Draft Program Framework

Transcription

1 Draft Program Framework Project Number: July 2006 LAO PDR: Proposed Sector Development Program Asian Development Fund Grants Lao People's Democratic Republic: Basic Education Sector Development Program A design and monitoring framework is an active document, progressively updated and revised as necessary, particularly following any changes in project design and implementation. In accordance with ADB s public communications policy (2005), it is disclosed before appraisal of the project or program. This draft framework may change during processing of the project or program, and the revised version will be disclosed as an appendix to the report and recommendation of the President.

2 1. Impact 1.1 Increased level of educational attainment among adult population Improved tested adult literacy rates, from 44.8% (2005) to 51.4% (2010), and declared adult literacy rates from 75.2% (2005) to 87.9% (2010) Increased annual output of lower secondary education graduates from 58,200 (2005) to 81,700 (2010) PROGRAM FRAMEWORK Next population census Next literacy survey EFA, and especially basic education continue to be the Government overarching priority in the education sector 1.2 Contribution to poverty reduction Improved tested adult literacy rates among 20% poorest population from 30% (2005) to 40% (2010) 2. Outcomes 2.1 Increased access and participation in basic education Increased access to and participation in basic education and improve the quality and relevance of basic education Additional LSE capacity in fast-growing, high-demand urban areas and poorest rural & remote areas where demand is promoted based on MOE sponsored support programs Increase in transition rate from grade 5 to 6 from 78.0% in 2005 to 85.0% in 2010 (75% for females and 80% for males) Increase in number of admissions to LSE from 89,700 in 2005 to 113,300 in 2010 Increase of female share in admissions to LSE from 44% in 2005 to 46% in 2010 (i.e expected increase of 35,000 girls) Increase in gross MOE statistical yearbook 2005 population census and school-age population projections by single age and gender The National Growth and Poverty Eradication Strategy (NGPES) continues to be one critical Government priority in the economic and social sector MOE shall have approved regulations and revised manuals to strengthen the role and responsibilities of PES and DEB in relation to decisions to the primary and lower secondary school network (opening new schools, closing schools, changes in school status to complete/multigrade, expanding/ rehabilitating new schools etc.)

3 2 enrollment rate in LSE from 54.3% in 2005 to 64.5% in 2010 Increased completion rate of LSE from 40.4% in 2005 to 52.9% in 2010 Average LSE dropout rate reduced from 12% in 2005 to 6% in 2010 At least 20% of LSE students in poorest BESDP targeted districts benefit from incentives 2.2 Improved quality and relevance of basic education Revised curriculum for primary education developed Curriculum for a 4-year lower secondary education program developed Upper secondary curriculum revised to reflect new LSE 4-yr program Government decrees Government decrees Committee for Approving Curriculum, Instructional Materials and Evaluation of General Education (CACIM) is functioning The National Parliament shall approve the modification of Article 8 of the Law on Education adding a fourth grade to LSE 18 existing textbooks for LS Yrs 1 3 reprinted and distributed to all LS students target districts at the ratio of 1 book per 4 students 16 existing teachers guides for LS Yrs 1 3 reprinted and distributed to all LS teachers in target districts at the ratio of 1 TG per subject per teacher 31 new textbooks for LS Yrs 1 4 developed and distributed to all LS schools in 20 target districts at the ratio of 1 book per 2 students Committee for Approving Curriculum, Instructional Materials and Evaluation of General Education (CACIM) is functioning

4 3 28 new LS TGs developed and distributed to all LS teachers in target districts at the ratio of 1 TG per subject per teacher Inservice training provided for 2663 LS teachers in 20 project districts 9 TTCs receive a package of equipment, materials and assistance to prepare teachers to implement the new 4-yr LS curriculum Distribution records 74 LS schools in 20 target districts receive packages of equipment and/or materials to support the new LS curriculum Distribution records 2.3 Strengthened decentralized education management A reliable and relevant EMIS is designed Revised list of tables in MOE annual yearbook and EMIS 100% of PES and DEB statisticians trained in data processing and analysis 100% of school heads trained in filling in revised questionnaires MOE statistical yearbook Decentralization continues to be a Government priority, and GOL aims at enforcing national policies at local level while promoting efficiency and equity MOE shall have issued a decision specifying responsibility regarding data collection, processing, analysis and use Outcomes-oriented budget format and process designed and aligned with planning Improved budget process piloted in 3 Budget format and process (DOF/MOE, PES) MOE shall have issued a decision requesting PES to report their budget and actual expenditure to DOF under a modified format (review of MOE decision on the

5 4 provinces and validated 100% of PES staff in all education districts trained in new budget format and process, and new financial management techniques Renovated financial management forms designed and used in 3 pilot provinces Improved accounting, reporting & monitoring of expenditure formats & processes designed Education MTEF developed and used for annual budget negotiations with MOF and CPI 5 DOF/MOE staff trained in use of MTEF Methodology for PES planning developed and available 100% of PES & DEB planning staff in all districts trained 18 PES have produced their 5-year and annual plan according to new methodology Information base of MOE and PES physical assets developed Central warehouse upgraded and equipped Financial accounts (DOF/MOE, PES) MTEF (DOF/MOE) organization & functioning of PES and PES Manual of work and procedure) MOE shall have officially approved the outcome oriented budget format and process MOE shall have officially approved the education MTEF Provincial plans (annual, 5- year) MOE shall have issued a directive requiring PES to prepare provincial plans based on school mapping and aligned with the new budget format and processes Inventories MOE shall have revised the current regulation on the management of MOE assets (Decision No. 66, 28/01/2004) 3. Program Components/Outputs 3.1 Increased access to Lower Secondary Education Contribute to expanding access to LSE, especially for girls, ethnic and poorest pupils in targeted BESDP Annual and mediumterm LSE SM process based on GIS maps in use in at least 3 provinces from 2009 Provision of 28 new LSE schools, 246 LSE classrooms in existing LSE schools, in the 20 targeted districts of GIS maps (all PESs and DEBs) LSE SM process in targeted provinces MOE shall have approved regulations and revised manuals to strengthen the role and responsibilities of PES and DEB in relation to decisions to the primary and lower secondary school network (opening new schools, closing schools, changes in school status to

6 5 provinces BESDP Provinces complete/multigrade, expanding/ rehabilitating new schools etc.) MOE shall have approved regulation and mechanism for teacher recruitment and allocation PE and LSE schools to be constructed, expanded, and/or rehabilitated are located according to the PSM, based on GIS maps of provinces and districts, and PES-DEB proposals The process through which the quota of LSE teachers is allocated to and within PESs is aligned with the SM process: no CR is built without a guarantee that either additional teachers will be allocated to it or existing teachers redeployed Promote demand from underprivileged groups through special support programs Baseline study on factors inhibiting participation and retention in PE and LSE schools Study Conclusions of workshop assessing study Teachers are deployed according to priority needs as determined by the SM process Study on alternative modes of subsidy and type of incentives Annual Education Development Grants to 74 schools in target districts Established 74 school management committees Study Conclusions of workshop assessing study MOE shall have approved a regulatory framework authorizing primary schools to receive community school grants, and pupils from poorest areas to get scholarship MOE shall have approved a regulatory framework authorizing lower secondary schools to receive School Development Grants

7 6 3.2 Improved quality and relevance of primary and lower secondary education Revise primary education curriculum to integrate student learning outcomes and the work of EDP-II textbook development Develop LSE curriculum for a 4-year lower secondary program Revise upper secondary curriculum to reflect new LSE 4-yr program Procure selected LSE textbooks and teacher guides based on present curriculum and distribute to all LS schools in 20 target districts Develop new LSE textbooks and teachers guides for 4-yr LSE program, and produce and distribute to target Each school management committee includes at least 40% female members, and atleast 1 female and 1 male student representative 1000 scholarships to ethnic students (at least 70% girls) from poor villages in target districts By 2008, revised, integrated curriculum for primary education completed At least 30% of the curriculum development team members partaking in the regional study tours are female and at least 30 percent are from ethnic minority groups with the possibility of overlap. By 2009, revised curriculum for LS education and LS student learning outcomes completed By end of project, draft of upper secondary curriculum will be completed 18 existing textbooks and 16 existing teachers guides for 3 existing grade levels printed (or procured) and distributed to all LS schools in 20 districts (91,000 textbooks and 13,000 teachers guides) 31 new LS textbooks and 28 new TGs for LSE Yrs 1 4 developed, printed and distributed to all LS Drafts of all materials approved by CACIM Government decrees Drafts of all materials approved by CACIM MOE shall have approved a regulatory framework authorizing pupils from poor villages to receive scholarships Committee for Approving Curriculum, Instructional Materials and Evaluation of General Education (CACIM) is functioning The National Parliament shall approve the modification of Article 8 of the Law on Education adding a fourth grade to LSE

8 7 districts Develop program of teacher in-service and deliver program in 20 target districts to support transition to 4-yr LSE Provide support to TTCs, including computers, equipment, books, learning materials and teaching modules related to the new LSE textbooks Provide equipment and/or materials to selected LS schools in BESDP districts 3.3 Strengthened decentralized education management Improve the education sector EMIS nation-wide and build the capacity of all MOE, PES, DEB and school staff involved in data collection, processing and utilization schools in 20 districts (303,000 textbooks and 23,000 TGs) By 2010, in-service training modules available for all new or revised LS textbooks 13 master trainers and 40 trainers receive 10 days training, At least 50 percent of the 2663 LS teachers in 20 project districts that receive 10 days of inservice are females. By 2011, 9 TTCs receive a package of equipment and learning resources By 2011, 28 new LS schools receive a package of equipment, teaching materials and learning resources By 2011, 46 other LS schools receive learning resources to support the new LSE curriculum Revised EMIS instruments Revised list of tables in MOE annual yearbook and EMIS All PES and DEB statisticians trained in data processing and analysis All school heads trained in filling in revised questionnaires Special studies Project reports MOE statistical yearbook Secure sites can be prepared in all TTCs for receipt, storage and use of equipment Secure sites can be prepared in all schools for receipt, storage and use of equipment and materials MOE shall have issued a decision specifying responsibility regarding data collection, processing, analysis and use EMIS instruments allow for collection of data disaggregated by gender and ethnicity wherever possible.

9 a renovated, outcome oriented budget format and process Improve accounting, reporting and monitoring of expenditure Develop more informed decision-making process regarding MOE budget negotiations with MOF (MTEF) Improve the planning process in PESs and DEBs, in line with budgeting Improved the assessment and monitoring of MOE physical assets Renovated budget format by level/type of education and function available in MOE and all PESs Outcome oriented budget process, aligned with plan and in line with national policies, piloted in at least 3 PESs and validated Regular, standardized accounts of expenses aligned with renovated budget format available in order to permanently monitor education expenditure at all levels Education MTEF linked with GOL MTEF, based on medium-term SD targets and ODA expected flows by level of education and function Planning and budgeting process aligned in PESs and based on the school mapping approach, teacher allocation and deployment process, and ODA planned interventions Full inventory of MOE physical assets, with on-going monitoring Storage of assets available at central level in an upgraded, well equipped warehouse DOF report Reports from the 3 pilot provinces Financial accounts (MOE, PES) MTEF Provincial plans and budgets (annual, 5-year) Inventory MOE shall have issued a decision requesting PES to report their budget and actual expenditure to DOF under a modified format (review of MOE decision on the organization & functioning of PES and PES Manual of work and procedure) MOE shall have officially approved the outcome oriented budget format and process piloted in 3 provinces MOE shall have officially approved the education MTEF MOE shall have approved a decision requesting PES to design their plan based on school map and align with budgeting (review of MOE decision on the organization & functioning of PES and DEB, and PES and DEB Manual of work and procedure) MOE shall have revised the current regulation on the management of MOE assets (Decision No. 66, 28/01/2004)

10 9 4. Program Inputs 4.1 Program Grant First tranche budget ADB/MOF disbursement support: $ 0.5 million records by January 2007 Second tranche budget support: $ 1.0 million by January 2008 Third tranche budget support: $1.0 million by January 2009 Fourth tranche budget support: $ 0.5 million by January Project Grant Civil works: $ 3.05 million ( ) Education Development Grants and scholarships: $0.64 million ( ) ADB/MOF disbursement records ADB/MOF disbursement records ADB/MOF disbursement records Actions agreed in policy matrix completed Actions agreed in policy matrix completed Actions agreed in policy matrix completed Actions agreed in policy matrix completed Procurement efficiency 4.3 Capacity Building (consulting Furniture, equipment and vehicles: $1.57 million ( ) Staff development and training: $1.36 million ( ) Printing of textbooks, teachers guides and inservice materials: $0.32 million ( ) Studies, Monitoring and Evaluation: $ 0.20 million ( ) Project operations: $0.08 million ( ) Promoting demand for LS and facilities development (12 person-months international; 12 person-months domestic) Curriculum revision, textbooks, teachers guides, in-service materials developed (12 person-months international; 33 person-months domestic) Procurement efficiency Procurement efficiency

11 10 Strengthening decentralized education management (18.5 personmonths international; 66.5 person-months domestic) Project management and supervision support (36 personmonths international)