approved by ADB in 2013 - Completed

Staff Development: 1 Training on action research for educational administrators

and principals - Approved by ADB in 2013 - Completed

2 Training educational administrators and teachers on life skills for lower secondary students


3 Improvement of group activities taught by subject teachers - Approved by ADB in 2013 - Completed

4 Positive discipline in LSSs in the most disadvantaged regions


5 Effective management of particular activities of semi-boarding schools


6 Capacity strengthening for teachers on management of semi-boarding students


7 Effective management of innovative teaching methodology and student assessment


8 Training for teachers at the continuing education centers - Approved by ADB in 2013 - Completed

9 Training for education administrators and lower secondary teachers on prevention of drugs and addictive substances from infiltrating into LSSs in the most disadvantaged regions

- Implementation plan submitted for ADB’s approval in April 2014

- Completed

10 Training for teachers and education administrators on performance assessment using skills standards

- Implementation plan submitted for ADB’s approval in April 2014

- Completed

Supply of Equipment: 1 Supply of kitchen wares (cookers, frying pans, dining-

table, etc.) for newly-built kitchens - Approved by ADB in 2013 - Completed

Materials and Support for Pro-poor: 1 Printing and supply of supplementary materials for pupils

in the most disadvantaged regions - Fax letter requesting ADB’s approval

submitted in April 2014 - Completed

2 Printing and supply of supplementary materials for teachers and pupils in the most disadvantaged regions

- Fax letter requesting ADB’s approval submitted in April 2014

- Completed ADB= Asian Development Bank; LSS= lower secondary school

34 Appendix 9

PROJECT IMPLEMENTATION SCHEDULE – PLANNED VERSUS AS IMPLEMENTED

Appendix 9 35

36 Appendix 9

Appendix 10 37

PROPOSED ORGANIZATION STRUCTURE AT APPRAISAL

38 Appendix 11

STATUS OF COMPLIANCE WITH LOAN COVENANTS

Covenant

Reference in Loan

Agreement Status of Compliance Education Management Information System (EMIS)

1. The Borrower shall establish, by the end of the second year of the project implementation period, a student-based education management information system that will enable the tracking of lower secondary school graduates in both higher education and the labor market, and generate feedback for improving the management and implementation of LSE.

Loan Agreement (LA), Schedule 5, Para. 12

Complied with; however, due to change in the scope of this subcomponent, no pilot EMIS was developed.

Scholarship and Training Opportunities 2. The Borrower shall ensure that within 1 year of the

effective date, MOET will establish and submit to ADB for approval (i) the criteria for selection of candidate teachers for in-country and overseas training programs or study tours, and (ii) the criteria for selection of candidate students for scholarships.

LA, Schedule 5, Para. 13 (a)

Complied with. Criteria submitted.

3. The Borrower shall also ensure that (i) at least 50% of the teachers selected for in-country and overseas training programs or study tours are female teachers; (ii) at least 50% of the students selected for scholarships are female students; and (iii) such training programs and scholarships are provided under the project strictly in accordance with the selection criteria so agreed between the Borrower and ADB.

LA, Schedule 5, Para. 13 (b)

Complied with. 101 teachers, of whom 56 (55.4%) were female, participated in various overseas training programs. Scholarship programs for the ethnic minorities covered 800 students, of whom 400 recipients were female (50%). Scholarship programs for TTC students were provided to 235 students, of whom 122 recipients (51.9%) were female. Training programs for the core trainers, key teachers, and lower secondary schools’ teachers were conducted for a total of 219,649 participants. Out of this total, 116,456 (53%) were female.

School Construction and Replacement 4. The Borrower shall ensure that, within 6 months of

the effective date, MOET will (i) submit to ADB a list of the names and locations of the designated lower secondary schools and continuing education centers to be supported under the project; (ii) identify the schools and related facilities to be constructed or rehabilitated in the first year of the project implementation period; (iii) submit to ADB a complete list of the civil works sites in the project provinces and details of land ownership that confirm the avoidance of land acquisition and involuntary resettlement impacts; and (iv) ensure that all project facilities are constructed in a manner that accommodates the privacy and security concerns of the female students, including provision of separate sanitation facilities for female

LA, Schedule 5, Para. 14

Complied with. NPIU submitted to ADB the list of the names and locations of the target schools to be constructed in 2009 together with the certificate of the ownership of the land.

Appendix 11 39

Covenant

Reference in Loan

Agreement Status of Compliance

and male students, and secure rooms that maintain privacy.

Environment 5. The Borrower shall ensure, and cause MOET to

ensure, that the design, construction, and operation of the project facilities upgraded or constructed under the project are implemented in accordance with ADB’s Environment Policy (2002) and related requirements, and the relevant regulations of the Borrower. In case of discrepancies between the Borrower’s laws, regulations and procedures, and ADB’s environment policy, ADB’s policy shall prevail.


Complied with. Civil works sites were identified. NPIU carefully examined and confirmed that all civil works were undertaken in line with the government’s environmental laws and regulations, and ADB’s Environment Policy.

Resettlement 6. The Borrower shall ensure that (i) new school and

sanitation facilities are constructed on vacant land that will not involve involuntary resettlement as defined by ADB’s Policy on Involuntary Resettlement (1995) and that, during detailed design, every effort is made to avoid relocating households or interfering in the income-earning activities of those at or near the site; (ii) if any land is to be acquired for construction of facilities or if there is any impact on persons occupying or using land at the construction site that would necessitate compensation, a resettlement plan, acceptable to ADB, is prepared in accordance with the Resettlement Framework, applicable laws and regulations of the Borrower and requirements of ADB’s Involuntary Resettlement Policy, and in full consultation with and disclosure to the affected people; (c) a resettlement plan is prepared on the basis of detailed technical design, in full consultation with and disclosure to the affected people prior to submitting to ADB for review and approval; and (d) land acquisition and resettlement activities are implemented in accordance with the terms of the approved resettlement plans, applicable laws and regulations of the Borrower, and requirements of ADB’s Policy on Involuntary Resettlement. In case of discrepancies between the Borrower’s laws, regulations and procedures, and ADB’s Involuntary Resettlement Policy ADB’s policy shall prevail.


Complied with (all batches). The project confirmed with the PPIU that facilities were constructed on vacant or occupied land where no involuntary resettlement was needed. For sites where land acquisition was required (Batch 3), NPIU ensured that a resettlement plan was prepared in accordance with the project resettlement framework, and applicable government laws and regulations, and ADB’s Involuntary Resettlement Policy. .

7. The Borrower shall also ensure, and cause MOET and the PPIUs to ensure, that (i) special measures and complementary mitigation and enhancement activities are incorporated in the resettlement plans to protect socially and economically vulnerable groups that may be at high risk of impoverishment, such as those without legal title to land or other assets, ethnic minorities, households headed by women, children, the disabled or elderly, and the poorest people; and (ii) appropriate assistance is provided to help such groups improve their socio-economic status such as land-for-land, replacement housing of minimum standard and increased security of tenure.


Complied with. The project was category B for indigenous people and involuntary resettlement. The project targeted socially and economically vulnerable groups by improving the quality of and access to education for them.

40 Appendix 11

Covenant

Reference in Loan


8. The Borrower shall ensure, and cause MOET and the PPIUs to ensure, that civil works contractors are not issued a notice of possession for a site until (i) compensation payments and relocation to new sites have been satisfactorily completed for such site, (ii) agreed rehabilitation assistance is in place, and (iii) the site is free of all encumbrances.

LA, Schedule 5, Para. 5 (c)

Complied with. Civil works were 100% physically completed and disbursement was at 100%. All covenants related to civil works activities were carefully and thoughtfully observed and complied with in the carrying out of these activities.

9. The Borrower shall ensure that a qualified expert or institution acceptable to ADB is contracted to conduct independent external monitoring and evaluation of the resettlement process and impacts.


Complied with. A consultant was recruited to undertake M&E of the resettlement process and confirmed that all civil works sites were on public lands owned by the concerned provincial people's committees and there was no resettlement. NPIU also submitted the land certificate of all school sites confirming that there was no involuntary resettlement under the project.

10. The Borrower shall ensure that (i) adequate budgetary support is fully committed and made available to cover the costs of land acquisition, resettlement and rehabilitation within the agreed implementation period; and (ii) counterpart funds are provided in a timely manner for resettlement to meet any unforeseen obligations in excess of the resettlement budget estimates in order to satisfy resettlement requirements and objectives.


Complied with. PPIU submitted a commitment from provincial people’s committees for the list of project schools. NPIU also confirmed that field visits were conducted.

Affected People 11. The Borrower shall ensure, and cause MOET and

the PPIUs to ensure, that implementation of the resettlement plans are carried out with the full participation of the affected people. The comments and suggestions of the affected people and communities shall be taken into account during the design and implementation phases of the resettlement activities. To ensure that all grievances of the affected people on any aspect of land acquisition, compensation, relocation, and determination and payment of entitlements are resolved in a timely and satisfactory manner, and that all avenues for airing grievances are available to the affected people, the Borrower shall set up a mechanism under the project to deal with any such grievances during project implementation.


Complied with. No people were affected, thus, there was no need for resettlement.

Community Participation 12. The Borrower shall ensure, and cause MOET and

PPIUs to ensure, that the DOETs actively promote and undertake full community participation in the selection and preparation of the school construction sites prior to and during the construction of the schools and related facilities.


Complied with. The communities were consulted in the selection and preparation of the school construction sites.

Labor Issues

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13. The Borrower shall ensure, and cause MOET and the PPIUs to ensure, that bidding documents include provisions to ensure (i) contractors’ preferential hiring of local labor; (ii) equal opportunities are guaranteed for female workers to work with the principle of equal pay for work of equal value; and (iii) necessary measures are taken to prevent employment of child labor, in compliance with the relevant rules and regulations of the Borrower.


Complied with. Bidding documents followed requirements.

Gender and Ethnic Minority Action Plan 14. The Borrower shall ensure, and cause MOET and

the PPIUs to ensure, that the project activities do not adversely affect the ethnic minorities, female-headed households, disabled, elderly or other similarly vulnerable groups, and that the project is carried out in accordance with the GEMAP prepared for the project and agreed between the Borrower and ADB.


Complied with. This assurance was closely monitored by NPIU. NPIU updated the GEMAP and submitted it to the mission during the midterm review. The project was a subject of SDCC's gender study and the gender mission confirmed that the project properly collected all gender-segregated data. It also affirmed that the project was implemented based on the GEMAP, and performance was satisfactory in 2012.

15. The Borrower shall also ensure that (i) sufficient resources have been allocated for effective and timely implementation of the GEMAP; (ii) women, in particular, those who belong to female-headed households and ethnic minority groups, participate at a rate satisfactory to ADB in the (1) consultations on resettlement planning, (2) preparation of detailed measurement of losses, (3) capacity building programs on resettlement, and (4) relocation, compensation and livelihood improvement activities to be undertaken under the project; (iii) any land rights granted to affected people are issued in the names of both husband and wife; (iv) within 1 year of the effective date, quotas are established for female students and teachers, at the rate of minimum 50% for each group, for the semi-boarding facilities and teacher housing, respectively to be provided under the project and for participation in the scholarship program for teacher training for minority students; and (v) within 1 year of the effective date, gender-disaggregated baseline data and monitoring and evaluation indicators are established and submitted to ADB for approval.


Complied with. NPIU took all measures to ensure compliance with GEMAP commitments, especially on staff development, school feeding program, scholarship programs, and in dormitories.

Imprest Account/Statement of Expenditures 16. Except as ADB may otherwise agree, immediately

after the effective date, the Borrower shall establish an imprest account at a commercial bank acceptable to ADB. The imprest account shall be


Complied with. Imprest account was established on 7 July 2008 with an initial

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established, managed, replenished and liquidated in accordance with ADB’s Loan Disbursement Handbook and detailed arrangements agreed upon between the Borrower and ADB. The currency of the imprest account shall be dollars. The initial amount to be deposited into the imprest account shall not exceed the lower of (i) the estimated expenditure for the first 6 months of project implementation, or (ii) the equivalent of $2 million.

disbursement of $2 million. The ceiling was increased to $2.5 million in 2011.

17. The SOE procedure may be used for reimbursement of eligible expenditures and to liquidate advances provided into the imprest accounts, in accordance with ADB’s Loan Disbursement Handbook and detailed arrangements agreed upon between the Borrower and ADB. Any individual payment to be reimbursed or liquidated under the SOE procedure shall not exceed the equivalent of $100,000.


Complied with. Project transactions used SOE procedures to pay for expenditures below $100,000.

18. 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 auditors whose qualifications, experience and terms of reference are acceptable to ADB; (iii) furnish to ADB, as soon as available but in any event not later than 6 months after the end of each related fiscal year, certified copies of such audited accounts and financial statements and the report of the auditors relating thereto (including the auditors’ opinion on the use of the loan proceeds and compliance with the financial covenants of this loan agreement as well as on the use of the procedures for imprest account/statement of expenditures), all in the English language; and (iv) furnish to ADB such other information concerning such accounts and financial statements and the audit thereof as ADB shall from time to time reasonably request.

LA, Article IV, Section 4.02

Complied with. NPIU monitored the project account properly. Filing of accounting records for various SOE transactions was extensive and highly organized. The audited project accounts for each fiscal year were submitted by the due deadline. The final audit report was available by September 2014.

19. The Borrower shall enable ADB’s representatives to inspect the project, the goods and works financed out of the proceeds of the loan, and any relevant records and documents.

LA, Article IV, Section 4.03

Complied with. Conducted review missions twice a year. The Borrower, NPIU, and MOET supported the missions.

Counterpart Funds 20. The Borrower shall ensure that (i) counterpart

funds required during the project implementation period are provided on time; (ii) annual budgetary appropriation requests are submitted in a timely manner; and (iii) appropriated funds are disbursed promptly when needed for project implementation purposes.


Complied with. All necessary counterpart funds were released timely by the government. Every year, the NPIU developed the annual implementation plan and annual projections of the contract awards and disbursements. The department of finance and planning of MOET requested MOF/MPI for the necessary amounts of the counterpart fund. Provincial PMUs

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also received the necessary budget on time.

21. The Borrower shall also ensure that the PPCs of the project provinces submit to ADB, within 6 months of the effective date, an official commitment that adequate funds and staff resources will be allocated for operation and routine and periodic maintenance of the project facilities through provincial budgets in order to maintain the rehabilitated and constructed facilities, and the equipment provided under the project in sound functional order.


Complied with. PPIUs submitted commitment from provincial people’s committees.

National Project Implementation Unit 22. The Borrower shall have set up the NPIU and

appointed a full-time project manager, a deputy project manager and key technical staff, including an appropriate number of experts in finance, procurement, civil works, staff development, social and community development, and ICT and/or education management information systems whose experience and qualifications are acceptable to ADB.

LA, Article V, Section 5.01

Complied with. The NPIU was established through MOET’s decision dated in April 2008. NPIU is supported by a full-time project manager, deputy project manager, and the required key staff to implement the project.

23. As the project executing agency, MOET shall have overall responsibility for management of the project and shall provide guidance.


Complied with.

24. The NPIU shall oversee day-to-day project implementation and be responsible for (i) all procurement under the project, in close cooperation with the relevant PPIUs and Bureaus of Education and Training; (ii) providing overall project coordination; (iii) liaising with the respective DOET, provincial people’s committee and PPIU in each project province; (iv) providing advice and assistance to the PPIUs; (v) monitoring progress and budgets; and preparing progress and budgets, and preparing progress reports covering the whole project by consolidating the reports from each project province; and (vi) preparing the project completion report.


Complied with. A solid project implementation framework was established. The PMU comprised both technical experts and operational experts who had previous working experiences with other ODA projects.

Implementation at the Provincial and District Levels 25. The Borrower shall, within 6 months of the effective

date, cause provincial people’s committee of each project province to establish a PPIU in the respective DOET and submit the list of all of the members of such PPIUs to ADB. The PPIUs shall obtain approval for all civil works activities under the project from the relevant PPCs and DPCs. The PPIUs shall be responsible for implementation, coordination, monitoring and reporting of the project activities at the provincial level under NPIU instruction and guidance.


Complied with. PPIUs were set up in each of the 17 project provinces. The list of the members of the PPIUs was provided during the inception mission.

26. The DOETs shall be the investment owners, as prescribed by the relevant regulations of the Borrower. The DOETs shall be responsible for overall management of the PPIUs.


Complied with.

27. The Borrower shall, within 9 months of the effective date, cause DPCs to establish the DCCs that shall collaborate with communities and local leaders for

LA, Schedule 5, Para. 3 (c)

Complied with. A community learning center was

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participatory planning and awareness raising in the project districts, and shall be responsible for implementation and supervision of project activities at schools and coordination with the DOETs, including (i) receiving and delivering in-service training materials for schools; (ii) organizing in-service training programs in the project districts, under the direction of the PPIUs; (iii) supporting and supervising implementation of school-based in-service training activities, school year planning, school development planning and school charters; (iv) ensuring the land is cleared of all obstructions and free from encumbrances in the case of resettlement, if any; and (v) reporting on a quarterly basis to the DPCs and the PPIUs with respect to progress of the respective district in project implementation. The DCCs shall comprise representatives from BOET, schools, communes and the parent–teacher associations.

established by DPC in every commune in consultation with PPIUs, and directed by BOET. This center also implemented various social cultural activities. The CLC comprised (i) director or vice chairman of the Commune People’s Committee, (ii) vice director or principal/vice principal of lower secondary school or primary school (iii) member of women’s association, youth union, elderly people’s association, veterans’ association, etc.).

Anti-Corruption Measures 28. The Borrower shall comply with, and shall cause

the project executing agency and the PPIUs to comply with ADB’s Anticorruption Policy (1998, as amended to date) and the Policy relating to Enhancing ADB’s Role in Combating Money Laundering and the Financing of Terrorism (2003). The Borrower (i) acknowledges ADB’s right to investigate, directly or through its agents, any alleged corrupt, fraudulent, collusive or coercive practices relating to the project; (ii) agrees to cooperate fully with, and to cause the project executing agency and the PPIUs to cooperate fully with any such investigation and to extend all necessary assistance, including providing access to all relevant books and records, as may be necessary for the satisfactory completion of any such investigation; and (iii) agrees to refrain, and cause the project executing agency and the PPIUs to refrain, from engaging in money laundering activities or financing of terrorism and shall allow, and cause the project executing agency and the PPIUs to allow, ADB to investigate any violation or potential violation of these undertakings.


Complied with. The project acknowledged all relevant policies.

29. Without limiting the generality of the preceding paragraph, the Borrower shall (i) ensure that the project executing agency and the PPIUs conduct periodic inspections on the contractors’ activities related to fund withdrawals and settlements and (ii) ensure and cause the project executing agency and the PPIUs to ensure that all contracts financed by ADB in connection with the project include provisions specifying the right of ADB to audit and examine the records and accounts of all contractors, suppliers, consultants and other service providers as they relate to the project.


Complied with.

30. In addition to these requirements, to deter corruption and increase transparency, the Borrower shall maintain a website to disclose information


Complied with.

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about public procurements, including those related to the project. For each contract, the website shall include information on, among others, the list of participating bidders, name of the winning bidder, basic details on bidding procedures adopted, the amount of contract awarded, and the list of goods and/or services, including consulting services, procured. In addition to the web-based disclosure, stakeholders, which include civil society and non-governmental organizations, shall be provided detailed information on procurement on public notice boards in their respective areas.

ADB = Asian Development Bank; CLC = center learning community; DCC = District Coordinating Committee; DOET = Department of Education and Training; DPC = district people committee; GEMAP = Gender and Ethnic Minority Action Plan; LA = Loan Agreement; LSE = lower secondary education; M&E = monitoring and evaluation; MOET = Ministry of Education and Training; NPIU = National Project Implementation Unit; PMU = Project Management Unit; PPC = Provincial People's Committee; PPIU = Provincial Project Implementation Unit; ODA = official development assistance; SDCC = Sustainable Development and Climate Change Department; SOE = statement of expenditures; TTC = teacher training college

46 Appendix 12

SUMMARY OF GENDER AND ETHNIC MINORITY EQUALITY RESULTS AND ACHIEVEMENTS

I. PROJECT DESCRIPTION 1. The Lower Secondary Education for the Most Disadvantaged Regions Project envisaged improving access to lower secondary education in the most disadvantaged regions of Viet Nam, especially for girls and ethnic minorities. The project’s expected impact was to achieve universal lower secondary education and, hence, greater social and economic inclusion for Viet Nam’s disadvantaged groups. 2. The project outcome was improved lower secondary education (LSE) participation rates, in 103 of the most disadvantaged districts in 17 provinces, particularly for girls and ethnic minorities. This was to be achieved through four outputs: (i) improved access to LSE; (ii) enhanced quality and relevance of LSE; (iii) pilot innovations to improve access and equity for minorities and girls to LSE; and (iv) improved planning and managing capacity for LSE in the most disadvantaged regions. The project was implemented from May 2008 to December 2014. 3. Based on social analyses and stakeholder consultations, the project’s Gender and Ethnic Minority Action Plan (GEMAP) 1 highlighted actions for attention during implementation. The GEMAP’s elements were integrated into the project design, and indicators were integrated into the project’s design and monitoring framework. The GEMAP followed Viet Nam’s regulations and education guidelines, and was prepared in accordance with the Asian Development Bank (ADB) Policy on Gender and Development (1998) and Policy on Indigenous Peoples (1998). The project’s gender mainstreaming category is gender equity as a theme (GEN). II. GENDER ANALYSIS AND PROJECT DESIGN FEATURES A. Gender Issues and Gender Action Plan Features 4. While access, equity, and participation in secondary education generally improved over the decade prior to 2007, gender disparities were still considerable, especially among poor and ethnic minority households in remote rural areas.2 Despite government initiatives, discriminatory practices and traditions still undermined the rights and needs of ethnic minorities’ girls and women. The project aimed to reduce this widening gap by addressing the major factors that were identified as contributing significantly to this disparity, such as geographic remoteness of minority areas; limited supply of school facilities including classrooms, libraries, and laboratories; lack of adequate boarding facilities; lack of financial resources among poor ethnic minority families to put and keep their children in school; inability of ethnic minority families to cover direct, indirect, and opportunity costs of secondary education; and cultural factors, including the low value placed on education because of a perceived lack of relevance, especially for girls, who in many minority ethnic groups are expected to marry at a young age. 5. The factors affecting gender disparities were most prevalent in regions with large minority populations, which coincided with the country’s poorest. Viet Nam has substantial capacity in the

1 ADB. 2007. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the Socialist

Republic of Viet Nam: Lower Secondary Education for the Most Disadvantaged Regions Project. Manila. 2 This inequality was best illustrated by mean years of schooling, with girls achieving 5.6 years on average, while boys

achieved on average 6.8 years. This gap was observed to widen dramatically when ethnicity is factored in, i.e., ethnic minority girls achieve only 4.5 mean years of schooling, compared with 8.5 years for ethnic Kinh and Chinese boys.

Appendix 12 47 area of girls’ and ethnic minority education across various agencies3 which, within their specific responsibilities and mandates, provide the required support. The project has involved these agencies, specifically in operational studies and in developing appropriate curricula and teaching methods. The project’s key gender actions, targets, and indicators, which mirror the major factors creating gender and ethnic minority disparities, comprise Annex 1. B. Overall Assessment of Gender-Related Results and Achievements 6. In addition to being highly successful overall, the project was also highly successful in achieving its GEMAP targets. 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 improved opportunities for and performance of females and ethnic minority students were achieved where possible. 7. The project increased access to lower secondary education (LSE) in the most disadvantaged regions of Viet Nam by constructing new classrooms, semi-boarding facilities, laboratories, and libraries. These initiatives allowed lower secondary schools (LSS) to enroll an additional 99,075 LSE students. About 47% of these new LSE students were girls who gained access to much closer LSE and now had gender-segregated and well-secured accommodation. The majority (about 60%) of these additional LSE students were from ethnic minorities from remote areas of the project provinces, which did not have LSE previously. 8. A total of 220,466 teachers, 54.0% of them female and 24.7% from ethnic minorities, participated in a range of in-service teacher training (INSETT) programs, all of which aimed to improve the participants’ sensitivity to and knowledge of gender and ethnic minority participation and learning. The LSE teacher training increased the capacity and number of teachers in the disadvantaged regions. Through strengthened teacher capacity, student dropout rates decreased from 4.2% in school year (SY) 2008 to 1.9% in SY2013, student promotion rates increased from 93.1% in SY2008 to 96.7% in SY2013, and completion rates increased from 96.2% in SY2008 to 98.4% in SY2013.4 9. The LSE average net enrolment rate (NER) increased from 73.9% in SY2008 to at least 81.6% in SY2014 in the most disadvantaged districts, which exceeded the revised target of 80% by SY2014. The proportion of girls in LSE as of the end of SY2014 was 48.8%, which, because the percentage of female population aged 11–14 years old in project districts is 47.7%, is considered to be gender parity.

10. Detailed description of Gender Action Plan (GAP) actions and targets achieved are set out in the GAP Monitoring Table attached as Annex 1.

C. Gender Equality Results

1. Participation, Access to Project Resources, and Practical Benefits 3 The National Committee for the Advancement of Women conducts research on gender issues and works with partners

to develop priorities for gender action. The Viet Nam Women’s Union provides a national network down to the village level to represent the needs of women and to participate in community mobilization and information dissemination. The National Institute of Linguistics conducts research on minority languages. The National Institute for Education Strategy and Curriculum conducts gender and educational research and coordinates curriculum development within the Ministry of Education and Training. The Department for Ethnic Minority Education plays a key role in the development of curricula and materials for ethnic minority education.

4 Net enrollment rate data is obtained from the National Project Implementation Unit.

48 Appendix 12

11. Output 1: Improved Access to LSE. This output included the construction of classrooms and semi-boarding facilities, and the construction of continuing education center classrooms. Specifically, the following was achieved under Output 1: (i) A total of 820 new LSE classrooms were constructed. The new classrooms allowed the

schools under the project to absorb an additional 37,965 new students, of which 18,061 were girls (47.6%) and 19,941 were ethnic minorities (52.5%);

Classrooms and semi-boarding rooms constructed by the project in Toa Tinh LSS, Tuan Giao District, Dien Bien Province.

Classrooms constructed by the project in Huong Son LSS, Quang Bình District, Hà Giang Province.

(ii) A total of 978 new semi-boarding facilities were constructed. About 8,550 students were able to board in schools, benefiting a significant number of female students (46.2%) and ethnic minority students (about 91.8%); and

(iii) About 1,525 CEC learners, of whom 532 were girls (34.9%) and 1,030 were ethnic minorities (67.5%), benefited from the 48 newly constructed CEC classrooms.

12. The project considered gender needs in all infrastructure built under the project, for example, through the construction of separate sanitation facilities for boys and girls in the classrooms, and integration of security and privacy features into the design of semi-boarding dormitories. This enhanced access to LSE for girls as it encouraged parents to enroll and retain their daughters in a safe school environment away from home. Girls and ethnic minority students were also themselves encouraged to enroll, stay in school and complete their lower secondary education because, for them, their accommodation at school was of a higher quality, “better than home.” 13. Output 2: Enhanced Quality and Relevance of LSE. Under this output, the following was achieved: (i) About 220,466 teachers, 54.0% of them female and 24.7% from ethnic minorities,

participated in a range of INSETT programs, which improved participants’ sensitivity to and knowledge of gender and ethnic minority participation and learning;

(ii) A total of 6,151 teacher training college (TTC) students, of whom 3,883 were female (63.1%) and 3,409 were ethnic minorities (55.4%), received pre-service teacher training;

(iii) A total of 49,500 sets of supplementary materials were developed and distributed among teachers and students in the project’s LSE schools. At least 162,877 students used supporting materials, of whom 76,438 were girls (46.9%) and 85,008 were ethnic minorities (52.2%);

Appendix 12 49 (iv) A total of 467 teachers’ housing units were completed. At least 950 teachers benefited, of

whom 460 were females (48.4%) and 280 were ethnic minorities (29.5%); and

A training course for education administrators and LSS principals organized by the project in Buôn Ma Thuột City, Đắk Lắk Province. November 2010.

A training course for education administrators and LSS principals organized by the project in Đồ Sơn, Hải Phòng Province, December 2010.

(v) A total of 78 laboratories were constructed in the project’s LSE schools. The number of students who benefited from the new laboratories was about 25,198, of whom 11,376 were girls (45.1%) and 14,854 were ethnic minorities (58.9%);

Teacher housing units constructed by the project in Tan Thuan LSS, Dam Doi District, Ca Mau. (Photo taken 13 January 2011)

Separate toilets for male and females constructed by the project in Tan Thuan LSS, Dam Doi District, Ca Mau.

(Photo taken 13 January 2011)

(vi) A total of 61 new libraries were constructed. The number of students who benefited from the new libraries was about 26,814, of whom 8,990 were girls (33.5%) and 16,073 were ethnic minorities (59.9%); and

(vii) The number of students who received a scholarship for teacher training for ethnic minorities was about 205, of whom 116 were female (56.6%).

50 Appendix 12

Equipment for all laboratories provided for the newly-built laboratories by the project. (Photo taken 13 January 2011)

Library constructed by the project in Tan Thuan LSS, Dam Doi district, Ca Mau. (Photo taken 13 January 2011)

14. Output 3: Pilot innovations to improve access and equity for minorities and girls to LSE. Achievements include: (i) The total number of students that received a scholarship under the pilot scholarships for

ethnic minorities was 800. By the end of year 4 of project implementation, there were 605 scholarship recipients remaining who completed LSE, of whom 291 were girls (48.3% of LSE graduates; 36% of scholarship recipients);

(ii) The awareness campaign to help change attitudes about the importance of sending girls to school covered 1,336 communes, 535 lower secondary schools, and 801 CECs. Awareness-raising materials for the campaign were distributed to all target districts as presented in Table A12.1.

Table A12.1: Summary of Achievements – Awareness Campaign to Promote LSE

Item Number* Total communes covered Total LSSs Total CECs Awareness-raising materials distributed: Visual (DVD) materials Leaflets on children’s rights Leaflets on women’s rights Story booklets – "Mobilization of children to participate in LSE" Story booklets – "Letting girls go to school is the right decision" Posters for awareness raising Pictures for awareness raising

1,336 535 801

4,200 discs in/3 regions 13,166 13,166 13,166 13,166

6,586 sets (10 sheets per set) 6,586 sets (7 sheets per set)

* Status as of February 2014. Source: National project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions Project.

15. The public awareness-raising campaign on the importance and value of lower secondary schooling, particularly for girls, targeted parents, commune and village leaders, education planners, and students, and applied a combination of approaches including: (i) print media such as posters, discussion cards, and stickers; (ii) mass media including radio and commune broadcasting and village meetings; and (iii) promotional activities at local community and school events.

Appendix 12 51 16. The campaign effectively improved communities’ appreciation of the importance of education in general, and LSE in particular, in remote and disadvantaged areas where most of the population comprises ethnic minorities. The content of the materials for the awareness-raising campaign was practical, consistent with the objectives of the campaign, and suitable for girls and ethnic minority communities. The awareness-raising campaign contributed to (i) increased NER for LSE among ethnic minority students and girls; (ii) decreased repetition rate; and (iii) decreased drop-out rate. The communities’ growing support to encourage children to attend school and families’ increasing concern for their children’s education are indicators of the effectiveness of the awareness campaign. 17. A total of 18,865 LSE students benefited from the semi-boarding school feeding program, of which 8,763 were girls (46.5%). The program also encouraged the socialization of the support for semi-boarding students, with communities volunteering to contribute rice for semi-boarding students. Many LSSs also mobilized the parents of students to assist in the preparation of three meals a day for the semi-boarding students. The semi-boarding school feeding program helped education management agencies and LSSs gain experience for the implementation of Decision No. 36/2013/QĐ-TTg dated 18 June 2013 of the Prime Minister, on establishing the policy of providing semi-boarding accommodation for students of LSSs in especially difficult socio-economic conditions. Based on the impacts of the pilot semi-boarding school feeding program, the semi-boarding school feeding program is deemed highly satisfactory and successful. The government’s decision to take over this program and continue the support beyond the project ensures the significant impact of the semi-boarding school feeding program.

18. Five research studies were conducted with emphasis on examining the demand for ethnic minority education. The studies’ findings indicate that project interventions—financial support, teaching/ learning materials, dormitory facilities, community awareness activities on the value of girls’ education, etc.—were successful in addressing barriers to access faced by girls and ethnic minorities. The five studies conducted and their findings appear in Appendix 6.

(i)

Semi-boarding students at Hương Sơn (Quang Bình, Hà Giang) having lunch at school. (Photo taken 3 December 2013)

Interior of semi-boarding rooms constructed by the project in Phúc Khoa LSS, Tân Uyên District, Lai Châu Province. (Photo taken 2 November 2011)

19. Output 4: Improved Planning and Managing Capacity for LSE in the Most Disadvantaged Regions. The total number of trainees for capacity development for education planning and management was 4,519. This was about 282.4% of the targeted number of 1,600 LSS principals, DOET, and BOET staff to be trained under the project. The total number of females

52 Appendix 12

trained was 1,176 or about 26.0%, while ethnic minorities accounted for 813 trainees or about 18.0%.

Training course for LSS principals and LSE education administrators, which was organized by the project in Yên Bái City, Yên Bái Province, January 2010.

2. Strategic Changes in Gender Relations 20. Project implementation mechanisms ensured that benefits for girls and ethnic minority students were prioritized and that the community and education sector addressed key issues for girls’ education. The increased community and institutional support for girls’ (and ethnic minority) education—supported by the GEMAP—is in itself a strategic benefit, because it situates girls on a more equal status to boys in terms of their right to access and complete LSE in a gender-fair educational environment. Schools had minimal drop-out rates in recent years and were able to cite anecdotal examples of proactive school intervention with families of students at risk to prevent drop-out.

21. Targets and prioritization for the allocation of project resources towards female teacher training and provision of teacher housing is a direct strategic benefit for the status of female LSE teachers and staff relative to their male peers. This provides them with professional respect and enables career development, which in turn provides more positive female role models for girl LSE students from poor, disadvantaged and ethnic minority areas. Teachers expressed appreciation for the provision of safe and secure housing in close proximity to their workplace, which gave them the personal stability to be able to focus on their work. They expressed satisfaction with their accommodation and aired no complaints or concerns. A few female teachers moved out of project accommodation when they married into the local community and were well settled.

22. The project incorporated gender content into teacher training curriculum and to updated training modules and supplementary instruction materials, to ensure gender and ethnic minority

Appendix 12 53 neutrality. This also raised awareness of the importance of delivering LSE without gender bias amongst headmasters and teachers. This is another strategic benefit because it indicates shifting awareness, attitudes and behaviors of headmasters and teachers towards greater responsibility for gender equality in their profession. This is important for continued efforts, so as to ensure that attitudinal change is internalized by teachers and headmasters, and they are enabled with the capacity to model gender equitable behaviors and attitudes, particularly as MOET, DOET, and school management remain relatively male dominated.

23. Conversations with students also illustrated strategic benefits flowing from the project. Although the majority spoke about prevailing gender inequalities at home and in their communities (e.g., the expectation of an early marriage for girls and the gendered division of labor in the allocation of household tasks), there was a unanimous view amongst them that the school environment was a fair one. Girl and boy students were met separately, but there was minimal difference in their opinions. This more gender equal school environment is directly challenging the gender stereotypes and socialization that girls and boys are often exposed to in their home environment. For example, the pilot school feeding program involved girl and boy students on a daily basis in food preparation, cooking and washing up in school kitchens, without differentiating tasks. Girl students also articulated high and uninhibited dreams for further study and careers, including in non-traditional areas such as engineering and sciences. Conversations with parents indicated positive attitudinal change towards lower secondary education of daughters, and increasing acceptance of semi-boarding for girls. Mothers explained that educated women who speak Vietnamese are less dominated by men in families, hence viewed education as important for their daughters. Some parent–teacher associations (PTAs) proactively mobilized community support to families with daughters at risk of dropping out, reflecting increasing value accorded to LSE for girls.

3. Contribution of gender equality results to overall loan outcomes and effectiveness

24. Several initiatives contributed to improved access of girls and ethnic minorities to LSE in the project areas, and to the achievement of the project objectives. These included: (i) incorporating gender issues in curriculum development and teacher training; (ii) ensuring equal access of female and male teachers to training; (iii) constructing classrooms and semi-boarding facilities that took into account gender concerns, and laboratories, and (iv) building libraries in areas where girls and ethnic minorities needed the most support. As a consequence of the project interventions, the proportion of girls in LSE as of the end of SY2015 was 48.8% and the project achieved its targets for impact and outcome, as well as gender parity (Millennium Development Goal 3), earlier than expected. 25. As the project intended to address issues of equity, quality, and access, an extensive civil works program was provided to a large number of LSSs, thus improving the access of students to those schools. As a result, 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 semi-boarding facilities provided under the project, students who previously had no access to LSE gained such access. Inequalities, which were 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. The successful achievement of the gender equality dimensions of the project contributed directly to the loan’s overall success.

54 Appendix 12

26. Training activities were undertaken to ensure that principals and other local leaders (e.g., leaders of DOET and BOET) realized that, unless significant attention was given to addressing female participation and achievement, the aims of the project would not be realized. Five pilot studies were undertaken to research which approaches for improving equity would be most effective in increasing female and ethnic minority student participation—a central project goal. 27. The training courses on performance management, education planning and management, teachers’ standards, and continuing professional development strengthened the capacity of MOET, DOET, and BOET staff in LSE administration, and contributed to improved efficiency in delivering educational/ and instructional services in disadvantaged areas. 28. This is expected to improve cost-effectiveness in the delivery of educational and instructional services. This together with the increased capacity utilization of LSE schools, will result in a reduced unit cost of financing for LSE students. The capacity of LSS principals was likewise strengthened, particularly with regard to inclusive school development planning and application of ICT in education management. 29. It is estimated that about 493,257 LSE students, of whom about 291,650 ethnic minority students (about 60.3%) and about 234,224 female students (about 47.6%), have improved their skills as a result of (i) significantly narrowed gaps in access to secondary schooling between ethnic, gender, and socioeconomic groups; (ii) teaching and learning that is more relevant and more responsive to local demands; and (iii) strengthened capacity of local education authorities to plan, deliver, and manage education services. Acquired new skills and knowledge in basic science subjects have enhanced LSE students’ understanding of scientific concepts and practical applications of science in everyday life. Improved knowledge of scientific principles has provided LSE students with relevant information on how to work effectively and productively under a rapidly growing industrialized economy.

III. LESSONS AND RECOMMENDATIONS 30. The design of the project, which encompassed activities that involved the community and sought their input, provided an opportunity to discuss the value of education, especially in rural and remote communities. The design included hard (e.g., construction of new classrooms, semi-boarding facilities, libraries, and laboratories) and soft (e.g., training, awareness-building campaigns, research studies, etc.) interventions with significant concern for and focus on improving access by girls and ethnic minorities to LSE, and its relevance. The project’s success in increasing the participation rates of females and ethnic minorities provides considerable lessons on how future projects might effectively address the issue of increased female and ethnic minority participation in LSE. Some of the critical factors associated with the project’s success in achieving its GAP targets include:

(i) an understanding of the importance of improving gender equity by all involved; (ii) training of education managers and teachers at all levels on the importance of

values and attitudes that encourage female and ethnic minority participation and success;

(iii) training for principals to ensure that equity is addressed within their schools; (iv) training for students to appreciate and better understand the importance of

education as an opportunity provided for all, boys and girls alike, and as the major means of overcoming disadvantage; and

(v) an awareness campaign on the importance of LSE and working with parents and communities to increase their appreciation of keeping their sons and daughters in school, as well as discouraging early marriage among young girls.

Appendix 12 55

31. The project faced challenges as well in the achievement of some gender targets. For example, gender disaggregated data was not always available for every dimension of the project, such as boarding facility occupancy rates in each school. A 2012 review mission observed that community awareness and attitudes (e.g., on the importance of education for both boys and girls) was lagging in Ha Giang province, especially in Yen Minh district, despite the public-awareness raising materials and activities targeting parents, communities and key local leaders. The differing cultural norms among project provinces and districts meant that progress was not consistent across the project area. However, DOET and BOET in lower performing areas tried to respond to the local realities and adapt approaches as necessary. 32. Some of the lessons from the project were:

1. Regarding improving girls’ access to LSE:

(i) Public awareness on secondary education and gender has to be promoted extensively over the most disadvantaged regions and on a sustained basis to change people’s mindset on girls’ and boys’ education.

(ii) Women play an important role in encouraging their children (both girls and boys) to attend school.

(iii) Local authorities need to take an active role in mobilizing children to go to school. Awareness-raising activities are more effective with the cooperation of schools and communities.

(iv) Semi-boarding facilities with security and privacy for boys and girls encourage parents to send their children to school as they are reassured of the safety of their children, especially their daughters, at school.

(v) Dormitories with sanitation facilities are particularly essential for girls’ safety and comfort. (vi) Provision of teachers’ housing units (for both female and male teachers) contributes to the

improvement of teachers’ quality of life, including a sense of safety and security for female teachers. These facilities also served as an effective means for retaining more experienced teachers in remote areas.

(vii) The semi-boarding school feeding program relieved the families of students of the burden to provide food for their children during pre-harvest season. The success of the program encouraged the government to adopt a policy to provide rice for semi-boarding students.

(viii) The pilot scholarship program for LSS minority students helped both female and male minority students overcome financial barriers to transit from primary to lower secondary education. As a consequence, the government is preparing a policy to provide scholarships for ethnic minority students from the smallest ethnic minority groups.

2. Lessons regarding improving quality and relevance of LSE: (i) Gender training should be promoted and integrated into formal education and teacher

training to reduce stereotyping. (ii) Teachers have an important role in improving equity for girls. (iii) Provision of scholarships for ethnic minority students (male and female) in teachers’ training

colleges helped improve the quality of ethnic minority teachers since they have an understanding of their own minority languages and cultures. They also become role models for ethnic minority youth. However, the government must ensure there are jobs available for the newly certified teachers in schools of the teachers’ ethnic group.

(iv) Teachers’ improved skills in career planning strengthened their capacity for identifying career paths and counseling children and parents on the importance of LSE, especially the need for girls and ethnic minorities to attend school.

56 Appendix 12

(v) Active learning methodologies and student assessment in active learning made education more practical, more relevant and more interesting for students, including for girls and ethnic minorities.

(vi) Improved teachers’ classroom skills helped teachers address issues (including gender issues) in multicultural and multilingual classrooms, which benefited young boys and girls and ethnic minorities.

(vii) Realistic gender indicators need to be established at different levels as appropriate (i.e., province level, district level) for easy monitoring and determination of achieved targets.

33. The sustainability of the gains made by the project is likely to be maintained as the project worked closely with MOET, the departments of education and training (or 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, which, in turn, enabled the policies and programs to be continued and applied nationwide.5 The project helped raise awareness of the importance of gender and ethnic equity among managers, teachers, and students. This will continue beyond the life of the project and promote the more extensive use of the successful strategies developed under the project. The five research studies conducted under Output 3 provided a basis for replication or upscaling of the actions undertaken under this project. As it is, the Prime Minister has already implemented Decision No. 36/2013 /QD-Ttg dated 18 June 2013 establishing the policy of providing semi-boarding accommodation for students of LSSs in especially difficult socio-economic conditions, resulting from the pilot innovations under Output 3 of this project. 34. The following are recommendations for further improvements in the design of future projects related to LSE: (i) Future projects must be designed consistent with the country’s policy and long-term plan for

providing secondary education, particularly among girls and ethnic minorities in the most disadvantaged regions, to ensure their long-term sustainability. The timing of project activities needs to be aligned with national initiatives and timelines.

(ii) Future projects must build into their design the data collection requirements for each component to facilitate the assessment of the project’s effectiveness in addressing issues related to gender and ethnic minority, particularly where performance may differ greatly across project areas and where different responses are necessary.

(iii) 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 it has brought benefits to these target groups.

(iv) In order to ensure that any gains made are shared nationally, projects need to be better linked to MOET’s and its line agencies’ initiatives, such as research on how best to improve access to education for girls, ethnic minority students, poor children, disabled students, and students in disadvantaged regions. This will ensure that research results and

5 For example, the implementation of the semi-boarding school feeding program facilitated the Prime Minister’s Decision

No. 36/2013/QĐ-TTg dated 18 June 2013, which established the policy of providing semi-boarding accommodation for students of lower secondary schools, especially in areas with difficult socioeconomic conditions. The project’s sustainability is further ensured by the government’s commitment to continue achievements generated by the project as these are consistent with the government’s long-term policy objective of improving the country’s education sector. This policy objective is expressed in the Sustainable Development Strategy, 2011—2020, which recognizes that human beings are the center of sustainable development, and the Socio-Economic Development Strategy, 2011–2020, which emphasizes the improvement of the country’s education sector.

Appendix 12 57

recommendations will be included in government policy and planning, which, in turn, will promote the long-term sustainability of the project. And

(v) Leaders involved in the project must not only be supportive of increased equity but also have experience in the successful implementation of activities that improve equity outcomes.

58 Appendix 12

Annex 1

GENDER AND ETHNIC MINORITY ACTION PLAN MONITORING TABLE Date of Update: 7 October 2014 Project Title: Lower Secondary Education for the Most Disadvantaged Regions Project Country: Viet Nam Project No. 36008 Type of Project (Loan/Grant/TA): Loan 2384-VN Approval and Timeline: June 2008–December 2014 Gender Category: Gender equity as a theme (GEN) Mission Leader: Eiko K. Izawa Project Impact: Universal secondary education and greater social and economic inclusion for Viet Nam’s

disadvantaged groups Project Outcome: Improved LSE participation rates, particularly for girls and ethnic minorities, in 103 of the most

disadvantaged districts in 17 provinces

Key Gender Actions and Achieved Targets and Indicators

Project Outputs/Activities Actions Proposed Progress to Date Issues and Challenges Output 1: Improved access to LSE a. Construction of classrooms and

semi-boarding facilities b. Construction of continuing

education center classrooms

Construct separate sanitation facilities for girls and boys

Construct semi-boarding dormitories with security and privacy for girls and boys

Provide at least 50% of the semi-boarding spaces to girls

259 new common toilets for girls and boys completed, which is 101.2% of the target of 256 common toilets to be constructed.

All 978 units of semi-boarding

dormitories with security and privacy for girls and boys were completed, with female students comprising 46.2% of its beneficiaries.

About 46.2% of semi-boarding

spaces were allocated to girls.

The new facilities must be maintained properly in order to prolong their operational life

Allocations from lower secondary school annual budgets are necessary to cover the repair and maintenance costs incurred annually.

Output 2: Enhanced quality and relevance of LSE a. Strengthening of school-based

in-service teacher training b. Improvement of pre-service

teacher training c. Promotion of continuing

Ensure that at least 50% of the 170 core trainers and 2,900 key teachers are women

A total of 1,028 trainees were trained to be core trainers. Of the 1,028 core trainers, 48% were women. Of the 19,476 key teachers, 47.1% were women.

The training helped change some traditional notions and customs that were biased against girls and ethnic minorities which, in turn, have narrowed the disparity gap in the socioeconomic status between girls and boys as well as ethnic

Appendix 12 59

Project Outputs/Activities Actions Proposed Progress to Date Issues and Challenges professional development

d. Development of supplementary instruction materials

e. Construction of teacher housing f. Construction of laboratories and

libraries g. Development of ICT applications

for girls’ and ethnic minority education

h. Provision of scholarship program for teacher training for minority students

Ensure gender neutrality of pre- and in-service teacher training modules

Develop supplementary instruction materials that are gender-neutral (i.e., avoid gender stereotyping) and relevant to minority and girl students

Develop ICT applications for girls’

and ethnic minority education

Construct teacher housing with

separate sanitation facilities for women and men

Give priority to female and ethnic minority teachers in the provision of teacher housing

Ensure that 50% of the new

The modules were prepared and

utilized in the various training courses for pre- and in-service teacher training. A total of 220,466 LSE teachers (54.0% female) and 6,151 TTC students were trained, of which 3,833 (63.1%) are female.

A total of 49,500 sets of supplementary materials were developed and distributed among teachers and students in the project LSE schools. At least 162,877 students used these supporting materials, of which 76,438 (46.9%) were girls.

A pilot network has been set up in

three TTCs and nine LSSs in Dien Bien, Dak Lak, and Soc Trang provinces. Each TTC supports e-mentoring in three LSSs.

A total of 467 teacher housing units

have been completed with separate toilet facilities for men and women.

The number of teachers benefiting from the provision of teacher housing units is 950 of whom 460 were females (48.4%) and 280 were ethnic minorities (29.5%).

The total number of students who

minorities and non-ethnic minorities.

It is critical that new training modules for pre- and in-service teacher training incorporate topics concerning gender neutrality and ethnic minority inclusion.

It is important to sustain the development of supplementary instruction materials that are gender- neutral and relevant to minority and girl students.

An evaluation of the effectiveness and impact of the ICT network must be conducted to determine what aspects need to be strengthened or changed as well as to assess how the network may be expanded to cover more LSSs.

It is important that these new teacher housing facilities be maintained properly in order to prolong their operational life. LSSs should provide adequate annual budgets for the maintenance of the teacher housing units.

More female teachers must be

encouraged to teach in LSSs in the most disadvantaged regions of Viet Nam.

This scholarship program must be

60 Appendix 12

Project Outputs/Activities Actions Proposed Progress to Date Issues and Challenges transitional program scholarships are awarded to women

received scholarships was 205, of whom 116 were female (56.6%).

assessed to determine its effectiveness in encouraging women to teach in LSE, especially in disadvantaged regions.

Output 3: Pilot innovations to improve access and equity for minorities and girls a. Pilot scholarship program for

ethnic minorities b. Public awareness campaign to

promote secondary education c. Pilot semi-boarding school

feeding program d. Research pilot innovations

Ensure that 50% of the scholarships are awarded to girls

Involve community women and mothers in public awareness activities aimed at increasing demand for secondary education among ethnic minorities and girls

Ensure that at least 50% of the recipients of the school feeding program are girls

Conduct five research studies on pilot innovations aimed to keep girls and ethnic minorities in school

A total of 800 scholars were selected of whom 400 (50%) were female. By the end of year 4 of the scholarship, 605 had completed LSE, of whom 291 were female (48.3%).

The awareness campaign covered 1,336 communes. These awareness- raising campaigns involved women and mothers.

A total of 18,865 LSE students benefited from the semi-boarding school feeding program, of whom 8,763 were girls (46.5%).

Five research studies were conducted to evaluate the impact and effectiveness of the pilot innovations and provided recommendations for their improvements and sustainability to encourage girls and ethnic minorities to remain in school. These five research studies were:

The scholarship program for ethnic minorities must be evaluated to determine its effectiveness in encouraging girls from ethnic minority groups in disadvantaged regions to attend LSE and determine ways to further strengthen the scholarship program.

Although the awareness campaign covered a large number of communes, the activities under the campaign should be sustained and, if possible, expanded beyond the 1,336 communes.

The lessons learned from the

implementation of the project’s semi-boarding school feeding program will be very useful to education management agencies and LSSs in the implementation of the Prime Minister’s Decision No. 36/2013/QĐ-TTg dated 10 June 2013, on establishing the policy of providing semi-boarding accommodation for students of LSSs in especially difficult socioeconomic conditions.

It is important that research

continues in the five study areas and the findings used in the design of new pilot initiatives, especially for further improving inclusion of girls and ethnic minorities in LSE.

Appendix 12 61

Project Outputs/Activities Actions Proposed Progress to Date Issues and Challenges a. Evaluation of Impact and

Effectiveness of Scholarship Program for Ethnic Minority Students Participating in Teacher Training Program;

b. Evaluation of Impact and Effectiveness of the Pilot Scholarship Program for Lower Secondary Students from Smallest Ethnic Minority Groups;

c. A Tracer Study to Evaluate the Impact and Effectiveness of the Pilot Scholarship Program for Lower Secondary Ethnic Minority Students on Each Recipient within 2 Years of the Last Payment;

d. Evaluation of Impact and Effectiveness of the Public Awareness Raising Campaign to Promote Lower Secondary Education; and

e. Evaluation of Impact and Effectiveness of the Pilot Semi-boarding School Feeding Program.

Output 4: Improved planning and management capacity for targeted support to minorities and girls a. Capacity development for

education planning b. School-based ethnic minority

education management information system

c. Project implementation and management support

Ensure that male and female staff of MOET, DOET, BOET, and schools have equal opportunity to participate in capacity development activities and training

Prepare inclusive school development plans that incorporate an analysis of gender issues and plans for addressing them

A total of 4,519 trainees participated in capacity development for education planning and management. This was about 282.4% of the targeted number of 1,600 LSS principals, DOET, and BOET staff to be trained under the project. The total number of female trained was 1,176, or about 26% of the total number of trainees. Ethnic minorities were 813 or about 18% of total trainees.

Inclusive school development plans that incorporate an analysis of gender issues and plans for addressing them were prepared and implemented.

Continued improvement of training modules for strengthening capacity, which includes improving sensitivity for the needs and requirements of girls and ethnic minorities to enroll and remain in LSE, must be sustained in order for education administrators to be more effective in planning and managing LSE.

It is important that these inclusive development plans, which incorporate an analysis of gender issues and plans for addressing them, be effectively implemented

62 Appendix 12

Project Outputs/Activities Actions Proposed Progress to Date Issues and Challenges

Ensure that the school-based education management and information system (EMIS) developed under the project capture detailed gender- and ethnicity-disaggregated data

Include international and national

gender and education consultants in project implementation and management support

Based on the results of the pilot study on EMIS developed under the Upper Secondary Education Development Project, it was decided that activities for this suboutput will provide general ICT training for more effective education planning and management of rural schools and will not be involved in the development of the EMIS. Instead, a review of ICT programs in other projects was conducted, and a suboutput implementation plan was developed for the use of ICT for LSS and ISDP planning and management. In addition, ICT training was incorporated in a training course for education managers in cooperation with NIEM.

International and national gender and

education consultants were actively involved in project implementation and management support.

and their effectiveness in attaining intended objectives be evaluated. Regular annual reviews must be conducted to assess effectiveness in achieving targets and determine what needs to be improved.

There is a need to review the need for a school-based education management and information system which will allow schools, DOETs, and MOET offices to collect and analyze gender- and ethnicity-disaggregated information as well as implement strategies based on the information provided. This will require additional investments in hardware, software, and training of personnel to meet the needs of an expanded and improved school-based education management and information system.

Continued technical assistance support must be provided by the government to sustain the achievements and successes realized in improving female and ethnic minority participation in LSE.

BOET = Bureau of Education and Training; DOET = Department of Education and Training; EMIS = education management and information system; ICT = information and communication technology; ISDP = inclusive school development plan LSE = lower secondary education; LSS = lower secondary school; MOET = Ministry of Education and Training; NIEM = National Institute of Education management; TTC = teacher training college

Comments/Remarks: The project was successful in increasing the participation of females and ethnic minority students in lower secondary education. It was also successful in researching and subsequently implementing a range of strategies that have resulted in improved participation and achievement.

Appendix 13 63

CONSULTANT SERVICES – PLANNED VERSUS AS IMPLEMENTED

64 Appendix 14

GOVERNMENT POLICIES AND PLANS ON EDUCATION

The government’s education framework is defined and guided by these key strategies and plans: the Socio-economic Development Strategy 2011–2020 (SEDS) (Approved by the Eleventh Congress of Viet Nam Communist Party), Resolution No. 10/2011/QH13, Socio-economic Development Plan (SEDP) 2011–2015 (Approved at the National Assembly), Decision No.711/QD-TTg Education Development Strategy 2011–2020 (EDS), Resolution No. 29-NQ/TW 8 on Comprehensive Innovations of Education and Training(Central Committee of the Communist Party of Viet Nam at the Central Conference), Resolution No. 44/NQ-CP on Radical Changes in Education and Training, and Decision No: 2653/QD-BGDĐT Action Plan of the Education Sector for the Implementation of Resolution No. 29. The project remained relevant to the new Socio-Economic Development Plan, 2011–2015, as it included social targets for ethnic minorities to have better access to social services. Other actions that further supported education reform include the following: Resolution 76/2014/QH13 (Sustainable Poverty Reduction 2015–2020) of the National Assembly; Action Plan Decision 2324/QD-TTg with specific reference to MOET; Decision 85/2010/QD-TTg dated 21 December 2010 on issuing policies to support semi-boarding students; Decision 36/2013/QD-TTg dated 18 June 2013 on policies to support rice for students in extremely disadvantaged areas; Revision, Supplement Decision 2123/QD-TTg dated 22 November 2010 on approving a Master Plan on Education Development for Small Ethnic Groups in 2010–2015; and Decision No. 2123/QĐ-TTg dated 22 November 2010 the Prime Minister approving Proposal on Education Development for Small and Endangered Ethnic Minority Groups 2010–2015.

Appendix 15 65

IMPACT ON LOWER SECONDARY SCHOOLS IN PROJECT AREAS

2007/ 2008

2008/ 2009

2009/ 2010

2010/ 2011

2011/ 2012

2012/ 2013

Percent Change

Enrolment

% of Female Students Enrolleda 46.4% 46.3% 46.8% 46.2% 46.8% 47.5% 2.4%

Net Enrolment Rate 73.9% 72.7% 74.3% 75.4% 77.9% 80.5% 9.0%

% of Ethnic Minority Students Enrolled

51.0% 51.9% 51.9% 51.7% 54.3% 55.1% 7.9%

% of Female Ethnic Minority Students Enrolled

46.0% 46.1% 46.7% 46.5% 46.3% 46.6% 1.3%

Dropout Rate

All Students 3.8% 3.2% 2.9% 2.9% 1.1% 1.9% -51.0%

Female 3.4% 3.1% 2.7% 2.4% 1.0% 1.7% -50.5%

Ethnic Minority 3.5% 2.9% 2.7% 2.6% 1.3% 2.0% -41.8%

Female Ethnic Minority 3.6% 2.9% 2.6% 2.4% 1.2% 2.0% -43.8%

Completion Rateb

All Students 93.1 93.9 94.7 95.5 97.2 96.7 3.8%

Female 94.4 94.5 95.6 96.4 97.9 97.5 3.2%

Ethnic Minority 93.3 94.3 95.0 95.6 95.2 96.3 3.3%

Female Ethnic Minority 93.7 94.7 95.5 95.0 97.0 96.9 3.4% a Nationally, 48.7% of the population aged 11–14 is female. That is, there are more boys than girls in the general population of this age group. b Total Grade 9 students graduated divided by total Grade 9 students cleared to graduate. Source: National Project Implementation Unit, Lower Secondary Education for the Most Disadvantaged Regions.

66 Appendix 16

BENEFICIARY STORIES

Hiep My Dong Lower Secondary School, Cau Ngang District, Tra Vinh Province, 30 October 2015

Tra Vinh is one of 13 provinces in the Mekong River Delta located between the Tien and Hau rivers, bordering the South China Sea. Tra Vinh is divided into eight units including Tra Vinh city, and seven districts, and has a population of 1,012,648. It is the home to three main ethnic groups, Kinh, Khmer and Hoa, and several other smaller groups. Kinh constitutes the largest group; Tra Vinh province has the second largest Khmer population after Soc Trang. Although the provincial government has invested in schools and teaching facilities, local schools are cannot meet the increasing needs of the development of the province. The project meets the province’s expectations in the education development of Tra Vinh province, partly by helping to enhance the education effectiveness of the lower secondary schools, and by meeting the needs for education development of the province with a considerable number of poor districts. According to the school principal, Mr. Giang, there are 19 teachers. With the effort made by the teachers, school management board and the students, the dropout rate for SY 2014 was four out of a total of 200 students. The project team interviewed Mr. Nguyen Van Hau, who has over 20 years of experience teaching geography. Mr. Hau is in charge of teaching geography at Hiep My Dong LSS for grades 6–9. He participated in the four training modules, including active learning methodology; active methodology including student assessment; mentor training, career counseling, and continuing professional development; and, more effective use of supplementary materials and equipment. Mr. Hau assessed that these training courses were very useful for his teaching as he observed positive changes in his classes when he applied the new teaching techniques. Mr. Hau added that he has been teaching for many years and was used to a traditional style of teaching. Thanks to the knowledge and teaching methods that he gained from the training courses, his teaching has become more interesting to the students and, therefore, he has been more motivated to prepare his teaching plans.

Mr Hau in his classroom. Hiep My Dong LSS

Mr. Hau also admitted that those teachers who have been working as traditional teachers for such a long time are afraid of changes. However, with the positive results from when he and his colleagues applied the new teaching methods and IT skills to their teaching, their students became more active, understood the lessons more easily, and were more interested in their learning. Therefore, the communication channels between the teachers and students improved. In addition,

Appendix 16 67

Mr. Hau said that the contents of the training courses were designed in line with the annual training courses organized by MOET and DOET, which support not only him but also other teachers in his school. An interview was conducted with Nguyen Thi Thi Thi, a female student in grade 9 at Hiep My Dong LSS. Thi said that she was one of several students who admired Mr. Nguyen Van Hau. Thi also said that she loved her school very much and felt excited to go to school every day. She was very fond of geography lessons as the lessons were delivered in a way that helped her understand. In the class, Mr. Hau and other teachers applied various teaching methods with a lot of illustrations which made learning in the class more fun and interesting. She also noted that the teachers in her school applied integrated knowledge and information of other subjects in their teaching; e.g., in the literature lesson, the teacher talked about history. This approach helped her and other students have a deeper understanding of the lesson and motivated them to seek more information related to the lessons.

Nguyen Thi Thi Thi in her classroom Another classroom in Hiep My Dong LSS

Nguyen Trai Lower Secondary School, M’drak District, Dak Lak Province, 02 November 2015 Daklak has nearly 2 million people from 44 brothers’ ethnic groups. During the Vietnam War, a number of people from ethnic majorities from central and northern Viet Nam moved to Daklak. Among the 44 brother’s ethnic groups in the territory of Ðak Lak Province, groups with large populations are Kinh (71%), Ede (14%), and Nung (4%), among others. The shift of people from the central and northern parts of the country caused challenges and difficulties in education. Most schools lack formal facilities and teaching equipment. An interview was conducted with Giang Seo Lu, a grade 9 student. Lu is from the H’Mong group and comes from a family whose parents are poor peasants. He has five siblings and is the second oldest in the family. His older brother is now working and one of his younger siblings quit school at grade 5. Two of his siblings are in grade 3. Giang Seo Lu said that he likes to go to school, as his parents have encouraged him a lot. They hope that Lu can graduate from high school. Lu felt he was very lucky to stay in the boarding room as it was much nicer and more convenient than his own house, and he really enjoyed staying here. When asked if he wanted to change anything, Lu said that he wished for two things: the first was to have someone to prepare the meals for him and the second was to have a new clothes rack. The principal explained the boarding students have to prepare meals themselves as the school

68 Appendix 16

does not have the budget to hire kitchen staff. She hoped that in the future, the BOET will allocate budget for the school to hire support staff to help the students to prepare meals.

Lu on his bed in his boarding room. Other students at Nguyen Trai Lower Secondary

School.

Nguyen Khuyen Lower Secondary School, M’drak District, Dak Lak Province, 2 November 2015

The project team met H’Nhiu Nie, a grade 9 student from Ede ethnic group. She said that there are four people in her family. H’Nhiu Nie is the third oldest child in the family. All other three siblings are now going to school. She said that, although her mother is a peasant and her father is a driver and her family is one of the poorest families in her commune, her parents still encourage her and other children to go to school. She said that her mother often tells her that the only way to have a better life than her parents is to become a teacher or a doctor. H’Nhiu Nie has been staying in the boarding facilities for 4 years. She commented that staying in the boarding facilities was very convenient as her home was very far away and the road was very difficult. She only returned home at weekends. In the morning, she goes to school for regular lessons, and in the afternoon, she stays at the boarding house for self-study and goes to supplementary classes three times per week.

H’Nhiu Nie with her friends in the boarding facilities. H’Nhiu Nie on her bed at school.

Appendix 16 69

Sung Trai Boarding Lower Secondary School, Sung Trai Commune, Dong Van District, Ha Giang Province, 06 November 2015

Hà Giang is a province in the northeast region of Viet Nam and contains Vietnam’s northernmost point. It shares a 270 km long border with Yunnan province of southern China, and thus is known as Vietnam’s final frontier. Nearly half of its area comprises rocky, steep, mountainous terrain with harsh climatic conditions and limited natural resource potential. The population of Hà Giang is 650,000. Nearly 90% of its inhabitants belong to ethnic minority groups that have only recently started to enter mainstream society. Aside from the Kinh who form 10% of the population, the others who dominate are 22 ethnic minorities, mainly the H’Mông, Tày, Dao, Nùng, and Lô Lô. There are two rare ethnic groups of Pupeo and Phula with a population of less than 400 each and dwindling. The Head of Finance Division of DOET believes that the project has been successful in its areas of intervention. The following activities were highly appreciated by the beneficiaries, as these areas are considered as the most disadvantaged and needing support: provision of school infrastructure (classrooms, students boarding facilities, teacher housing units), pilot feeding for boarding students, a scholarship program, and in-service teacher training. The project investment has partially contributed to reducing the equity gap for the most disadvantaged groups; provided more opportunities for ethnic minority students, especially female students; enhanced the quality of education for the most disadvantaged districts; and helped narrow the gap among the regions in the province. An interview was held with Giang Mi Say, a 9th-grade male student. Say is from the H’Mong group. Say said that he has been staying in the school boarding facilities since grade 6. He has one younger brother in grade 8 who is also staying in the boarding facilities. Say’s parents are poor peasants but always encourage their sons to go to school. Say commented that he really likes to stay in the boarding facilities. Say said that he and his classmates enjoy going to class. Say said that the teachers used a lot of beautiful pictures in teaching lessons. For some subject areas, teachers used PowerPoint presentations and projector to show visuals, which made the lessons interesting and a lot of fun. Say said he will continue to upper secondary school and that his dream was to become a doctor.

Giang Mi Say wants to become a doctor. The boarding room for boys at Sung Trai Boarding

Lower Secondary School.

70 Appendix 16

Lastly, the team talked to Sung Thi May, a 9th-grade female student. May is also from the H’Mong group. She has been staying at the student boarding facilities for nearly 4 years, from grade 6 up to now. Her family has four children; two siblings now stay in the boarding facilities with her. May said that it usually takes her 2 hours to walk to school, so she prefers to stay in the school boarding facilities to save time. She enjoys staying at the school very much, although she feels it is a little crowded. She goes to the library several times a week to read children’s stories, newspapers and reference books. When May was asked about what she wants for her school, May answered she would like more clean water and a school playground.

Sung Thi May on her bed at boarding school. The new school constructed under the project.

Comments on the positive impacts of the scholarship on teacher training and pilot scholarship for ethnic minorities

The scholarship for teacher training for ethnic minorities has had positive impacts on the students, based on the comments from two former scholars:

(a) Comment from Đặng Thị Ghến, from Dao EM group, Bắc Kạn Community College, a student who received a scholarship for teacher training for ethnic minorities: “Due to difficult conditions, my family cannot afford to pay for my studies in college. I, therefore, had to work in order to earn my living, which made it difficult for me to concentrate fully on my studies. Even then, I still could not afford all the necessary things that I needed for my studies such as learning materials and books. Thanks to the scholarship, I was able to focus fully on my studies for all the 3 years I was in college.”

(b) Another comment from a former scholar, Y Hinh Teh, a teacher in mathematics, Hùng Vương Lower Secondary School, Nậm Ka Commune, Lắk District, Đắk Lắk Province, who was able to find employment after completing the scholarship program for teacher training for ethnic minorities: “After submitting my CV to the Bureau of Domestic Affairs, nearly 3 months later, I received a notice that I was to be hired to teach in Hùng Vương Lower Secondary School, Nậm Ka Commune, Lắk District. Currently, I’m happy teaching mathematics, which is my major. However, I am also asked to teach biology as the school does not have enough biology teachers. I’m luckier than others that I could find a job”.

Appendix 16 71

The following are personal comments regarding the pilot scholarship for ethnic minorities:

(a) From a former scholar under the pilot scholarships for ethnic minorities, Giàng Thị Mây, Phù Lá EM group, Grade 9, Lùng Phình LSS, Bắc Hà District, Lào Cai Province: “My parents often asked me to stop schooling and stay at home to help them with agriculture activities, especially during the peak seasons. However, since the time I was provided with a scholarship, my parents have allowed me to focus on my schooling. However, during the months when my family needs additional manpower to assist in farm work, my parents would still ask me to stay at home and work on the farm. Despite their request, I still went to school so my parents scolded me. I told them if I don’t go to school regularly, my scholarship will be terminated, so my parents allowed me to go to school.”

(b) From a scholar’s parent – Ms. Y Phong, Brâu EM group, Bờ Y Commune, Ngọc Hồi District, Kon Tum: “My family is very happy with the scholarship program. We did not meet any financial difficulties when my child received the scholarship. The result of my child’s study was improved clearly. It helped my children complete LSE.”

72 Appendix 17

CONTRIBUTION TO ADB RESULTS FRAMEWORK

No. Level 2 Results Framework Indicators Target

Actual Methods / Comments

1 Students benefiting from new or improved educational facilities (number)a Male / Female

37,965

Male: 19,904/

Female: 18,061

The construction of 820 classrooms led to the absorption of over 37,000 students, 53% of whom were from ethnic minorities, to attend school.

2 Teachers trained with quality or competency standards (number) a Male / Female; Non-TVET*

226,521 Male: 103,669

Female: 122,852

This includes teachers trained as core teachers, key teachers, lower secondary education teachers, teacher trainers, and those receiving overseas teacher training.

a No targets were set as the new results framework indicators were developed after project completion.

viet nam: lower secondary education for the most ... · completion report project number: 36008-013...

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