Project Data Sheets (PDS) contain summary information on the project or program: Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
|PDS Creation Date||01 Feb 2007|
|PDS Updated as of||28 Jan 2015|
|Project Name||Secondary Education Support Project|
|Geographical Location||All districts|
|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.|
Education sector development
Secondary - social protection initiatives
|Strategic Agendas||Inclusive economic growth (IEG)
|Drivers of Change||Gender equity and mainstreaming (GEM)
|Gender Equity and Mainstreaming Categories||Category 1: Gender equity (GEN)|
|Type/Modality of Assistance||Approval Number||Source of Funding||Approved Amount (thousand)|
|Loan||1917||Asian Development Fund||30,000|
For more information about the safeguard categories, please see http://www.adb.org/site/safeguards/safeguard-categories
Within this limited access, there are further disparities by geographic location, as well as economic and social background. Girls are disproportionately disadvantaged in all categories. Girls constitute 43% of total primary enrollment, 41% of lower secondary enrollment, and 40% of secondary enrollment. Significant gaps exist between the poor and the non poor. According to the Nepal Living Standards Survey (1996), children from the highest income quartile are twice as likely to be enrolled in primary schools and 10 times as likely to be enrolled in secondary schools than children from the lowest income quartile. Participation rates also vary considerably across the geographic regions with people living in the mountainous belt and the Far Western Region being the most disadvantaged. Participation rates for students belonging to disadvantaged groups also decline as students move to higher levels of education. This is also true of students with physical disabilities. Lack of education limits employment opportunities for the poor, constrains productivity, and perpetuates poverty. Lack of access to education is a major cause of poverty among Nepal s disadvantaged groups.
Consultations with the Government and its relevant agencies handling education will be continued.
|During Project Design
|During Project Implementation
|The goal of the project is to expand quality education suitable for the needs of national development. The objectives of the project are to: (i) improve the quality of public secondary education; (ii) improve access to public secondary education particularly for girls and students from poor and disadvantaged groups and districts; and (iii) develop the institutional capacity of central and local governments and local communities to sustain and deepen the school improvement process. The project will have the following components: (i) Increased Equitable Access to an Improved Learning Environment; (ii) An Improved and Relevant Curriculum, Improved Assessment and Accessible Instructional Materials; and (iii) An Improved and Sustainable System for the Education, Development and Management of Teachers.|
|Secondary education has a long term positive impact through: (i) human development and productivity efficiency through increased numbers of higher quality secondary students, and a better qualified and more productive workforce leading to improved earnings. Investment in lower secondary and secondary education, where basic cognitive skills are acquired and consolidated, is particularly valuable because it improves basic productivity as well as increases basic welfare. Investment in secondary education also improves the quality of, and increases the number of entrants to, higher levels of education, where higher cognitive skills are acquired, with the resulting improvement of higher order productivity. Significant social benefits are derived from girls education such as lower fertility, improved health and nutrition status of their families, and higher education attainment of their children leading to intergenerational benefits. The implication is that investment in this education subsector potentially has higher returns, both for the individual and for society.|
|To expand quality education suitable for the need of national development.|
|Description of Outcome
Improve the quality, relevance and access of public secondary schooling. Develop the institutional capacity and management of central and district education institutions and public secondary schools based upon a decentralized system of planning and management.
|Progress Towards Outcome
|Description of Project Outputs
Increase equitable access to an improved learning environment especially for girls and other disadvantaged groups. Support teacher education, development and management. Improve institutional capacity in the school sector based on decentralized planning and management. Improve and increase relevancy of curriculum, technically improve assessment and accessible instructional materials.
|Status of Implementation Progress (Outputs, Activities, and Issues)
|Status of Development Objectives
|Status of Operation / Construction
|Date of First Listing||2007 Feb 01|
A total input of 244 person-months of international consulting and 709 person-months of domestic consulting are planned. Of this, 132 person-months of international consulting and 633 person-months of domestic consulting services will be funded by DANIDA with grant funds. Consultants' inputs will cover a wide range of expertise which includes: (i) curriculum and instructional materials design; (ii) classroom assessment and examination reform; (iii) management and teacher training curriculum and materials development; (iv) training of trainers; (v) special needs curriculum development; (vi) research and evaluation; (vii) ICT curriculum; (viii) EMIS development; (ix) school planning and improvement; and (x) decentralization and management, etc.
All procurement services for the project will follow ADB's Guidelines for Procurement. Contract for civil works estimated to cost more than $1.0 million equivalent will be carried out using international competitive bidding (ICB) procedures while those contracts that are estimated to cost $1.0 million equivalent or less will be under local competitive bidding (LCB) procedures. Minor school development works and maintenance may be carried out on a force account basis. The procurement of goods will be grouped into packages larger than $500,000 to be suitable for ICB procedures. Miscellaneous minor goods that cannot be grouped into larger contracts and cost less than $500,000 per contract will be procured through international shopping procedures. Minor items costing less than the equivalent of $100,000 per contract may be purchased directly.
|Procurement and Consulting Notices
|Fact-finding||07 Mar 2002 to 22 Mar 2002|
|Management Review Meeting||20 May 2002|
|Approval||20 Sep 2002|
|Loan 1917||20 Sep 2002||17 Jan 2003||05 Aug 2003||30 Sep 2008||30 Sep 2009||26 Nov 2010|
|Date||Approval Number||ADB (US$ thousand)||Others (US$ thousand)||Net Percentage|
|Cumulative Contract Awards|
|04 Mar 2015||Loan 1917||32,483||0||100.00%|
|04 Mar 2015||Loan 1917||32,483||0||100.00%|
Covenants are categorized under the following categories—audited accounts, safeguards, social, sector, financial, economic, and others. Covenant compliance is rated by category by applying the following criteria: (i) Satisfactory—all covenants in the category are being complied with, with a maximum of one exception allowed, (ii) Partly Satisfactory—a maximum of two covenants in the category are not being complied with, (iii) Unsatisfactory—three or more covenants in the category are not being complied with. As per the 2011 Public Communications Policy, covenant compliance ratings for Project Financial Statements apply only to projects whose invitation for negotiation falls after 2 April 2012.
|Sector||Social||Financial||Economic||Others||Safeguards||Project Financial Statements|
|Responsible ADB Officer||Rudi Louis Hendrikus Van Dael (email@example.com)|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Divisions||Human and Social Development Division, SARD|
Department of Education
|List of Project Documents||http://www.adb.org/projects/34022-013/documents|