ACCOMPLISHMENT REPORT DECEMBER 2009.doc

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					MINISTRY OF EDUCATION
BASIC EDUCATION SECTOR DEVELOPMENT PROJECT
BESDP
ADB Grant 0069/Loan No. 2306 LAO


    ANNUAL PROGRESS REPORT AND 4TH QUARTER PROGRESS REPORT
                   MARCH TO DECEMBER 2009




                              31 December 2009
                               Prepared by:
                 MOE BESDP PMU and Intem Consultants

                   Department of Secondary Education-MOE

       BASIC EDUCATION SECTOR DEVELOPMENT PROJECT (BESDP)
                  ADB Grant 0069 Loan 2306-LAO (SF)



                                                             i
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009



Annual Progress Report 2009 and 4th Quarter Progress Report
This annual report covers the period of 1st June to 30th of September 2009.

Table of Contents

CURRENCY EQUIVALENTS ................................................................................................ 2

ABBREVIATIONS ................................................................................................................. 2

1      INTRODUCTION AND BASIC DATA ........................................................................... 4

1.1 Project Background
1.2 Objectives
1.3 Expected Outputs
1.4 Geographic Coverage
1.5 Implementation Arrangements

2      STATUS OF FULFILLMENT OF TRANCHE 2 POLICY CONDITIONS ...................... 12

2.1 Expand Equitable Access to Basic Education
2.2 Improve the Quality and Relevance of Formal Basic Education
2.3 Strengthen Education Management

3      STATUS OF BESDP GRANT IMPLEMENTATION…………………………………..…18

3.1   Component 1
3.2   Component 2
3.3   Component 3
3.4   Status of Procurement of Goods

4      SOURCES AND USES OF FUNDS……………………………………………..………..45

5      WORK AND FINANCIAL PLAN FOR 2010……………………………………..……….47

6      PROJECT ISSUES…………………………………………………………………..……...48

List of Tables

Table 1.5-1        BESDP Organizational Chart
Table 1.5-2        BESDP Implementing Structure
Table 1.5-3        Consultants’ Deployment Plan
Table 3.1a-1       Risk factors on implementation activities
Table 3.1a-2       Critical implementation activities
Table 3.1a-3       Detailed work plan for the construction of 28 new schools & 144 additional
classrooms
Table 3.1a-4        List of Phase 1 CW beneficiary schools
Table 3.1a-5        List of Phase 2 CW beneficiary schools
Table 3.4.1         Status of Procurement (in document)
Table 4.1           Sources and Uses of Fund (in document)
Table 5.1           Consolidated Work and Financial Plan

List of Annexes
Annex 1.5-1 Organizational Structure of Consulting Team
Annex 3.1a-1 Selection Criteria for New Schools and Additional Classrooms
Annex 3.1b-1 List of schools beneficiaries of the LSSGP and EDGP
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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

CURRENCY EQUIVALENTS
(as of 30 June 2009))
Currency Unit                      –                Kips (LAK)
LAK 1.00                           =                USD0.000118
USD1.00                            =                LAK 8,500



ABBREVIATIONS

        ADB              Asian Development Bank
        DG               Director General
        DSE              Department of Secondary Education
        EFA              Education for All
        DOF              Department of Finance
        EMIS             Education Management Information System
        ESDF             Education Sector Development Framework
        ESITC            Education Statistics and Information Technology Center
        GDP              Gross Domestic Product
        I/A              Imprest Account
        ICT              Information and Communications Technology
        IEC              Inclusive Education Center
        INSET            In-service Training
        IO               International Organization
        ILO              International Labor Organisation
        INGO             International Non-Governmental Organisation
        JICA             Japanese International Cooperation Agency
        LSE              Lower Secondary Education
        MDG              Millennium Development Goals
        MOF              Ministry of Finance
        MOE              Ministry of Education
        MTEF             Medium Term Expenditure Framework
        NCS              National Competency Standard
        NGO              Non-Governmental Organization
        PAM              Program and Project Administration Memoranda (ADB)
        PAP              Priority Action Program
        PES              Provincial Education Service
        PMU              Project Management Unit
        PPTA             Project Preparatory Technical Assistance (ADB)
        PUCDA
        RIES             Research Institute for Education Studies
        RRP              Report and Recommendation to the President (ADB)
        SA               State Assembly
        SWOT             Strengths Weaknesses Opportunities Threats
        TA               Technical assistance
        ToR              Term/s of Reference
        TEI              Teacher Education Institute
        UNDP             United Nations Development Program
        UNICEF           United Nations Children’s Fund
        UNESCO           United Nations Education, Scientific and Cultural Organisation
        USE              Upper Secondary Education
        USAID            United States Agency for International Development
        WB               World Bank




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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


DEFINITION OF TERMS1
           (a) “Consulting Guidelines” means ADB’s Guidelines on the Use of Consultants by Asian
               Development Bank and its Borrowers” dated April 2006, as amended from time to time;

           (b) “DEB” means a District Education Bureau of MOE;

           (c) “EDGP” means the Education Development Grants Program of the Recipient;

           (d) “GOL” means Government of Lao PDR;

           (e) “Goods” means equipment and materials to be financed out of the proceeds of the Grant;
               and including related services such as transportation, insurance, installation, commissioning,
               training, and initial maintenance, but excluding consulting services;’

           (f) “Kip” or the sign “K” means Kip in the currency of the recipient;

           (g) “LSSGP” means the Lower Secondary Student Grants program of the Recipient;

           (h) “MOE” means the Recipient’s Ministry of Education or any successor thereto;

           (i) “MOF” means the Recipient’s Ministry of Finance or any successor thereto;

           (j) “PMU” means the Project Management Unit established by the Recipient to carry out the
               functions described in paragraph 2 of Schedule 4 in this Grant Agreement;

           (k) “Procurement Guidelines” means ADB’s procurement Guidelines dated April                     2008,
               amended from time to time;

           (l) “Procurement Plan” means the procurement plan for the Project dated 22 November 2006,
               and agreed between the Recipient and ADB, as updated from time to time in accordance with
               procurement guidelines, Consulting Guidelines, and other arrangements agreed with ADB;

           (m) “Project Executing Agency” for the purpose of, and within the meeting of, the Grant
               Regulations means MOE which is responsible for the carrying out of the project.

           (n) “Project facilities” means the facilities and equipment to be provided under the Project;

           (o) “Steering Committee” means the Steering Committee to be established by the Recipient
               prior to the Effective Date of the Loan Agreement with the composition and responsibilities
               described in paragraph 1(a) of Schedule 4 to the Loan Agreement; and

           (p) “Works” means construction or civil works to be financed.




1   From the Grant Agreement…

                                                       3
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


CHAPTER 1
1      INTRODUCTION AND BASIC DATA
    LOAN NUMBER
    PROJECT TITLE                 BASIC EDUCATION SECTOR DEVELOPMENT PROJECT (BESDPI)
    BORROWER                      Lao People’s Democratic Republic
    EXECUTING & IMPLEMENTING      Ministry of Education (MOE) is the EA for the BESDP. BESDP PMU
    AGENCY                        constituted on June 9, 2008, is responsible for implementation of the
                                  education component.
    ESTIMATED PROJECT COST        BESDP consists of (i) a program loan (Loan 2306-LAO) of
                                  $8.9 million equivalent, and (ii) a project grant
                                  (Grant 0069-LAO) of $12.66 million equivalent. The total
                                  project cost of $ 15.83 million, is financed by the ADB grant
                                  with net amount of $12.66 million and government
                                  counterpart funding of $3.17 million.
    PROJECT FINANCING STATUS      Received to date, including direct payment: Total: USD 2.9 Million;
                                  Spent to date, including direct payment: Total: USD 1.079 Million
                                   ADB direct payment: USD 609,498.17

                                  The first loan tranche of $3 million was released on 19
                                  December 2007 upon fulfillment of the conditions of its
                                  release.
    DATE OF APPROVAL by ADB       20 December 2006
    DATE OF SIGNING               21 March 2007
    DATE OF EFFECTIVENESS         29 October 2007
    CLOSING DATE                  30 September 2012
    DATE OF LAST ADB MISSION      October 8-16, 2009
    PROJECT'S PROGRESS (Jun 06)   Set against the elapsed implementation period of 48%, the
                                  Project has achieved cumulative contract awards of $1.73 million
                                  (13.6%) and cumulative disbursements of $2.9
                                  million (23% including imprest) against the total grant amount of
                                  $12.66 million as of 31 December 2009.

                                  The bid opening and bid evaluation of 28 permanent new school
                                  buildings in 6 project provinces have basically been completed in
                                  December 2009. The total contract award for these will be $1.82 million.




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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


1.1 Project Background
The Grant Agreement (Grant 0069) for the Basic Education Sector Development Project
(BESDP) was signed between the Asian Development Bank and the Ministry of Education
of the Lao People’s Democratic Republic on March 21, 2007. The Grant covenant outlined
the following project scope;
        COMPONENT 12- Expanding access to formal lower secondary education through:
            Promoting equitable access in poor, remote and underserved rural areas for girls
              and ethnic groups through provision of new schools or additional classrooms;
            Alleviating pressure on existing school facilities in high demand and rapid growth
              areas through the provision of new schools or additional classrooms; and
            Providing targeted support to poor students and disadvantaged schools through
              the provision of scholarships and education development grants.

          COMPONENT 23- Improving the relevance and quality of formal basic education
          through:
              Curriculum development ;
              Provision of textbooks and learning materials;
              Teacher training; and
              Provision of equipment and materials.

          COMPONENT 34 - Strengthening the capacity for education management through:
             Strengthening the Education Management Information System through creation of
              Teacher Management Information System and Financial Management Information
              System subsets;
             Strengthening the planning and budget preparation processes through training
              and workshops; and
             Strengthening MOE’s central inventory system for effective asset management
              through design of a central system for registering and monitoring physical assets.

          Further, ADB agreed to make available to the recipient from its funds resources
          (Loan No. 2306) amounting to USD8.9M with the Grant amounting to 12.66M for the
          purpose of improving the delivery of lower secondary education services.     As


2
  procurement and monitoring of contractor/s to build 28 new LSE schools and 144 LSE classrooms in existing LSE schools in
the 20 targeted districts of the BESDP provinces; provision of education development grants to 96 schools in target districts; setting
up selection process and delivery of 1,638 scholarships for ethnic and poorest pupils, including at least 50% girls; conduct of baseline
study

3
  Arranging study tours for the curriculum development group; Developing revised primary curriculum, new LSE curriculum and
student outcomes , and draft of upper secondary education curriculum; Preparing teacher recruitment and deployment framework
and action plan; Developing and delivering teacher in-service training program to 5,373 teachers in 50 target districts to support 4-
year LSE; Providing in-service training to 5,373 lower secondary teachers in 50 project districts; Providing a package of equipment,
teaching material and learning resources to 10 teacher training colleges, 28 new LSE schools and 109 other LSE schools; Providing
10 master trainers and 40 trainers with training materials and training of trainers; Procuring printer of existing textbooks and teacher
guides for lower secondary years 1-3 (675,000 textbooks and 73,000 teacher guides); Developing and printing new textbooks and
teacher guides for lower secondary years 1-4 (354,000 textbooks and 23,000 teacher guides) and distributing to all lower secondary
schools in targeted districts; Supporting ongoing National Assessment of Student Learning Outcomes; Providing 25 days of training to
44 replacement secondary pedagogical advisers and two annual review workshops for 222 secondary pedagogical advisers

4
  Revising MOE annual yearbook and EMIS by adding TMIS and FMIS; Training of all PES and DEB statisticians in data
processing and analysis; Training of all school heads in EMIS; Establishing school management committees in 96 schools receiving
development grants; Piloting annual and medium-term LSE planning and budgeting/expenditure formats in 3 provinces; Aligning
planning and budgeting process with school mapping approach, teacher allocation and deployment process and ODA planned
interventions; Improving accounting, reporting and monitoring of expenditure; Improving outcome-oriented budget format and
process; Linking education MTEF with the Government’s MTEF, based on medium-term sector development targets and
development assistance; Improving assessment and monitoring of MOE physical assets; Making central storage of assets available
in an upgraded, well-equipped warehouse; Providing staff training.



                                                                   5
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

       part of the loan conditions, effectiveness and release of loan money require policy
       actions from the Lao Government as follows:

       Policy Actions for Loan Effectiveness

       1. MOE shall have approved regulations and revised manuals to strengthen the roles
          and responsibilities of PES and DEB in relation to decisions about changes to the
          primary school network (including new schools, school closures, change in school
          status, e.g., multi-grade schools offering 5 primary grades, etc.;

       2. MOE shall have issued guidelines for the management and use of education
          development funds allocated to schools. MOE shall have identified criteria and issued
          guidelines for selection of scholarship recipients;


       Policy Actions by Mid 2009

       1.     MOF shall have allocated 15.5% of the total budget for 2008—09 to MOE,
              provided that the allocated education budget shall not have been less than the
              share or the volume, whichever is greater, of the budget allocation stipulated in
              the preceding year;

       2.     The share of recurrent expenditures shall have reached at least 45% of the total
              education budget for 2008-2009;

       3.     The MOF shall have disbursed 80% of the MOE recurrent budget for 2008-09.

       4.     MOE shall have prepared and submitted to the PMO for approval of the Teacher
              Recruitment and Deployment Policy Framework, action plan and supporting
              guidelines for the management, recruitment, deployment and career development
              of teachers.

       5.     MOE Department of Private Education shall have developed a strategy, incentives
              and action plan for facilitating participation by the private sector (e.g., public trusts,
              private bodies, charitable institutions, etc.) in the provision of school education.

       6.     MOE shall have approved the revised curricula for primary (years 1-5) and lower
              secondary education (years 6-9).

       7.     GOL shall have approved the revised lower secondary curriculum (Years 6-9).

       8.     MOE shall have developed a revised upper secondary curriculum (Years 10-12)
              taking account for the revised curricula for years 1-9.

       9.     MOE shall have approved the use of new LSE textbooks and teachers guides.

       10.    The MOE shall have issued guidelines for standardizing data collection, data
              processing and data analysis.

       11.     MOE shall have piloted the new financial management system, which
              incorporates budget preparation and submission at provincial level, in the three
              agreed BESDP target provinces.

       12.    MOE shall have issued a directive requiring PESs to prepare provincial plans
              based on school mapping carried out pursuant to EFA Plan and aligned with the
              new budget format and processes.

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

           13.      MOE shall have initiated development of a medium term expenditure for
                    education.

           14.      MOE shall have revised the current regulation on the management of MOE assets
                    (Decision 66, 28 January 2004) for effective management of such assets.


          Policy Actions by Mid 2010

          1.      MOF shall have allocated 16% of the total budget for 2009-2010 to MOE, provided
                 that the allocated education budget shall not have been less than the share or the
                 volume, whichever is greater, of the budget allocation stipulated in the preceding
                 year.

          2.     The share of recurrent expenditures shall have reached at least 50% of the total
                 education budget for 2009-2010.

          3.     MOF shall have disbursed 85% of the MOE recurrent budget for 2009-2010.

          4.      PMO shall have approved the strategy, incentives, and action plan for facilitating
                 participation by the private sector (e.g., public trusts, private bodies, and charitable
                 institutions) in the provision of school education.

          5.     MOE shall have approved a revised upper secondary curriculum (years 10-12).

          6.      MOE shall have adopted the new                        financial    management         systems     for
                 implementation at the national level.

          7.     MOE shall have developed an education sector MTEF.



           1.2 OBJECTIVES5

          THE OVERALL OBJECTIVE of the BESDP is to contribute to poverty reduction through
          improved access, equity, and quality of education resulting in higher educational
          attainment leading to enhanced productivity, competitiveness, and economic development.
          The BESDP will support the long-term goal of education reform, and in the immediate
          term, access to and development of basic education. It is designed to support the
          Government to achieve its goals of improving access, equity, and efficiency in basic
          education, particularly lower secondary education. This will be achieved through (i)
          increased access to and participation in basic education in underserved, poor areas as
          well as through targeted support to disadvantaged groups, and in areas of high demand;
          (ii) improved quality, internal efficiency, and relevance of basic education to support
          sustainability of reforms in the education sector; and (iii) effective capacity building for
          strengthened decentralized education planning, budgeting           and management. The
          program and project grants complement each other to enable progress to achieving these
          key sector objectives.




5   From the Project Administration Memorandum for Lao: Basic Education Sector Development Project, January 2008.

                                                              7
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

        THE PROJECT WILL SUPPLEMENT policy initiatives being supported under the BESDP
        and enhance equitable access to and quality of LSE through (i) targeted expansion of LSE
        opportunities to improve access and equity; (ii) integration of basic education curriculum to
        account for lower secondary expansion from 3 to 4 grades, and improved quality and
        relevance of LSE; and (iii) central, provincial, and district capacity building in critical areas
        (EMIS, budgeting and financial management, and planning). The BESDP prioritizes rural,
        underserved areas with 10 of the 20 target districts being classified poor (of these 7 are
        considered among the poorest). Five of the six targeted provinces have a high percentage
        of ethnic population, ranging from 41% to 98%; three provinces have more than 60%. The
        remaining 10 districts are in areas of rapid economic growth with high demand for
        education. But even in these districts, the BESDP focuses on disadvantaged areas.

        THE BESDP ALSO PROVIDES targeted support through provision of scholarships to
        increase enrollment of girls and ethnic groups to promote greater equity in education. It
        also targets needy schools and provides education development grants to meet pressing
        local needs.


         1.3             EXPECTED OUTPUTS

        PROJECT COMPONENTS AND OUTPUTS
         1. EXPAND ACCESS FOR FORMAL LOWER SECONDARY EDUCATION
          (i) promote equitable access to basic education for girls and ethnic groups in
          underserved rural areas; (ii) alleviate pressure on existing school facilities in high growth
          provinces experiencing rapid demand for LSE resulting in inadequate and/or
          overcrowded classroom space; and (iii) provide targeted support to poor students and
          needy schools.
          ACTIVITY                            Outputs
                                              (i) 9 new school buildings consisting of 27 classrooms,
          (i) Promote Equitable Access in Poor,
          Remote, Underserved Rural Areas     and
          for Girls and Ethnic Groups         (ii) approximately 80 additional classrooms in existing
                                              lower secondary schools to relieve pressure on existing
                                              schools.
                                              (These facilities will be provided in 10 poor
                                              underserved districts)
          (ii) Alleviate Pressure on Existing (i) 19 new school buildings comprising 65 classrooms
          School Facilities in High-Demand, (ii) Approximately 64 additional classrooms in schools
          Rapid-Growth Areas                  where the average class size exceeds 60.
                                              (targets poorer villages within 10 high growth, non-
                                              poor districts)
          (iii) Provide Targeted Support to (i) Scholarships to poor students, particularly girls, from
          Poor Students and Needy Schools     ethnic groups in poor provinces
                                              (ii)Education development grants will be provided to
                                              needy schools in 13 provinces, selected in accordance
                                              with guidelines prepared during the Appraisal Mission6.


6
  A committee with community representation, including one female and male student representative, will be responsible for
management and use of these grants. To the extent feasible, 40% of committee members will be women. An indicative list of
activities and purposes for which the funds may be used, as well as indicative guidelines for membership of the managing committees
to be established for administering the grants, were prepared in consultation with MOE. The targeted measures are expected to

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

                                                     (iii) Baseline study7
          2. IMPROVE QUALITY and RELEVANCE OF FORMAL BASIC EDUCATION
          BREAKDOWN                                  Outputs
          This component will improve the The outputs from this component will be:
          quality    of   formal       education, (i) revised and integrated primary curriculum;
          especially    LSE,    (i)        through (ii) revised lower secondary curriculum and learning
          improvements to the curriculum outcomes;
          development; (ii) provision of (iii) draft upper secondary curriculum;
          textbooks and learning materials; (iv) 18 existing textbooks and 16 existing teacher guides
          development in-service teacher for 3 current lower secondary grades distributed to all
          training in the use of the existing lower secondary schools in all LSE schools in the
          textbooks and teacher guides in all 17 country;
          provinces and in the use of new LSE (v) 31 new lower secondary textbooks and 28 new
          materials; and (iii) provision of teacher guides for 4 grades for the reorganized LSE
          equipment and materials to schools.        printed and distributed to all lower secondary schools
                                                     in 50 BESDP districts;
                                                     (vi) in-service training modules for all new and revised
                                                     lower secondary textbooks; (vii) 10 master trainers, 40
                                                     trainers, and 5,373 lower secondary teachers each
                                                     receive 9 days training;
                                                     (viii) all 10 teacher training colleges1 receive a package
                                                     of equipment and learning materials;
                                                     (ix) 28 new schools receive a package of teaching
                                                     equipment and teaching-learning materials; and
                                                     (x) 137 other lower secondary schools receive learning
                                                     materials.
          3. STRENGTHEN CAPACITY FOR EDUCATION MANAGEMENT
          This component is to (i) an improved EMIS, including TMIS and FMIS;
          strengthen        MOE (ii) training in data collection, processing, and analysis for all
          capacity for improved statisticians in all provincial and district education offices;
          planning,                 (iii) training for all school heads nationwide in filling out the revised
          management,        and questionnaires;
          Delivery of education     (iv) formats for different levels for data submission to feed planning
                                    and budget preparation;
                                    (v) development of an education MTEF linked to the national MTEF;
                                    (vi) an aligned planning and budgeting process based on a school
                                    mapping approach, teacher allocation and deployment, and planned
                                    external interventions; and
                                    (vii) development of a full inventory system for MOE physical assets
                                    and improved storage in an upgraded warehouse.




create demand for LSE education through improved and expanded facilities and the demonstration effect of increased enrollments.
Targeted scholarships will alleviate poverty-related constraints for poor, ethnic students, particularly girls, to pursue LSE.
7
  To identify (i) factors inhibiting participation and retention in LSE, (ii) modes of subsidy and nature of incentives to encourage
enrollment, and (iii) issues specific to gender and ethnic groups. Thus far, such studies in the Lao PDR have focused on constraints
to primary school participation. While some of these constraints could generically be applied at lower secondary, differences would
likely be based on geographic distance, poverty, age group of children, value placed on higher levels of education, etc. Such
information can help in refining targeted measures and expanding equitable access to LSE.

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


        1.4          GEOGRAPHIC COVERAGE

        The Project has selected six provinces as beneficiaries of the BESDP, as follows:
        Attapeu, Bokeo, Champasak, Khammouane, Luang Namtha and Savannakhet. Please
        see maps at the end of this report.



        1.5      IMPLEMENTATION ARRANGEMENTS
        The Steering Committee for BESDP was established in June 11, 2008 to discuss
        BESDP matters. It is an inter-ministerial steering committee established to provide high-
        level guidance to implementation and facilitate policy dialogue linked to the BESDP's
        reform agenda. It most recently formally convened in late May 2009 and meets every
        quarter or in some cases as issues arise.      Circulation of updates and memos is done
        regularly.

        MOE, as the Executing Agency, has overall responsibility for project coordination and
        implementation.      The Project Management Unit (PMU) was established in June 9, 2008.
        As per the BESDP organizational chart (Table 1.5-1), the Director General of the MOE
        Department of Secondary Education is the Project Director, and departments and
        institutions under MOE at the national, provincial, and district levels act as implementing
        units (IUs) responsible for activities that fall within their area of responsibility (Table 1.5-2).
        The Project Director oversees the work of the Project Management Unit (PMU), which is
        staffed with 9 personnel (five MOE permanent staff and 4 contractual staff) with functions
        related to project administration, procurement, finance, and office administration. The PMU
        has recruited an engineer to assist the PMU in monitoring procurement works and the
        quality of school construction.          Further, the implementing units at the Provincial
        Education Service (PES) was formally established in September 19, 2008.

        Consulting Services contract was awarded to International Technology Management
        Corporation (Intem), the first-ranked consulting firm under the QCBS selection procedure,
        after successful negotiations with MOE and subsequent approval by ADB on March 17,
        2009. The contract was signed on March 13, 2009. The Consultancy team, comprising
        of 18 experts of which 12 are international and 6 are Lao, have already been deployed and
        as of this time, 5 of the international consultants have already completed their
        engagements. PROPERLY BRIEFED about the Project, most of the Consulting Team
        were in fact involved in the preparation of the Technical Proposal during the proposal
        stage of the Project.    The team has been engaged and deployed on March 21, 2009,
        already on the second year from the signing of the Grant Agreement. 5 international
        consultants traveled from Manila to Vientiane, assuming official duties the following day,
        May 22, 2009. Two local consultants also joined the team. The first team deployed was
        composed of:
BESDP First Deployment
 International                                           Local
         Bernadette Gonzales – Team Leader                     Ms. Somsisouk – Financial Specialist
         Joel Wayne Ganibe – Deputy Team Leader                Mr. Chanh – Curriculum Development
          for Component 2/EMIS Specialist                        Specialist
         Arman      Balonkita-    Deputy   Team
          Leader/Planning Specialist
         Ernesto Villegas – Gender and Social
          Development Specialist
         Edgar Gomez – Physical Facilities
          Development Specialist


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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


Consultants have been deployed based on the attached deployment plan (Table 1.5-3).       The complete
line of Consultants as approved by the MOE and concurred by ADB is as follows:

 International                                         Local
     Bernadette Gonzales – Team Leader                Component 1
 Component 1                                               Mr. Rathanavilay – Facilities
     Edgar Gomez – Physical Facilities                      Development Specialist Component 2
       Development Specialist (contract                    Mr. Chan – Curriculum Development
       completed)                                            Specialist
     Merlinda Belicario – Procurement Specialist          Ms. Khounmy – Materials
       (contract completed)                                  Development Specialist
     Ernesto Villegas – Gender and Social             Component 3
       Development Specialist (contract                    Mr. Ouam – Planning Specialist
       completed)                                          Ms. Somsisouk – Financial Specialist
 Component 2                                               Mr. Nathigna – EMIS Specialist
     Joel Wayne Ganibe – Deputy Team Leader
       for Component 2/EMIS Specialist
     Caridad Miranda – Materials Development
       Specialist (contract completed)
     Benjamina Flor – Curriculum Development
       Specialist
     Carlone Dawang – Private Education
       Specialist (contract completed)

 Component 3
     Arman Balonkita- Deputy Team
       Leader/Planning Specialist
     Rommel Isip – Budget and MTEF Specialist
     Nestor Mirandilla – Asset Management
       Specialist (contract completed)
     Rey Norbert Supan – GIS Specialist
       (contract completed)


  To date, 7 international consultants and 1 local consultant have completed their engagement and have
provided very produced very valuable inputs to the BESDP Team: (i) Merlinda Belicario – Procurement
Specialist;   (ii) Carlone Dawang – Private Education Specialist;        (iii)  Nestor Mirandilla- Asset
Management Specialist; (iv) Caridad Miranda- Materials Development Specialist; (v) Rey Norbert
Supan –GIS Specialist; (vi) Edgar Gomez – Facilities Development Specialist; and, (vii) Ernesto
Villegas – Gender and Social Development Specialist.
Please see Annex 1.5-1 for the organizational structure of the consulting team.




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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


CHAPTER 2
STATUS OF FULFILLMENT OF TRANCHE TWO POLICY CONDITIONS
   PROGRAM LOAN
    The program loan aims to promote expanded access, equity, and quality of education, while
    also strengthening the capacity of MOE and the provincial and district bodies responsible for
    education administration to provide more effective decentralized planning, management,
    financial reporting, and budgeting for school education. Its more specific objective is to
    support a series of 12 policy actions that collectively contribute to (i) ensuring increased
    resource mobilization to the education sector including rationalizing budgetary allocations
    for education; (ii) designing and implementing an outcome-oriented budgeting and financial
    management system that will also lead to preparation of a medium-term expenditure
    framework (MTEF) for education; (iii) providing a more relevant and integrated curriculum for
    school education; (iv) strengthening teacher management through preparation of a
    recruitment and deployment plan and development of a teacher management information
    system; and (v) strengthening capacity for decentralized planning (and budgeting).

    The first tranche of $3 million was released on 19 December 2007 upon fulfillment of the
    following 1st tranche conditions:      (i) approval of regulations and revised manuals on
    strengthening the role and responsibilities of PES and DEB in relation to decisions about
    changes to the primary school network (including new schools, school closures, change in
    school status, e.g., multigrade schools offering 5 primary grades, etc.; and, (ii) issuance of
    the guidelines for the management and use of education development funds allocated to
    schools. MOE had identified criteria and issued guidelines for the selection of scholarship
    recipients.

    The time frame for fulfilling the policy conditions for the release of the second tranche was
    expected to be 24 months after first tranche release, upon satisfactory compliance with
    specific conditions in the Loan Agreement, reflected in the Policy Matrix in Appendix 8 of the
    Report and Recommendation of the President (RRP). Activities related to the fulfillment of
    policy conditions for tranche 2 has benefited from close collaboration with the two ADB
    Officers assigned to BESDP during the last two missions, the first ADB Mission conducted
    by Dr. Yasushi Hirosato in May 2009 and the second mission led by Dr. Chris Spohr in
    October 2009.         BESDP accomplishments in terms of fulfillment of the 2 nd tranche
    conditions are presented below:

2.1 Expand Equitable Access to Basic Education

Under this first policy area on expanding equitable access to basic education, the Grant
Agreement and policy matrix in the RRP identify three conditions required for second tranche
release that focus on financing for education under the 2008-2009 budget. These are:

Condition T2.1: MOF shall have allocated 15.5% of the total budget for 2008-2009 to
MOE, provided that the allocated education budget shall not have been less than
the share or the volume, whichever is greater, of the budget allocation stipulated in
the preceding year.
Condition T2.2: The share of the recurrent expenditures shall have reached at least
45% of the total education budget for 2008–2009.
Condition T2.3: MOF shall have disbursed 80% of the MOE recurrent budget for
2008–2009.

Status of fulfillment of conditions.         MOF provided to ADB an official letter (dated 11
September 2009) signed by Vice Minister of Finance, H.E. Viengthong Siphandone on behalf of
the Minister of Finance to confirm that all three policy conditions above have been substantively
met. Detailed breakdown of the figures in the MOF letter was forwarded by the DOF-MOE,

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

providing evidence to back-up the following fulfillment of policy conditions: the total budget
allocated to education for fiscal year 2008-2009 is 15.40%; (ii) the recurrent education budget for
2008-2009 was fully 57% of the total education budget (well exceeding the target for condition
T2.2); and (iii) disbursement of the recurrent education budget for 2008-2009 has exceeded 80%
of the recurrent education budget.

As agreed during the Mission's meeting, the MOE, through the DOF provided supporting
documents to substantiate the statements of the MOF Minister. The Department of Finance
(DOF) has compiled the consolidated breakdown of confirmed budget figures associated with
conditions T2.1-T2.3, including a precise figure for disbursement under condition T2.3.
Evidences for these claims were presented in the MOE letter to the ADB dated December 7,
2009.

2.2 Improve the Quality and Relevance of Formal Basic Education

Condition T2.4: MOE shall have prepared and submitted to the PMO for approval a
Teacher Recruitment and Deployment Policy Framework, action plan and supporting
guidelines for the management, recruitment, deployment and career development of
teachers.

Status of Fulfillment of Policy Condition. To support preparation of the Policy Framework,
action plan, and supporting guidelines for the management, recruitment, and career development
of teachers, the DOP and the BESDP Team3 conducted an initial workshop in July 2009, which
included situation analysis and identification of problems and potential actions. A draft strategy
paper was prepared in August 2009 and reviewed at a second workshop in September 2009.
The 3rd workshop was conducted in early November 2009 for the validation and review of the
document.      The 4th workshop was conducted in mid-November for final MOE review of the
document. The document was endorsed by the DOP Director General for comments of the
Minister Secretary of the Prime Minister’s Office (PMO) per DOP letter dated December 4, 2009.
To substantiate fulfillment of this condition, the draft policy framework was submitted to ADB
through MOE letter dated December 1, 2009.          The evidence of submission to the PMO was
sent to ADB through MOE letter dated December 7, 2009.

Next Steps. Upon receipt of comments from the PMO, the document will have to be submitted
for review of the National Education Reform Committee before final submission to the Prime
Minister’s Office for signing of the Prime Minister. This has to be done to fulfill tranche 3
condition of the BESDP Loan.

Condition T2.5: MOE Department of Private Education shall have developed a strategy,
incentives and action plan for facilitating participation by the private sector (e.g., public
trusts, private bodies, charitable institutions, etc.) in the provision of school education.

Status of Fulfillment of the Policy Condition. The MOE Department of Private Education
Management (DPEM) and BESDP Team organized the first consultative workshop (focusing on
assessment of private education in Lao PDR) in early October 2009. Participants included MOE
Vice Minister, Her Excellency Mme. Sengdeuane Lachanthaboun, indicative of the high-level
importance MOE has ascribed to the BESDP. In October 2009, a video conference with Dr.
Chris Spohr and Mr. Norman Laroque of ADB Manila was attended by the Team Leader and the
Private Education Specialist where it was agreed that the BESDP will look at the various models
for private –public partnerships in the delivery of education services especially in the rural areas,
in terms of policy formulation. The strategy paper included provisions to include other forms of
private participation in the delivery of education services in the legal framework which would
open the door for the GOL to promote and implement projects to initiate this delivery mode. The
2nd workshop focusing on action planning was conducted in the 2nd week of November 2009.
The 3rd workshop was conducted in November 2009 to explore other public-private participation
models and review the draft document.         The 4th workshop was conducted on December 10,

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

2009 to do the final MOE review of the document prior submission to the PMO. To substantiate
fulfillment of the policy condition, the private education strategy paper was submitted to ADB per
MOE letter dated December 1, 2009. Evidence of submission to PMO is contained in MOE letter
to ADB dated December 15, 2009.

Next Steps. Upon receipt of comments from the PMO, the document will have to be submitted
for review of the National Education Reform Committee before final submission for signing of the
Prime Minister. This has to be done to fulfill tranche 3 condition of the BESDP Loan.

Condition T2.6: MOE shall have approved the revised curricula for primary (years 1-5) and
lower secondary education (Years 6–9).

Status of Fulfillment of the Policy Condition. The Ministry of Education (MOE) has formally
approved the detailed revised curricula for both primary and lower secondary education,
complying with the sixth policy condition for release of the second tranche, as above stated. To
substantiate fulfillment of this policy condition, the MOE through the PMU has submitted a copy
of the following decrees with attached English translations:       (i) Decree 528, signed by the
Minister of Education on July 5, 2007, approving the detailed revised curricula for primary
education (grades 1-5); and, Decree 1007, signed by the Minister on 12 October 2009, approving
the detailed revised curricula for lower secondary education (grades 6-9). The PMU provided
ADB the memo attaching copies of the two noted MOE decrees on October 16, 2009, for ADB
consideration as evidence in the fulfillment of condition T2.6.

Condition T2.7: GOL shall have approved the revised curricula for lower secondary
education (Years 6–9).

Status of Fulfillment of the Policy Condition. To substantiate fulfillment of this policy
condition, the PMU has submitted the English translation of the Law of Education (Revised 3 July
2007), which formally recognizes the Government's restructuring of the lower secondary
education curriculum from three to four years and its core contents, stating in Article 18 that "As
part of basic education, lower secondary education shall be four years in duration and provide
basic knowledge in the areas of Lao Language, Mathematics, Natural and Social Sciences, Law,
Information and Communication Technology, Foreign Languages, and Techniques and
Vocations". Article 31 further states that "Education curricula for all grades, levels, and forms of
the National Education System are approved and announced for official use by MOE."

Condition T2.8: MOE shall have developed a revised upper secondary curriculum (Years
10–12) taking account of the revised curricula for years 1–9.

Status of Fulfillment of the Policy Condition. RIES with the assistance of the BESDP Team
has produced the curriculum framework for the new USE curriculum in a workshop conducted in
August 2009. The Director General of RIES, Ms. Phouangkham Somsanith of the Research
Institute for Education Science has submitted the new curriculum to Vice Minister Sengduane
Lachanthaboun in November, 2009. The PMU in its letter dated December 1, 2009 provided
ADB the RIES submission memo (with English translation) and an English version of the draft
curriculum, for ADB consideration as substantiation of the fulfillment of condition T2.8.

Next Steps. RIES will conduct a series of workshops to validate and confirm the draft curriculum
before submitting it for CACIM approval. The draft USE curriculum may be further revised and
refined prior to final MOE approval. The BESDP Team will continue to support finalization of the
USE curriculum, targeting final approval—required as a condition for the BESDP's third
tranche—in roughly April 2010. This will be done to fulfill Tranche 3 condition of the BESDP
Loan.

Condition T2.9: MOE shall have approved the use of new LSE textbooks and teachers
guides.

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

Status of Fulfillment of the Policy Condition. RIES with support from the BESDP Team has
organized a series of clustered workshops for development of 1008 textbooks and teacher guides
based on the new LSE curriculum. The series was initiated in mid-September 2009 (with
workshops in the series running into December), and the draft manuscripts are completed. RIES
submitted to MOE draft manuscripts for all new textbooks and teacher guides end of November.
MOE issued a decree signed by the Minister approving the use of new textbooks and teacher
guides in December 2009 per Decree No. 1158 dated November 17, 2009. PMU has provided
ADB a memo attaching a copy of the MOE decree and an English language list of the final titles
of the new textbooks and teacher guides, for ADB consideration to substantiate fulfillment of
condition T2.9.

Next Steps. The drafts manuscripts will be laid out/typeset and camera-ready manuscripts will
be completed in January 2010. The printing specifications of the textbooks and teacher guides
will be prepared and finalized to prepare for the procurement of printers.    Printing will be
completed in 2010 targetted from March to April using NCB. Nationwide distribution is targeted
to be done in same year, targeted on May to June, 2010.

As soon as the teacher guides are completed, the DSE will prepare the training modules and will
implement training delivery in July to August 2010.

2.3 Strengthen Education Management

Condition T2.10: MOE shall have issued guidelines for standardizing data collection, data
processing and data analysis.

Status of Fulfillment of the Policy Condition. The guideline for standardizing data collection,
processing and analysis have been drafted by ESITC with assistance from the BESDP Team
and signed by the Vice Minister.        The signed guideline was provided by PMU to ADB to
substantiate fulfillment of policy condition T2.10 on December 21, 2009 and submitted to ADB
per MOE letter dated December 22, 2009. Further, the BESDP Team has provided to Education
Statistics and Information Technology Center (ESITC) support including recommendations on
improving the EMIS, a workshop on knowledge management, and development of report cards
to organize and analyze multi-year data and support improved data collection and analysis. In
coordination with other domestic and international stakeholders, the BESDP Team has worked
with ESITC to (i) integrate report cards and other tools into provincial pilots in Attapeu, Luang
Namtha, and Savannakhet on planning and budgeting (see below); and (ii) support
improvements in EMIS .

Next Steps. ESITC conducted a series of workshops targeting the strengthening of data
collection, processing and analysis at the PES and DEB levels. Per the attached work program,
they will implement a series of capability building workshops to build capabilities of in said tasks
at all levels. This is to fulfill the objective for the ESITC to be able to generate the data
requirements of the Ministry of Education at the central level, particularly for the Department of
Planning and Cooperation (DPC) and the Department of Education Inspection (DEI). Further, it
has to support data management requirements of the Provincial Education Services (PESs) and
the District Education Bureau (DEB) in the preparation of plans and in monitoring work for the
improvement of the education sector. The objective is to have a fully functional EMIS which
operates a systematic process of data collection for dissemination, supporting planning,
monitoring, policy making, and management for education sub-sectors at all levels in a timely,
cost effective and user-friendly manner.




8Expected Output per the RRP: 31 new lower secondary textbooks and 28 new teacher guides for 4 grades for the reorganized
LSE printed and distributed to all lower secondary schools in 50 BESDP districts

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

Condition T2.11: MOE shall have piloted the new Financial Management System, which
incorporates budget preparation and submission at provincial level, in three agreed
BESDP target provinces.

Status of Fulfillment of the Policy Condition. To support provincial piloting of an initial
Financial Management System (FMS), the BESDP Team has assisted DOF, the Department of
Planning and Cooperation (DPC), and ESITC of central MOE, and the Provincial Education
Services (PESs) and District Education Bureau (DEB) in the 3 pilot provinces to develop a
manual for budget preparation incorporating planning tools linked to formats for the three-year
work and financial plan and annual implementation plan, as well as additional monitoring and
reporting formats. The methodology draws on and harmonizes with models supported by
UNESCO and those linked to the Education Sector Development Framework (ESDF). Under the
provincial pilots, a series of two workshops (on budgeting and planning, respectively) were
completed in Attapeu Province during August and September 2009, with subsequent series
completed in Luang Namtha and Savannakhet Provinces by early October.          The main outputs
of these workshops were WFP covering 2010-2013 along with annual budget plans for 2010-
2011 for each of the 3 pilot provinces. Monitoring and checking work was further conducted by
the Team in the said 3 provinces to ensure their completion of the budget plans. MOE provided
ADB in December 10, 2009 copies of budget plans for each province developed under the pilot,
attached to a brief English-language document summarizing the FMS pilot and confirming that
the 3 provinces' PESs have submitted these budget plans to the provincial governments for
advance consideration for inclusion in the 2010- 2011 provincial budgets, for ADB consideration
as substantiation of the fulfillment of condition T2.11.

Next Steps. The Planning and Budgeting Team will continue with capability strengthening work
in the 3 pilot provinces, specifically in the area of developing provincial and district plans.
Further, MOE adoption of the new FMS and implementation at the national level is a condition
for the BESDP's third tranche release. The BESDP Team will continue dialogue with and
support to relevant MOE departments/units as needed so that this policy condition will be fulfilled
by mid-2010.

Condition T2.12: MOE shall have issued a directive requiring PESs to prepare provincial
plans based on school mapping carried out pursuant to the EFA Plan and aligned with the
new budget format and processes.

Status of Fulfillment of the Policy Condition. The BESDP Team has developed a provincial
planning manual, working closely with a Technical Working Group (TWG) for Planning and
Budgeting organized under the BESDP and composed of representatives from DOF, DPC,
ESITC, and DSE. Report cards have been developed for each education sub-sector, in
consultation with the above units as well as the MOE Departments of Non-Formal Education,
Primary Education, and Technical-Vocational Education. Continuing dialogues and efforts to
harmonize approaches with relevant ADB technical assistance (TA 7077-LAO: Strengthening
Public Financial Management) and interventions supported by other international agencies, such
as AusAID, JICA, EC, UNESCO, and the World Bank. Efforts towards sustainable skill-transfer to
mobile training teams of ESITC, DPC, and DOF technical staff were made during the course of
planning workshops in the three target pilot provinces. The BESDP Team drafted the MOE
directive requiring PESs to prepare provincial plans based on school mapping carried out
pursuant to the EFA Plan and aligned with the new budget format and processes. The BESDP
Team liaised with the TWG and relevant departments/units to ensure finalization of the directive
which was duly by the MOE Cabinet.

To substantiate this claim, the following documents were submitted by MOE through the PMU to
ADB: (a) MOE Notice dated December 7, 2009, asking the Provincial Education Services
(PESs) to prepare the accomplishment report per the 6th 5-year plan (2006-2010) and the
submission of provincial plans (7th 5-year Plan (2011-2015)) pursuant to the EFA plan per
attached prescribed format; (b) Ministry of Public Investment (MPI) guidelines dated September
4, 2009 on the preparation of the 7th 5-year plan (2011-2015). Page 4 (with English translation)
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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

requires pursuance of education goals aligned with the Millenium Development Goals (MDGs)
and the framework to be used in plan preparation; (c) the directive of the Prime Minister dated
August 26, 2009 on the formulation of the 7th 5-year National Socio-Economic Development Plan
(2011-2015) with the attached English translation of relevant contents.

Condition T2.13: MOE shall have initiated development of a medium term expenditure
framework for education.

Status of Fulfillment of the Policy Condition. To support the eventual development of a
national medium term expenditure framework (MTEF) for the education sector, the BESDP Team
has assisted the three pilot provinces in preparing Medium Term Provincial Education Plans
(MTPEPs). This work has aligned with the three-year MTEF being developed by MOF and MPI,
in coordination with ADB TA 7077. Coordination work was done and will be continued with
international agencies AusAID, the European Commission, Japan International Cooperation
Agency, UNESCO, and World Bank for, to continue coordination and harmonization efforts for
the development of an MTEF for education.

To substantiate fulfillment of this policy condition, MOE through the PMU has submitted the
following documents to the ADB: (a) letter signed by the Director General of the Department of
Planning and Cooperation (DPC) of the Ministry of Education (MOE) dated November 19, 2009,
nominating Mr. Mixaykone Wannachit, Deputy Director of DPC for Planning and Investment, as
the Senior Officer appointed as member of the Technical Working Group on the MTEF
preparation for Fiscal Year 2010-11; (b) Ministry of Finance (MOF) letter dated November 17,
2009 requesting MOE to nominate a representative to the working group on the preparation of
MTEF 2010-11; and, (c) MOF letter dated December 4, 2008, establishing the Task Force for
strengthening public finance management, Phase II under TA 7077-LAO, where Mr. Niphone
Manoukone, Deputy Director of the Department of Finance (DOF), MOE was appointed as
member.

Condition T2.14: MOE shall have revised the current regulation on the management of
MOE assets (Decision No. 66, 28 January 2004) for effective management of such assets.

Status of Fulfillment of the Policy Condition. In coordination with the Asset Management
Division (AMD) of DOF, the BESDP Team has developed a Computerized Asset Management
System (CAMS) software, which has been adapted to local conditions and finalized through
workshops. BESDP has also supported development of an associated Procedural Manual
(submitted to DOF) and completion of a central-level training of trainers for AMD staff followed by
three workshops (each including roughly 70 asset managers from 30 colleges and institutions
under MOE). In addition to building AMD capacity, BESDP initiatives have supported dialogue
with DOF on revising Decision No. 66 on management of MOE assets, and drafted a decree
revising the said regulation.      AMD has finalized the decree which was signed by the Vice
Minister in November 2009. The PMU provided ADB a memo attaching a copy of this decree, to
substantiate the fulfillment of condition T2.14 per MOE letter dated December 1, 2009.




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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


CHAPTER 3. STATUS OF BESDP GRANT IMPLEMENTATION
The program loan is supplemented by grant-based project support aimed at enhancing equitable
access to and quality of LSE by (i) expanding LSE opportunities to improve access and equity;
(ii) integrating the basic education curriculum to account for lower secondary school expansion
from 3 to 4 grades, and improved quality and relevance of LSE; and (iii) building central,
provincial, and district capacity in critical areas (education management information system,
budgeting and financial management, and planning). Interventions aimed at expanding physical
access will be targeted at sites within 20 districts identified in 6 provinces: Attapeu, Bokeo,
Champasack, Khammouane, Luang Namtha, and Savannakhet.


3.1 COMPONENT 1
3.1 COMPONENT 1
3.1a CIVIL WORKS

a. Output 1: Expanding Access to Formal LSE
Output 1 has 3 subcomponents: (a) promoting equitable access in poor, remote, underserved
rural areas for girls and ethnic groups; (b) alleviating pressure on existing school facilities in high-
demand, rapid-growth areas; and (c) providing targeted support for poor students and needy
schools.

Output 1a: Promoting Equitable Access in Poor, Remote, Underserved Rural Areas for
Girls and Ethnic Groups

Scope. Output 1a will provide facilities in 10 poor, underserved districts that have been carefully
selected based on specific criteria. Selection criteria used for targeting provinces and districts is
provided in the summary poverty reduction and social strategy in the RRP, while Selection
Criteria for Sites for New schools and Additional Classrooms are in Annex 3.1a-1. As stated in
the RRP, this subcomponent targeted the provision in these target areas of (i) 9 new school
buildings consisting of 27 classrooms, and (ii) approximately 80 additional classrooms in existing
lower secondary schools to relieve pressure on existing schools. The BESDP team revised the
design of new school buildings to ensure provision of four classrooms (one per grade level under
the new four-year LSE system) by converting one room initially foreseen as an activity room into
a full-time classroom. The prioritization of classrooms was reconfirmed with the 6 PESs.

Output 1b: Alleviating Pressure on Existing School Facilities in High- Demand, Rapid-
Growth Areas

Scope. As stated in the original RRP (see also para. 43), this subcomponent aims to provide (i)
19 new school buildings comprising 65 classrooms, and (ii) approximately 64 additional
classrooms in schools where the average class size exceeds 60 students. Site selection for
these facilities (newly permanent schools and additional classrooms at other sites) targets poorer
villages within 10 high growth, non-poor districts.

Preparation of Detailed Construction Work-plan of School Facilities

Phased Implementation. The completion of BESDP implementation under ADB Grant 0069-
Lao (SF) is expected on 12 March 2012. In line with this, it very crucial for the civil works
component to complete all school building construction activities not later than December 31,
2011 in order to have at least three (3) months’ lead time for contract closing documentations,
liquidations and the submission of statement of expenditures (SOEs).

BESDP-Civil Works component is implemented in two phases of construction activities;

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

      Phase I implementation will focus on the construction of 28 new schools with furniture
       and toilets; and
      Phase II implementation will focus on the construction of 144 additional classrooms with
       furniture and the provision of water and electrical supply to 58 recipient secondary
       schools.

As in any project, school building construction has to be planned well to avoid possible delays
which might affect the completion date of BESDP. Thus it has to be managed effectively. Risk
factors for this kind of work were identified and mitigating factors have been identified to ensure
compliance with the critical schedules and to ensure the timely completion of BESDP Civil Work
deliverables. Critical schedules should be observed and work activity lead time should be used
effectively. Risk factors on implementation activities are identified with the recommended
management measures at various levels as shown in Table 3.1a-1 and lead time for critical
implementation activities is also shown in Table 3.1a-2.

Planning and Packaging. The ADB Grant agreement covenant requires the MOE to construct
new schools and additional classrooms on vacant government-owned land, free from all
encumbrances, habitation, dispute, or controversy and therefore PES shall ensure that site
ownership documents of recipient schools shall be secured prior to bidding. If school site
ownership document is still on process prior to the conduct of bidding, the PES shall ensure that
such document is secured prior to the approval of contract award.

Phase I and Phase II implementation will cover about 60 recipient secondary schools in 20
districts of the 6 recipient provinces. With the considerable number of schools, BESDP will adopt
clustering of schools per district for contract packaging to minimize cost of construction. The cost
and value of works for site clustering is very essential. The total cost of the package will
determine as to what type or classification of contractor is needed in the implementation of the
project. The clustering of school sites for a contract package was based on the following factors:
              Proximity of Project Sites;
              Proximity and accessibility for easy coordination, economical cost of monitoring
                 and supervision;
              Contractor can implement the project expeditiously and economically;
              Value of Work

It shall be noted also that the cost of contract packages shall not exceed the threshold for ADB’s
NCB procurement guidelines.

The following activities and work plan were/shall be observed;

   For Phase I:
    Require PUCDA to prepare and submit an approved site location plan of BESDP building
      in the respective recipient schools;
    PMU to review and ensure compliance of PES on school site ownership requirements for
      BESDP-CW recipient schools;
    Approval of the list of 28 school recipients for new permanent schools by MOE
    Require PUCDA to submit at least 3 canvasses of prevailing prices of construction
      materials at provincial level for PMU price database on updating agency cost estimate;
    Preparation and approval by MOE of the agency cost estimate/budget estimate of the 28
      new permanent schools before the conduct of bidding;
    Final review of the bidding documents incorporating any ADB approved addendum to the
      bid documents;
    Publication of the invitation for Bid by November 2009;


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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

Phase II:
    Completion and finalization of plans/drawings for additional classroom models;
    Finalize design of water supply system facilities to be provided to BESDP recipient
       schools (please see attached technical recommendations for water supply system
       facilities);
    Approval by MOE of the 58 recipient schools for the provision of water and electricity
       supply system;
    Validation and confirmation of water and electricity supply requirements of the 58
       recipient schools by concerned PES;
    Completion and finalization of the 144 additional classroom recipients. Current list of
       recipient schools still lacks 42 classrooms in the poor and underserved district (at least 14
       schools to be added at 3 classrooms each) to complete the RRP target of 80 additional
       classrooms for poor and underserved districts;
    Contract packaging of additional classroom implementation for concurrence and approval
       by PES;
    Review and validation of school site ownership document;
    Finalize bidding documents for Phase II implementation.

Bidding and Contract Award. There is ample time to complete Phase I work implementation.
To make sure that the BESDP projected financial target and schedules are complied with, Phase
I implementation shall proceed as planned based on the procurement schedule submitted to
ADB.

Recipient schools are clustered to form contract packages which are envisioned to be completed
within six (6) months’ period. The procurement process from publication to award shall be 3
months at the minimum up to a maximum of 6 months to allow ample time for the occurrence of
re-bidding. All procurement activities including re-bidding, if necessary, shall be completed within
the six months period. Beyond this schedule, subsequent implementation activities will be greatly
affected and the targeted completion date will not be achieved. All contract awards shall be
issued and completed within the 120 calendar days bid validity period. The following activities
and work plan shall be observed;

Phase I:
    Procurement activity shall start within the 4th quarter of 2009
    If re-bidding is inevitable, PMU shall ensure completion of procurement process within the
       six months period.

Phase II:
    Procurement activities may start on February 2010 but should not be later than
       September 2010. Beyond this schedule, the PMU may find it hard to achieve the
       completion target for CW by December 2011.
    If re-bidding is inevitable, PMU shall ensure completion of the procurement process
       within the six months’ period. Further delays will affect subsequent implementation of
       crucial activities.
    Thorough and careful evaluation of bid shall be done to ensure that the bid evaluation
       report (BER) and contract award documents are approved by ADB. PMU shall take the
       lead in the review of contract award documents prior to submission to ADB for approval;
    Close monitoring of procurement implementation schedule to ensure the next crucial
       activity schedule are not affected;



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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

Construction. Phase I and Phase II implementation will be implemented in contract packages
with contract duration of not more than 6 months. The clustered packages will be implemented in
parallel mode to ensure completion within 6 months. However, in consideration of anticipated
and/or projected delays due to unfavourable weather conditions, contractor’s default, payments
releases, drawdowns and liquidations, etc., an additional 3 months will be factored in and
included in the construction implementation plan. This will mean that the total construction period
of all contract packages will have a minimum duration of 6 months and a maximum duration of 9
months.

The PMU shall efficiently monitor the critical schedule of construction activities to ensure all
remaining BESDP-CW contracts are completed on or before December 2011, i.e., all remaining
construction activities shall be started not later than March 2011.

Construction Monitoring and Supervision. The PES has limited technical staff to conduct
daily monitoring and supervision of BESDP-CW contracts at provincial level, thus heavily relying
on the capacity of PUCDA. To optimize the availability of time and efficiency of PUCDAs’
technical assistance, the PES has required PES PUCDA to prepare and submit a work plan and
schedule for monitoring and inspection of critical construction activities in close coordination with
the Contractor. The work plan and schedule are tools to provide and guide the PUCDA as to
when and where to conduct and prioritize monitoring and inspection activities. In addition, this will
also provide with PES an efficient and effective utilization of budget allocation for monitoring and
supervision of BESDP projects.

The primary concern of project monitoring and supervision is to comply with the Time, Cost and
Quality (TCQ) requirements of the project. To achieve this goal, the PUCDA may adopt the
following strategies:
      Optimize time of monitoring and inspection using the 4 hours inspection cycle and ensure
        all necessary inspection and monitoring report form are filled up during the field visit;
      Anticipate variation and change order to minimize timeline of document preparation;
      Ensure that contractor will submit and fill up the submittal log of construction material for
        efficient monitoring and inspection;
      Prepare a work plan and monitoring plan based on critical construction activities,
        submittal log and construction schedule in coordination with the Contractor for efficient
        use of monitoring and inspection time;
      Conduct regular coordination meeting with the contractor with the objective of resolving
        current and anticipated problems;
      The PES/PUCDA shall ensure that all remaining construction activities for BESDP-CW
        contract packages in the province shall be started not later than March 2011 and shall be
        completed not later than December 2011, at least three months prior to BESDP
        completion date.

The PMU and ECDM shall conduct field audit from time to time to ensure compliance of project
implementation with the ADB Grant Agreement covenants and with the TCQ requirement of
contract implementation.

Contract Completion and Documentation requirements. After the completion of the contract
and turnover of the building to the end user, the PUCDA shall compile and complete all contract
closing documentations requirement for record and reference on future audit inspections. The
documentation requirement shall be completed within a month after the completion of the
contract. Prior to the closing of the contract, the PUCDA shall ensure that the following
documents are properly secured for record, to wit:
           o Contract documents;
           o Construction log book;
           o Materials test results and/ or certificates;

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

           o   Monitoring and inspection reports;
           o   Work instructions and project memorandum
           o   As Built Plans
           o   Operating and Maintenance Manual which is a compilation of manufacturer’s
               installation procedures and operational manual of all construction materials used
               in the school building.
           o   Copy of certificate of completion, Certificate of turn-over and acceptance, and
               defects liability certificate, if already issued or copy of the warranty certificate.

Once these documents are secured for recording purposes, the PUCDA shall fill up the contract
completion/ terminal report for each CW-contract completed summarizing all the data and events
that transpired during contract implementation. The contract completion/ terminal report may be
sent to PMU for record and reference.

Work Plan. Based on the agreement reached with the BESDP Team, a detailed work-plan for
the construction of 28 newly permanent lower secondary schools and 144 additional classrooms
in 6 provinces and 20 districts was worked out, spread over 2 phases of construction. The work
plan is presented in Table 3.1a-3.

Civil Works Implementation Manual : Immediately after the consulting services contract was
signed, the BESDP team started the preparation of the civil works implementation manual. This
was submitted to the PMU in October 2009.
Preparation of Standard School Design and Standardization of School Costs: BESDP is the
first official development assistance (ODA) provided to secondary education in Lao PDR. The
Consultants were expected to prepare 2 school models but ended up with the preparation of the
detailed engineering design and all the required drawings for school construction for 4 models.
The Ministry through ECDM-DOF approved the drawings. With regards to the costing of each
school building model design, the costing were based using standardized bills of quantities,
specifications, rate analyses, prevailing cost of construction in the provinces using market
surveys and approved transportation cost matrix. This method has been tested in various
projects and is being continued as it gives site specific costs, which are fairly reliable, and is free
from contractors’ manipulation.
Decentralized Systems of Implementation: The civil works as envisaged will be implemented
using the decentralized mode of implementation, that is, recipient provinces were delegated
implementation responsibilities through the PUCDA. The PUCDA engineers are stationed in the
provinces to monitor the progress and, more importantly, for quality assurance of the
construction works.

Training to the PMU, ECDM, PES, and PUCDA. Three workshops were conducted jointly by
the Consultants, PMU and the ECDM to build capability in implementing the civil works
component of the BESDP. These workshops had been well attended by PES representatives,
particularly the PUCDAs. This is an integral and important part of project implementation to
impart sense of ownership as well as responsibility. The types of training were full 3- to 4-day
workshops to discuss preparatory works, finalization of list of school beneficiaries, selection of
contractors per ADB procedures, BESDP implementation procedures and capacity building of
PUCDAs in construction management.
The details of the training provided are as follows:
   1) Orientation and Training of PES and DEB on BESDP-Civil Works Procurement and
      Implementation procedures aimed:
           To orient and enhance the capacity of the PES concerned staff and members of
              the Tender committee; and concerned DEB staff on BESDP Civil Works
              procurement and implementation procedures;

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

              To train the participants in;
                    Packaging of BESDP-CW contracts for procurement of contractors; and
                    Addressing and resolving procurement and implementation issues and
                       concerns related to BESDP-CW implementation;


   2) Training of PES/PUCDA in the BESDP Civil Works Bid Opening and Bid Evaluation
      Procedures And Capacity Building for Construction Management aimed:
           To train and enhance the capacity of the PES and PUCDA in handling technical
              problems in the bid opening and bid evaluation activities including documentation
              requirements consistent with the ADB procurement guidelines and procedures;
           To train the participants in;
                  Construction management, monitoring, inspection and acceptance
                     procedures; and
                  Addressing and resolving BESDP-CW contract related issues and
                     concerns.

IMPLEMENTATION PROGRESS OF SCHOOL FACILITIES
Phased 1 Implementation: In November 2009, the bid announcement for the 28 newly
permanent school buildings was done. Several interested firms bought the bid documents both
at the central and provincial level. Selling of bid documents was done at both levels to avoid
contractor’s collusion or manipulation. Based on this scheme, it is expected that bidders may
both come form the central or provincial level and is US$1.82 Million.
Phase 2 Implementation: Additional classrooms will be built under Phase 2 implementation
work. The finalization of the list of classrooms to be built under Phase 2 has been completed
and is listed in Table 3.1a-5 to be sent to ADB for no objection.
The total contract value of the second phase schools is US$ 2.13 Million ($ 1.96 Mil., for 144
additional classrooms & Furniture; and $ 0.174 Mil., for the setting of water supply system of at
least 58 recipient schools)


PLANNING OF SCHOOL FACILITIES FOR THE FIRST QUARTER 2010
Preparatory works for Phase 2 implementation must be completed in January 2010.              The
activities to be carried out in the next quarter are as follows:
Table 3.1a-6 : Activities to be Carried out During the First Quarter of 2010
January – March 2010
January         : Contract awarding for Phase 1 Construction
                  Site supervision of ongoing Phase 1 construction
                  Bid announcement for Phase 2 implementation

February        : Bid opening and evaluation for Phase 2 implementation

March           : Contract awarding for Phase 2 implementation
                  Site supervision of ongoing Phase 1 and 2 implementation


CONSULTING SERVICES FOR CIVIL WORKS
Both the International and Local School Facilities Development Specialist have completed their
consulting engagement with the BESDP. Preparatory works have been completed, and the

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

challenge of procuring contractors and actual work supervision begins. It is expected that the
PMU, ECDM and the PUCDA will provide active support to the implementation of this
component.

3.1b     LOWER        SECONDARY              SCHOLARSHIP             GRANT         PROGRAM
        (LSSGP)
       The Baseline Survey for the Scholarship Program

       The effective implementation of any endeavor largely depend on the availability of timely
       and relevant data. It aids in the how the respond properly on the special concern at hand.
       The BESDP is one response to some concerns in the Ministry of Education which need
       specific daily to effectively deliver its services to target beneficiaries.

       The regular data gathered and stored by the MOE are of general use especially for
       planning, monitoring and evaluation regular activities of the office. Specific data are
       needed for the BESDP that is why the baseline survey has to be conducted.

       The survey was conducted to: (i) collect data that will describe the situation of the
       students who will be candidates for the scholarship grant; (ii) gather information that will
       portray the socio-economic status of the family; and, (iii) present data on the reasons
       why the students have stopped going to school. The study adopted the descriptive
       design methodology where the process of collecting, processing and analyzing the data
       are made to establish the profile of the respondents. The survey was conducted in the
       13 provinces which are recipients of the BESDP scholarship program. These provinces,
       selected in accordance with guidelines prepared during the Appraisal Mission, include: (i)
       Attapeu; (ii) Bokeo; (iii) Champasak; (iv) Savanakhet;          (v) Luang Namtha; (vi)
       Khammuane; (vii) Phongsaly; (viii) Oudomxay; (ix) Luang Prabang; (x) Huaphanh; (xi)
       Xiengkhuang; (xii) Saravane; and (xiii) Sekong.

       Respondents of the survey included all students who completed Grade 5 (primary
       education) but has not been enrolled in the lower secondary education after graduation.
       Grade 5 completers who may not be able to proceed to the next level of schooling, which
       is the lower secondary level, will be interviewed. The list of those who completed Grade
       5 and who did not enroll in LSE for the past 3 school years (SY 2005-2006, 2006-2007,
       2007-2008) shall be prepared by the school headmaster of the lower secondary
       education who is furnished the list of graduates by the Primary School masters in his
       catchment area.

       A structured questionnaire is prepared as a tool to gather information about the profile of
       the Grade 5 graduates whereby responses of the respondents are already precoded, the
       interviewer encircles the responses for easy tabulation and processing.

       The interviewers mainly consisted of         school personnel particularly the school
       headmaster and their teachers. They administered the questionnaire to the respondents
       at the presence of the any of the parents or elder sister or brother. An orientation on the
       who will be involved in the conduct of the survey was organized and conducted to enable
       them to understand the objectives of the survey, procedure in administering the survey
       and encoding of the data as well as making simple interpretation of the data. During this
       time, the questionnaire will be discussed to familiarize the interviewers on the questions
       and to clarify some questions from the participants.

       The results from the interview were consolidated by the school headmasters. The master
       list and all the filled up questionnaires were submitted to the DEB then to the PES. In
       turn, the PES submitted the master list and questionnaire to the BESDP IEC/PMU.


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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

       Completion and Approval of the Scholarship Manual

       The Lower Secondary Student Grant Program (LSSGP) is a financial assistance program
       established by the Ministry of Education to provide scholarships to poor and
       disadvantaged ethnic students, especially female students, in poor and rural areas under
       the Grant 0069 – LAO Basic Education Sector Development Project funded by Asian
       Development Bank.

       The scholarship will be provided to 1,638 students who have successfully completed their
       primary school (P5) in order to allow them to study further in the secondary school for a
       period of 4 years, so they can be able to complete their lower secondary education (M1 to
       M4).

       The grant amount is six hundred fifty five thousand two hundred dollars (USD655,200)
       estimated to be given to 1,638 students at USD50 per semester, twice a year, for a period
       of 4 years. Grant will be allocated for Lower Secondary Students from selected 96
       schools in 13 provinces. 60% of the grant will be allocated for the 6 target provinces of
       the BESDP and 40% for the provinces outside the project that focused on the poorest
       districts. Distribution by province, district, school and number of students is as follows:

        No.   Province                    Districts Schools Number               of
                                                            Students
        Target BESDP provinces
        1    Bokeo                           2           6              102
        2    Luang Namtha                    2           6              102
        3    Savannakhet                     6          17              287
        4    Champassak                      4          11              186
           5 Attapeu                         3           9              153
           6 Khammouane                      3           9              153
                            SubTotal         20         58              983
               Provinces outside of BESDP
         1    Phongsali                       3          5               86
         2    Luang Prabang                   4          6              103
         3    Xiengkhuang                     3          4               69
         4    Oudomxai                        6          9              156
         5    Saravane                        3          4               69
         6    Xekong                          2          3               52
         7    Houaphanh                       5          7              120
                              SubTotal       26         38              655
                                  Total      46         96             1,638

       The districts were selected and the number of slots per district per school were
       determined during the workshop with the 1,638 slots equally spread over the 96 schools.
       The process started with the selection of beneficiary provinces. The 6 BESDP provinces
       were automatic beneficiaries of the Scholarship Fund. By project design, 13 provinces
       were targeted as beneficiaries of the Scholarship Program. The 7 other poor provinces
       were selected by CEWED and the PMU based on economic condition and poverty level
       and duly approved by the MoE Minister, On this basis, a workshop was organized
       inviting participants from PES and DEB to discuss specific target of district and schools
       and the allocation of the number of slots per school. Basically, participants from all the
       13 provinces were present during the workshop and the above table is a product of their
       discussions following the criteria to choose poorer districts and schools with the most

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

       ethnic minority students. Transparency and adherence to the scholarship guidelines set
       forth in the Grant Agreement were rigidly observed and the whole process was facilitated
       by CEWED and NFE with the assistance of the International Gender and Socio -
       Economic Development Specialist of Intem.

       In the case of the allocation of the number of students, 15-17 slots were assigned to each
       school, with the aim to equally spread the 1,638 slots in 96 schools in 46 districts and 13
       provinces. To illustrate, in Bokeo for example, 6 schools multiplied by 17 will correspond
       to 102, which is the number of targeted scholars in the province. It is further noted that
       17 scholars per school were specifically targeted for BESDP provinces, while the range
       would vary from 15-17 scholars per school in non-BESDP provinces.


       The framework of the Lower Secondary Student Grant Program (LSSGP) Manual was
       prepared by the Center for Promotion of Education for Women-Ethnic-Disabled People,
       the Department of Non-Formal Education, the Project Management Unit and the
       Department of Finance, with the assistance of the International Technology Management
       Corporation (Intem). The Manual has been prepared to provide a guideline for the
       successful and efficient implementation of the LSSGP at various implementing levels.

       The Manual is expected to serve as reference and guide for the overall process of the
       implementation of the Lower Secondary Student Grant Program and the accounting and
       auditing of funds used for the LSSGP.

       Selection of 1,638 Scholars and Payment of their Stipends

       Based on the baseline study, the MOE has selected the 1,638 scholars based on the
       eligibility criteria set in the approved scholarship manual, as follows:
           1. Eligible students shall have successfully completed Grade 5 and be either
                 currently enrolled or seeking to enroll in the 96 lower and complete secondary
                 schools in rural and poor areas selected under the project;
           2. They shall be from poor families, predominantly those from disadvantaged ethnic
                 groups;
           3. At least half of students in the nomination list must be female; and
           4. Eligible students should have displayed good academic performance in their most
                 recent studies.

       Please see school beneficiaries of the LSSGP per Annex 3.1b-1.


       3.1c EDUCATION DEVELOPMENT GRANT PROGRAM (EDGP)
       The Educational Development Grant Program (EDGP) if a funding facility which provides
       the schools access to the Educational Development Fund (EDF). EDF is a fund
       allocation available under the Basic Education Sector Development Project (BESDP) to
       help the development of lower secondary schools. The main objectives of the Grant are
       as follows:

          -   Contribute to improved planning and management of the schools in the
              communities, particularly in improving and maintaining the school facilities,
              creating and improving the teaching and learning environment, and aiming at
              improving the welfare and protection of teachers and students;
          -   Help increase enrollment in lower secondary schools, particularly girls, by
              mobilizing communities to support an environment conducive for learning; and
          -   Promote gender equality in all aspects of school development


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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

       The EDGP will also support broader improvements in access to and quality of education
       for girls as well as disadvantaged groups like ethnic minorities and the poor.

       Under the BESDP, total funding for the EDGP amounts to USD144,800 which is targeted
       for distribution to 96 lower secondary schools in rural areas of 13 poorer provinces of Lao
       PDR (see Annex C). While complete secondary schools are included as beneficiaries,
       the Grant is strictly limited to supporting lower secondary education. EDGP grants will be
       released to schools over a three year period, based on annual proposals prepared by the
       Student Parent Association (SPA) and subject to a total cumulative budget ceiling of
       US$1,500 per school for the whole program implementation.

       The grant will be released starting SY 2009-2010 until 2011-2012. The school grant
       beneficiaries are the following:

      No. Province                          Districts        Secondary Schools
      Target provinces of BESDP
       1   Bokeo                               2                     6
       2   Luang Namtha                        2                     6
       3   Savannakhet                         6                     17
       4   Champassak                          4                     11
       5   Attapeu                             3                     9
       6   Khammouane                          3                     9
                              Sub-Total        20                    58



      Other Provinces
       7 Phongsali                             3                     5
       8 Luang Prabang                         4                     6
       9 Xiengkhuang                           3                     4
      10 Oudomxai                              6                     9
      11 Saravane                              3                     4
      12 Xekong                                2                     3
      13 Houaphanh                             5                     7
                              Sub-Total        26                    38
                                  Total        46                    96

The framework of the Education Development Grant Program (EDGP) Manual was prepared by
the Department of Non-Formal Education (DNFE), the Center for Inclusive Education (CIE,
formerly the CEWED), the Department of Secondary Education/Project Management Unit
(DSE/PMU), and the Department of Finance (DOF)           of the Lao People’s Democratic
Republic(Lao PDR) Ministry of Education with assistance from the International Technology
Management Corporation (Intem) to serve as a tool guide for the effective and efficient
implementation of the Education Development Grant Program for School Development.

The EDGP fund will be managed by the student-parent associations established in accordance
with the Ministry of Education Regulations of Association (No.269/MOE/2002) which covers the
roles and responsibilities on student-parent associations (SPA).

Student-Parent Associations (SPAs) will be established/reconfirmed for each school year by the
various representatives of Village Committees for all villages served by the school in
cooperation with the School Committee. SPA members are expected to serve for two
consecutive school years, and will be eligible for selection to continue in following years.
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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

Membership of the Association must consist of students and parents of students, and SPAs must
follow rules identified below and other guidelines set out by MOE in this manual or otherwise in
order to be able to access EDGP funds.

Please note that the school beneficiaries of the LSSGP are also the same beneficiaries of the
EDGP as shown in same Annex 3.1b-1.


3.2 STATUS OF COMPONENT 2

Curriculum Development. Following a series of national workshops, the primary and lower
secondary curriculums have finally been approved by the Committee on Approval of Curriculum
and Instructional Materials (CACIM) in its workshop/conference conducted in August 2009. The
final formats have been promulgated by MOE through signed Decree 528, signed by the Minister
of Education on July 5, 2007, approving the detailed revised curricula for primary education
(grades 1-5); and, Decree 1007, signed by the Minister on 12 October 2009, approving the
detailed revised curricula for lower secondary education (grades 6-9). The push continued
without let up and thanks to the valiant efforts of the technical teams under the leadership of
RIES, the Upper Secondary Education (USE) framework and the actual draft of the entire
curriculum has also been submitted to MOE (with copies of the English versions to ADB) and will
continue to be worked on and refined until the final CACIM workshop scheduled for 2010. Under
BESDP primary, lower secondary and upper secondary curriculum has been enhanced.

To improve capacities several resource materials have been developed by the BESDP team
including Curriculum Mapping; the Super Sprint Tactical Action Plan; live/hands-on training on
actual Publications Planning (includes form, content and cost), Production Management and
Quality Assurance as well as on-the-spot live-learning sessions on actual concept development,
lay-outing and graphics treatment and tricks. These learn-on-the-go approach has been resorted
to by the Component 2 consultants to achieve the necessary capabilities within the required
velocity [speed over distance covered (extent of content development done)].

Editorial Production. As mentioned above, an innovative tactical action plan to be able to
produce 100 titles of textbooks and teacher guides within the almost impossible deadline has
been developed as a special catch-up plan to the project’s delay. It focused on introducing
efficiency measures being used by the commercial/news and public affairs organizations in tri-
media that can easily be adapted to local conditions leveraging existing capabilities and
resources. Production workshops have only started in September 14-18, 2009 in Thalad District
Vientiane province. This means as of press-time, the actual time spent is only 3 months and so
the velocity to achieve target outputs is record-breaking considering the quality screens
introduced. This indicates major capacity building breakthroughs. Based on the finished
manuscripts, the MOE has approved these for use nationwide subject to the final CACIM
approval. Camera-ready materials are expected end of January 2010.

Important learning includes the very limited box the way such assistance is designed. The RIES
must be enabled to just sub-contract the actual production of specific titles to institutions and
individuals with appropriate expertise and be able to remunerate them other than through
workshops. This insight is informed by the delays of logistics support mainly due to the absence
of precedents within the Ministry of Finance and the Department of Finance. In the meantime,
BESDP has increased the capabilities of local content experts and developed editorial
management skills such that there is a now a core of trained editors when there was none at the
beginning. BESDP has also prepared the way by acquiring the proper equipment and software
needed to produce the print materials as well as the soft skills introduced to all content-
development teams.
Print Production. The physical specifications of each title has been designed as part of initial
publications planning with careful analysis of actual learning outcomes versus contact time in
school. This netted for the RIES the maximum number of pages that can actually be used within

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

the school year for each textbook/teacher guide. This is tested by the actual speed and quality of
production by the editorial teams so that eager editors who wanted more pages at the start have
realized about optimized design.

The strategy to sustain speed and quality until actual physical delivery of the textbooks and
teacher guides to the secondary schools, is to divide the print packages per subject. Not only
does this adapt to the actual technical productions capacities of local suppliers, it is easier to
monitor and manage the standards of both production time and quality. For example, one
supplier handles all the NatSci textbooks and teacher guides. It is easy to trace mistakes as they
happen and to install corrective measures. BESDP also mitigates costly mistakes of mislabeling
and incorrect delivery of the materials. A tagging protocol for these materials to be reflected in
the newly developed Asset Management System (software application).

Delivery and warehousing are also addressed by BESDP.

Bidding of packages is scheduled to coincide with the completion of camera-ready materials in
January 2010. There is a 3 month allowance for actual completion of production and delivery to
target provinces to coincide with the Teacher Training on the use of the new pedagogical
materials slated May to July, 2010.


3.3 STATUS OF COMPONENT 3

Strengthening the Capacity for Education Management. This component aims to strengthen
the capacity of MOE for planning and managing delivery of basic education services through
training and technical support. To ensure substantial contributions to long-term sustainability in
target provinces, capacity building is geared toward improvement of outcome-oriented planning
(a shift from input-oriented planning), resource mobilization, and budget planning. Specific
support interventions will be provided for the following three (3) sub-components, namely: a)
Strengthening the Education Management Information System (EMIS); b) Strengthening
Planning and Budget Preparation Processes; and c) Strengthening of MOE’s Central Inventory
System.

       Sub-Component 3.1 Strengthening the Education Management Information System

BESDP intends to strengthen Education Management Information System by complementing the
integration of Financial Management Information System (FMIS) and Teacher Management
Information System (TMIS). Per RRP, EMIS Unit will be provided with assistance in the conduct
of training in data collection, processing, and analysis for all statisticians in all provincial and
district education offices. A nationwide training in filling out revised questionnaires will be given to
school heads. The printing of such questionnaires and other instruments to collect information
from schools, DEBs, and PESs is also supported. Publication and reproduction of new MOE
statistical yearbook format will likewise be provided assistance. In support of the scholarship and
education development funds, a user-friendly computer program will be developed to facilitate
bookkeeping and monitoring of funds in the provincial offices. Assistance will be extended also
to the development of design for Geographic Information System (GIS) display maps that can
reveal geographic conditions and distances/accessibility of students from existing schools and
make projections of future schools, classrooms, materials, teachers, etc. based upon
demographic trends in each area. This in the end makes an available and effective situation
analysis for the schools, PESs and DEBs, and central MOE.

       Sub-Component 3.2 Strengthening Planning and Budget Preparation Processes

The strengthening of planning and budget preparation will be done through the conduct of
intensive training and workshops. An area of intervention is on the development of formats for
different levels (central, provincial and school levels) for data submission to feed planning and
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      BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

      budget preparation. The formats will be piloted in at least 3 provinces with intensive capacity
      building inputs for the design and implementation of financial management techniques
      (accounting, reporting and monitoring). On the other hand, assistance is also geared toward the
      development of an Education Medium-Term Expenditure Framework (MTEF) linked to the
      National MTEF. These undertakings provide the complementary development of provincial
      planning aligned with budgeting and in line with national policies. The aligned planning and
      budgeting process will be based on a school mapping approach, teacher allocation and
      deployment, and planned external interventions.


              Sub-Component 3.3 Strengthening of MOE’s Central Inventory System

      The strengthening of MOE’s Central Inventory System for effective asset management will be
      through improvement on the design of central system for registering and monitoring government
      physical assets and properties. This incorporates land properties by keeping details of site
      ownerships. It likewise includes an upgrading of the central warehouse through expansion and
      rehabilitation.

      II. Accomplishment

      1. Strengthening the Education Management Information System

      The team has conducted review and assessment with the Educational Statistics and Information
      Technology Center (ESITC), Department of Finance (DOF), Department of Personnel (DOP),
      and Department of Teacher Training Department (TTD) to appraise their computer architecture in
      connection with other existing MIS units to analyze and determine prioritized improvement
      interventions covered by BESDP.

          A. Integration of EMIS, with FMIS and TMIS

      To address the overlapping of information the EMIS Team has studied the huge information
      being managed by all existing MIS units. The EMIS Team has identified and filtered the most
      important information needed by ESITC to feed for planning and monitoring purposes. The Team
      has first identified the information needs of ESITC clients within MOE, PESs, DEBs and Schools.
      This aimed at understanding the basic information needs and the document sources within the
      whole system since finance and teacher information only form part of the bigger picture. Below is
      an extract of basic information needs and their respective document sources:


    LEVEL – ACTO R                       INFORM ATION NEEDS                     Document SOURCE
CLASS - TEACHER:
 To develop pedagogical              • National objectives and criteria;      Curriculum Guide
  strategies and materials, tests;    • Detailed results by subject, by        From 138 (student report card)
 To identify the learning              pupil;                                 Files of memo’s, directives from
  difficulties and successes of       • Records of attendance updated,          director
  pupils and the pedagogical            communication with the director        Minutes of PTA meetings
  responses;
                                        and parents.
 To control the assiduity and
  discipline of pupils.

SCHOOL - DIRECTOR:
   To formulate the objectives and   • National objectives and                Provincial bulletin/annual bulletin
    strategies of the education         comparative data of other              ASCF Triplicate copy
    establishment;                      education establishments;              Grade Level coordinator reports
•    To monitor the admission         • Updated files on                        (based on Teacher’s reports
    and registration of students;            •   students,                     Chart on subject performance in
•   To control results and the               •   personnel,                     district/provincial/

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      BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

    assiduity of pupils;                        •   buildings and                  national achievement tests
•    For the support and                        •   equipments;                   ASLO
                           • Class results compared to
    supervision of teachers, etc.                                                 Training Needs Analysis
                             previous years and other similar                     PMIS Report
                             schools;
                           • Attitudes, motivation,
                             recruitment and needs for
                             teacher training.
DISTRICT/PROVINCIAL - MANAGER AT LOCAL LEVEL (LESS
DETAILED DATA THAN FOR THE DAILY TASKS AT THE
SCHOOL LEVEL):
   For the monitoring of                  Pupils' admissions, registration      ASCF Triplicate copy
    admission and                           by school                             GIS layers on District map from
    registration of pupils in the           (by gender and over several             EMIS DBase
    schools of                              years);                               District Asset Management
    the region/district;                   Demographic data by age group,          Chart page of School profiles
   For short-term projections of           previous rates of admission           PMIS/TMIS generated reports
    personnel needed in the                 flows;                                Situational Analysis report using
    region/district;                       Actual resources,                       Scorecard
   For identifying needs for               • requests for equipment,             School Improvement Plans
    resources in                            • materials,                            (SIPs) 3-year and 5-year
    schools, etc.                           • school furniture,                     horizons
                                            • needs for teachers and              District Improvement Plans
                                               overtime hours.                      (DIPs) based on SIPs (bottoms
                                                                                    up approach)
                                                                                  Asset Management System
                                                                                    reports
NATIONAL - PLANNING DIRECTORATE
(even more aggregated data  • School-age population,                              National Statistics Office
focused on essentially     admissions,                                             (Population Census per
quantitative aspects of     o schooling, transition (by gender,                    Provice/District/Village)
education development):         region, etc.);                                    Reports generated by EMIS
o   For the preparation of              o Promotion, repetition, drop-out;        Reports generated by
    monitoring and evaluation of        o Projection of personnel, teacher         PMIS/TMIS
    the plan;                             supply                                  Provincial Improvement Plans
o   To establish a diagnostic on        o Budget, request of resources             based on DIPs (bottoms up
    the access to different levels of     from regional offices and                approach)
    the education system;                 evaluation of the available             Sub-sector action plans
o   To evaluate internal efficiency,      resources.                              Etc.
    the regional disparities
o   To estimate the needs for
    teachers;
o   To prepare the national budget
    for education.

      From this information guide, the Team has focused on the relevance of PMIS, FMIS and TMIS in
      relation to important policy guidelines needed by the MOE. This is for the reason that
      architectural integration is not possible at the moment given the existing setup. Architectural
      integration involves longer and a more technical processing which is beyond BESDP scope. To
      demonstrate working integration, BESDP focuses on Teacher recruitment and deployment under
      TMIS and the piloting of scholarship monitoring and tracking system which will be setup within
      FMIS system.

      The complementation effort was then geared toward the development of guideline for the
      establishment of the integrated tracking system and its sub-systems for better work coordination
      to support improvements in teacher recruitment and deployment.            The integrated system
      requires efficient collaboration and active cooperation of various working units of the Ministry of
      Education as described in the guideline.      The various sub-systems specifically includes: (i)
      student tracking system; (ii) TEI alumni tracking system; (iii) registry of qualified applicants;
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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

(iv) teacher tracking system; and, (v) payment tracking system. As of date, the guideline has
been endorsed by DoP and accepted by the MOE (See Signed Guidelines and Specifications of
the Integrated Tracking System and Sub-Systems for Teacher and Recruitment Deployment).
The architectural framework for scholarship tracking system is underway to demonstrate a
working system down from the school level to central level. A computer program (application
software) to facilitate bookkeeping and monitoring of the education development funds and
scholarship scheme is set to be done on the next two quarters of 2010-11 implementation.

       B. Development of Improved Questionnaire


The ASCFs have been revised to include additional data requirements for secondary schools on
the following: 1) condition of buildings; 2) number of toilets; 3) distance of catchment villages; 4)
number of village feeders; 5) number of feeder schools; 6) number of contact days; 7) number of
student population inflow; 8) number of transferees; 9) service status of teachers; 10) number of
teachers and personnel; 11) number of laboratories; and 12) inclusion of grade 7 profile.

The EMIS consultants developed the new structure of the database following the above
revisions. Patching the EMIS system based on new requirements from the new ASCF format
was deemed necessary. Unfortunately, the former service provider of the software being used by
the ESITC9, will only cooperate in patching their EMIS software for an additional fee and
demanded a contract package for their firm’s services. Fortunately, the local consultant was able
to work on the existing software, by updating the structure of EMIS database and adding new
forms and reports. He further modified the non-functioning ones. As of December 2009, data
migration from the old system to the new is already executable and can already build digital files
and deployment packages.

       C. Collection and Processing of ASCF/Questionnaire.

The revision of ASCFs and the final patching of the EMIS software structures have paved the
way for mass printing and training for data collection and processing. The ASCFs were printed
out for nationwide use. This further paved way also for the nationwide training among provincial,
district and some selected school heads involved in data collection and processing. As of this
writing, four (4) provinces have been covered and the ESITC is still continuing with their roll out
training to the rest of provinces.

       D. Geographic Information System (GIS) Enhancement

The GIS Specialist was deployed last November 21, 2010. The GIS Specialist reviewed and
assessed the data and information requirements needed by the Planning Department and the
ESITC and prioritized what data and indicators are to be given a model incorporating the display
maps. Initial assessment points to the following basic data that need to be incorporated with GIS
display maps for it to become a functional support tool for education planning.

                      Data Categories                          Information Requirements
             1.    Education Target Group           School-age children in school by location
                                                    Out-of-School youths
                                                    Growth trends in school age children by location
             2.    Existing Services                Location of school
                                                    Facilities, teachers, materials, equipment,
                                                     enrollments
             3.    Existing Service Needs           Children who do not have access to schools
                                                    Ethnic Group/s of children falling outside
                                                     acceptable distance from schools
                                                    Schools that must be expanded/rehabilitated to

9   identified as Network Solutions Co., Ltd.

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

                 Data Categories                              Information Requirements
                                                     meet existing needs
                                                    New schools that must be established to meet
                                                     existing need
        4.   Future Service Needs                   Estimation of future needs by location based
                                                     upon demographic projections
        5.   Performance Indicators                 EFA performance indicators
                                                    Learning Competencies per core subject
                                                    Achievement Rates

Given the limited time of one (1) month stint to do GIS modeling and capacity building, the
specialist focused on performance indicators that would facilitate decision making at national
level and service needs at district and provincial levels. The specialist generated a computer-
based geographic information system, which include educational and demographic data that
demonstrated usefulness in education planning and management (See sample map outputs of
GIS Specialist and GIS Unit Staff of ESITC).

2. Strengthening Planning and Budget Preparation

The Basic Education Sector Development Project (BESDP) has conducted the training-
workshops for planning and budgeting for the three (3) pilot provinces of Attapeu, Luang Namtha
and Savannakhet. The pilot provinces are assisted in the preparation of their Medium Term
Provincial Education Plans (MTPEPs) following the three-Year Medium Term Expenditure
Framework (MTEF) being developed by Ministry of Finance (MOF) and Ministry of Planning and
Investment (MPI) in coordination with ADB TA 7077 on Strengthening Financial Management
System.

The MTPEP is aligned with MTEF using a three-year projection of activities and costs from 2010
to 2013 for operating, maintaining, expanding and improving education at the pilot provinces.
This will serve as a basis for developing framework for investment in education sector of the
provinces. The three-year plan is linked with new budget formats and cost computations.
Monitoring and reporting is also introduced to the provincial and district units to establish linkage
between the Department of Finance of Ministry of Education and the Budget Units of Provincial
Education Services (PESs).


       A. The Planning and Budgeting Manual

At the start of BESDP implementation, the team conducted field visits to the six (6) BESDP
provinces to identify improvement needs of their existing planning and budgeting system. Details
of analysis were incorporated in the Inception Report. The team developed first the planning
manual while the budget manual was drafted later upon the deployment of the Budget Specialist
(International). The first draft for planning was shared with other international agencies, such as,
UNESCO and WB TA on Strengthening Financial Management System. In particular to
UNESCO’s comments, the draft manual was adjusted to align with the basic approaches of
UNESCO’s Handbook on Provincial Planning and their tool on Analytical Projection Model
(ANPRO).

 A Technical Working Group (TWG) for Planning and Budgeting was organized and is composed
by representatives from Department of Finance (DOF), Department of Planning and Cooperation
(DPC), Education Statistics and Information Technology Center (ESITC), and Department of
Secondary Education (DSE) (See Annex-1 on the Memorandum Order Creating the TWG for
Planning and Budgeting). Upon deployment of the Budget Specialist, the combined manual for
planning and budgeting was developed. The draft was reviewed by concerned implementing
units such as the DOF and DPC. Other concerned MOE units were also consulted specially for
the planning tool on the development of report cards for each education sub-sector. Other MOE
units consulted were Non-Formal Education, Department of Secondary Education, Department of
Primary Education (DPE), and Technical-Vocational Education Department (TVED). In the
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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

course of revision and localization, the manual is shared with ADB TA 7077 and AusAid. The
manual then for planning and budgeting is anchored on the existing tools which have been
mainstreamed already in the MOE system. In particular is the utilization of Lao ANPRO tool and
the ADB/UNESCO’s manual on Education Development Assessment. The basic principle of
UNESCO’s approach in computing for the unit cost is also adapted in the budgeting manual.

       B. Establishing Core Mobile Training Team from MOE

A set of training team coming from the technical staff of ESITC, DPC, and DOF was endorsed.
Majority is the less senior staff but with technical knowledge and has the potential to role out the
manual to the rest of provinces. The technical staffs endorsed are as follows:



Implementing Unit       Person In Charge                    Technical Staff
1. ESITC                Mr. Somkhanh                        Ms. Manola Madmanisone
                                                            Ms. Siamphone Sngsoulayvahn
                                                            Mr. Sonekham Namlammoun
                                                            Mr. Sanjhon Singphoneseing
2. DPC                  Mr. Mixaykone                       Ms. Daoviang Phongsavat
                                                            Mr. Vilasak Thippanad
3. DOF                  Ms. Dara
(Accounting Unit)                                           Mr. Bounpheng
(Budgeting Unit)        Mr. Vimol                           Mr. Vixay Phon Kheo
                                                            Mr. Lounglith Souvanhnasy
(Auditing Unit)                                             Mr. Kisana Somphonphatdi
4. PMU                  Mr. Ly Foung                        Ms. Keomanivanh Phimmahasay
                                                            Mr. Sunti Vongphothong
                                                            Mr. Viengkham Chanthavong

The above named senior TWG members provided the general guidance on their respective
technical staff in understanding the manual and on how to manage their responsibilities on the
training-workshops.

       C. Capacity Building of Technical Staff

Since the manual is aligned with the LANPRO, an orientation on its content and simulation
techniques to the technical staff of ESITC was conducted by Mr. Soumkhan. The consultants
participated also on this activity to become familiarized with the tool. The training presentations
are given to the staff and they localized it using their existing technical knowledge for better local
application. This contributes to the improvement of the planning manual.

The DOF technical staff, on the other hand, worked in close coordination with the consultants in
integrating their technical knowledge on the UNESCO approach on unit cost computation and the
linking of the budget codes on the new formats. The consultants introduced further to other
technical staff the expenditure parameters in computing the cost of the planned programs.

       D. Training-Workshops Coordination

The Project Management Unit (PMU) facilitated coordination work with the IUs including the
PES. All administrative concerns were handled by the PMU staff such as facilitation of training
fund, reproduction of materials, renting of vehicles, setting the travel itinerary, etc. A staff joins
Mobile Team to serve as the secretariat for the training workshops and a liaison to PES for other
administrative concerns such as finalizing rental of venue, provision of training snacks, preparing
sound system, and the like.


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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

       E. Pilot Implementation

The training-workshops were first conducted in the province of Attapeu last August 24-28 and
September 2-11, 2009. This was conducted in two (2) sets of workshops, one (1) week for
planning and another one (1) week for budgeting. For the two other provinces of Luang Namtha
and Savannakhet, the TWG decided to conduct the training-workshops in two consecutive weeks
from September 21 to October 2, 2009 for the reason that original schedule for the second set
falls on a special holiday for teachers and the two-day land travel to Luang Namtha is difficult for
the team to go back and forth. This was validated by the experience of Luang Namtha team
where they encountered two (2) landslides and one (1) damaged bridge along their way to the
province.

       1. General Field Approach

All the mobile training team participated in the first pilot province. This gave them the detailed
orientation on the whole cycle of planning and budgeting. After this, the big team was divided into
two (2) groups to facilitate the training-workshops for Luang Namtha and Savannakhet. The first
deployment was consultant-led while the rest were heavily facilitated by the technical staff of the
MOE technical staff. After the role out experience, the technical staffs would have gained more
familiarity and confidence in handling and rolling out the training design for planning and
budgeting.

       2. Training-Workshop Mechanics

       a. Planning Workshops

The first batch of training-workshop for planning in Attapeu was more of a consultant led to
demonstrate the delivery of the presentation materials. The second batch of planning workshops
for Luang Namtha and Savannakhet involved greater participation of mobile team. In Luang
Namtha and Savannakhet, the technical staff played the major role of running the workshop.
During the course of planning workshops, a presentation of the relationship of each activity was
provided to give clearer perspective on the linkage between planning and budgeting. The
consultants delivered several presentations to give further details on the context and connection
of all activities. Below are the details of major activities conducted during the training-workshops
for planning.

       (i) Opening Ceremonies

The first batch in Attapeu was formally chaired by Ms. Dara, Deputy Director for Department of
Finance. The participants and training team were introduced and the PES Director gave welcome
remarks before the group participants. The objectives and schedule of activities of the training-
workshop was explained and a leveling of expectation was processed. The consultants gave
brief orientation on BESDP and the general context of provincial planning and budgeting
anchored on MTEF. It was suggested and decided by participants to adjust the time by starting at
8 and end at 11:30 in the morning and start at 1:30 and end at 4:30 in the afternoon. The
second batch was chaired by Ms. Dara in Savannakhet, and for Luang Namtha, the PES Director
was requested to be the chairman due to unavailability of TWG Senior Officials. Same schedule
of activities were conducted for the (2) two simultaneous workshops.

       (ii) Report Cards

In Attapeu, the Report Card was presented by the local consultant and explained in detail the
content and purpose of the multi-year data needed for planning. The technical staff assisted the
participants in developing their report cards. It was found out however that some districts did not
have all their data with them. They have to send somebody to bring their record books and
Annual School Census Forms. It was observed that the DEB participants relied more on their
respective record books. These are big ledgers which they write all basic data they think are
                                                35
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

pertinent for their District Office such as student enrolment, school age population per village,
etc. The 2008-09 year data is not much of a problem for the participants. The past two years are
of much difficulty because they are not yet used to consolidate multi-year data. The DEBs were
given responsibility to prepare pre-school, primary, non-formal and secondary schools. The PES
participants have to facilitate Vocational and Technological Education. The DEBs expressed
difficulty in developing the report cards for secondary sub-sector as they claim that most
information is with PES. The team then facilitated development of secondary school report cards
with PES EMIS. This was adapted in the next pilot provinces.

For the second piloted provinces (Savannakhet and Luang Nangtha) , the Technical Staff of
ESITC did the major role of presenting and facilitating the filling up of Report Cards. Learning
from the experience in Attapeu, the Report Cards for Secondary schools were given to the
responsibility of PES in coordination with DEBs. As with the experience in Attapeu, the second
batch of provinces also had a difficulty in filling up the past two-years. They however understand
what and how to fill up but the problem is the availability of their data during the workshop.


         (ii) Data Maps

In the first piloted province (Attapeu), the facilitation of the development of District/PES Data
Maps was led by ESITC Technical Staff. The maps were first prepared for the participants, and in
the course of incorporating their education data with the maps, they were able to rectify the
contours of the maps and move their respective schools to their exact locations according to their
perceived landmarks. This is something to be considered by GIS Team who will work with MOE-
ESITC in the future. There is a great deviation between the existing maps and real location of
schools. There is a need to validate the GPS coordinates for all the schools to determine their
exact (stable/sustainable) location on the maps. An excel template was prepared by the technical
staff and was provided to the participants to fill up the information requirements for each
information category and then they put agreed reference marks on their district maps. The data
for each information category is based on their respective Report Cards. The information
categories consist of the following: (a) Education Target Groups; (b) Existing Services; (c)
Existing Service Needs; (d) Future Service Needs; and (e) Performance Indicators. The PES has
consolidated the maps and developed its Provincial Priority Data Map. It is recommended that
data maps must be developed by the DEBs and PESs10 regularly to input into the planning
process.

In the second piloted provinces (Savannakhet and Luang Namtha), the data maps were further
improved by providing examples on how to compute for their future needs. The formula was
taken from the UNESCO/ADB Manual on Education Assessment and is also the one used by
LANPRO11. The Three (3) out of five (5) districts of Luang Namtha have their accurate maps
through the assistance of European Union (EU). Their existing maps were just enhanced by
incorporating the needed information for education planning.


         (iii) Situation Analysis

For the first piloted province (Attapeu), this was facilitated by the consultants giving emphasis on
both quantitative and qualitative aspect of analysis of situation as well as the identification of the
total needs of the education subsectors following the operational categories of access, quality
and management improvement. Their references for doing these are their report cards and data
maps as well as projections of population through the LANPRO. The technical staff provided a

10 During the planning and budgeting workshops, it was noted that the pilot provinces have varied approaches in the delineation
of roles and responsibilities of the PES and the DEB.
11It was noted that LANPRO is understood by ESITC, DPC, DOF and PES but not by some relevant departments at the central
level.

                                                               36
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

template for them to write their observations. The group participants, at this point, divided among
themselves the responsibilities as they cannot finish everything at once.

In the second piloted provinces (Savannakhet and Luang Nangtha), the technical staff from
Planning Unit were involved and took the lead in facilitating the activity. Examples of situation
analysis were presented and served as guide for the participants. The SWOT tool was simplified
to critical observations on strengths, opportunities, “what resources they have”, or the positive
points as well as observations on weaknesses, threats, “what resources they lack”, or the
problem areas. During this workshop activity, the budgeting group of participants started on the
following: (i) orientation on the computation of all expenditure categories (salary, allowance,
operating expenditure, subsidies, fixed assets administration and investment cost) that will be
used in computing the two (2) operational categories of planning and budgeting (regular
operations and planned programs); (ii) how to fill-up the three-year Work and Financial Plan
Forms; and (iii) the actual budgeting of their regular operations. From hereon, the planning and
budgeting group split up after every plenary or lecture. This is to give more time for the
orientation of the budget group in the new budgeting approach which involves detailed
computation of unit cost and expenditure parameters.

Consolidation of outputs and the synchronization of planning and budgeting activities ensued
using the new unit cost approach.

         (iv) Goals, Targets, and Priorities

For the first piloted province (Attapeu), the consultants facilitated the revisiting of their respective
goals and targets as indicated on their EFA district and provincial plans. A comprehensive list of
education target indicators was provided to them and explained each item for better appreciation
of both PES and DEB12 participants. It was observed that the districts were not clear on their
goals and they have difficulties in understanding a number of indicators. With the assistance of
technical staff from ESITC, the participants were provided with their respective targets and they
served as working data in adjusting their targets in three (3) years to a more realistic manner.
The participants were guided to identify the priority areas that need most immediate attention
given their potential resources and capacity.

In the second piloted provinces (Savannakhet and Luang Nangtha), the training materials were
improved by providing them tools for computing and setting their target indicators. The tools were
taken from the UNESCO/ADB Manual on Education Assessment. It was observed that the DEBs
need deepening on their understanding of the various education target indicators. The
improvement of the materials and facilitation of this activity was led by the ESITC Staff with the
guidance from the consultants.

         (v) Work Plan/Action Programs and Major Activities

For the first piloted province (Attapeu), the development of work plan was likewise facilitated by
consultants and assisted by the technical staff on their workshop activity. Based on observation,
the participants have difficulty identifying the elements under access, quality and management.
In particular are the categories of access and quality. The consultants prescribed the elements
under BESDP structure. While they prioritize their output on this as input to budget workshop,
other group members went back in finalizing their outputs on the previous activities.

In the second piloted provinces (Savannakhet and Luang Nangtha), this was handled by the
staffs of Planning Unit. To provide the participants with a clear but simplified design of work plan,
and example was developed for each category of access, quality and management
improvement. This was in response to the difficulty encountered during the first batch.


12Despite of the explanations, there are some cases when the DEB outputs are not coherent or relevant to the planning outputs.
The need to synchronize efforts in the preparation of the 5-year plan with MTEF was thus emphasized.

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009



       (vi) Consolidation of Outputs and Writing the Planning Document

At the end of the full cycle of planning and budgeting, the planning groups are convened to
provide them instructions on how to consolidate their outputs and incorporate them in the
enhancement of their existing EFA Plans following the content guideline provided by the Ministry
of Planning and Investment to MOE for the development of 5-Year Plan (2011-15). It was
explained to the planning groups that for purposes of Education MTEF, the work plan coverage is
up to 2013 only but this can serve already as the foundation for the development of their 5-Year
Plan.


       b. Budgeting Workshops

       (i) Orientation on How to Compute for the Regular Operations and Planned Programs


For the first piloted province (Attapeu), the orientation started on the 2nd set of workshop which
was a week after the 1st batch of planning workshop. The methodology used in orienting the
budget group is the “per expenditure category orientation” This is immediately followed by
exercise using DEB actual regular operations and planned programs in new budget forms. Ms.
Dara and the consultants facilitated the activities while technical staffs of DOF are the ones who
presented the orientation on how to compute for the budget.

For the second piloted provinces (Savannakhet and Luang Namtha), the orientation started on
the 3rd day of the 1st week of planning workshop. It was decided by the TWG that the orientation
for the budget group will start earlier to give more time in computing all regular and planned
programs. The orientation was done thru a breakaway or split up type of grouping (planning and
budgeting group). But every time there is a presentation for the planning group the budget group
joins the planning in a plenary session.

The training materials were improved by (i) using all the category of expenditures for each
operational category and for each education component as sample for every budget forms; (ii)
incorporating additional instructions in filling-up the new budget forms, and (iii) using additional
presentation of how to fill-up the forms and how the forms are linked with each other.

The technical staff of the finance and budget divisions of the DOF staff were the ones who
conducted the orientation using the same methodology on the 1st piloted province with the
assistance of the Consultants.




       (ii) Transferring the 3-Year Work and Financial Plan (WFP) to the 3-Year Budget Forms

For the first piloted province (Attapeu), the original schedule for accomplishing the 3-year budget
forms is for the participants to finish first accomplishing Form 4a (3-Year WFP Forms). The
methodology adopted in the training was first the orientation on the computation for each budget
code and then followed by the exercise on the actual computation of their regular operations
using the new forms. Two major outputs were targeted, the first one was the Annual Budget
(2010-11) and the second one was the 3-year MTEF,

For the second piloted provinces (Savannakhet and Luang Namtha), the transferring of the 3-
Year WFP was done using the revised schedule of budgeting group. It was simultaneously done
with the planning group workshop. While the planning group is doing their work plan the budget

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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

group is computing all regular operations. And after the planning group was finished with their
preparation of work plan, the computation for the planned programs immediately followed.

       (iii) Annualized Work and Financial Plan

For the first piloted province (Attapeu), Annualized Plan was not fully accomplished by the DEB
due to the limited time of the training workshop. The one week time of training workshop for the
budgeting was not enough to finish all the expected output of the workshop. Most of the training
days during the 1st piloted province were used in orienting the budget group on computing each
category of expenditures and accomplishing the 3-year work and financial plan forms.
Annualized budget forms were introduced only during the morning of the last day.

For the second piloted provinces (Savannakhet and Luang Namtha), the annualized WFP was
done using the revised schedule of budgeting group. It was immediately done after
accomplishing the 3-year budget forms by the budget group.

       3. Lessons Learned

       a. Localization of Manual and Utilization of Existing Tools

The earlier versions of the manual for planning and budgeting have been improved by adapting it
to the local context. Other existing tools and systems have been incorporated in the manual and
enhanced its effective use for PES and DEB use. The improvement/s were not only done by the
consultants but more importantly by the technical staff of core implementing units of ESITC, DPC
and DOF with the supervision of the senior officials.         The Manual once finalized will be
disseminated for nationwide use after the conduct of training workshops planned to be funded by
the BESDP in 2010.

This establishes continuity of previous interventions in the past and provides enhancement in the
application of existing tools introduced in MOE. The Provincial LANPRO, School Mapping of EU,
Unit Cost Formula of UNESCO, and the Education Assessment Manual of ADB/UNESCO have
complemented the BESDP manual. This will have to be put together for practical use of PESs
and DEBs.

       b. Greater Participation of MOE Implementing Units

More involvement from the technical staff of MOE implementing units is deemed necessary. The
long term objective of the piloting activities is to apply this nationwide. This means a core group
of technical staffs who will serve as trainers is needed to be established. It is in this context that
during the second batch of training workshops, greater involvement of technical staff was given.
The ESITC technical staff handled all activities relating to data processing, consolidation and
validation as well development of data maps. The DPC technical staff were assigned the
following responsibilities:    development of situation analysis, strategic planning, and work
plan/action plan. On the other hand, the DOF was assigned to be in-charge of procedures
related to budgeting, monitoring and reporting.

For the next step, a workshop will be organized by the MOE to orient the PESs in the planning
and budgeting processes in line with MTEF preparation.


       c. Building Partnership among ESITC, DPC and DOF

The distribution of roles and responsibilities in the implementation piloting activities provided a
venue for mobile teams from the various units to appreciate and coordinate with each other
based on the inter-linked responsibilities. They have seen the inter-dependence of the three
units especially in the course of going through each phase of the planning and budgeting
workshops. The generation of reliable data for planning is the concern of ESITC and it is the
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BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

basis for developing effective situation analysis and strategic planning, which fall under the
responsibility of DPC. The budget formulation of DOF is highly dependent, on the other hand, on
the work plan, which is a combined input of ESITC and DPC. In particular to identification of
future needs, DOF has to refer with the projection tool used by ESITC. These three (3) units
must further strengthen partnership for a more effective rolling out of planning and budgeting. In
particular to Luang Namtha, the good partnership of technical staff among these three (3) units
has proven that they can handle the training by themselves with proper guidance from their
senior officers.

It is further emphasized the important coordination work to be done at various implementations
levels, specifically at the central, provincial and district levels.

       d. Learning by Example

The second piloted provinces batch of workshop has improved due to utilization of learning-by-
example techniques. The experience in the first workshop served as a guide in improving how to
adjust to the absorptive capacities of participants especially for majority of DEBs knowing that the
whole process is entirely new to them. After the piloting, the team will develop a model plan
which should serve as a basis for guiding the mobile team in case they are to conduct similar
activities to all PESs.

       e. Different Approach with Paper-Based Participants

Given that majority of DEBs are still paper-based, a different approach will have to be developed
to adjust to their existing capacities. More time should be given to them and a one-on-one
approach is the more effective strategy. It will be helpful also to take into account the age
bracket of target participants. It was observed that the younger participants tend to learn faster
and are more innovative compared to the older ones.

       4. Next Follow Through Activities

       a. Monitoring of Consolidated Outputs of PESs

The most immediate follow through activity of the mobile team is the monitoring of the
Consolidated Outputs of the PESs in the three (3) pilot provinces. Per instruction, the PESs are
given one (1) month to finalize their three (3) year plans. More importantly is their output on
annual budget plans for 2010-11 which is extracted from the 3-Year Work and Financial Plans.
Among the three (3) pilot provinces, Attapeu is the one that needs most assistance in terms of
improving their consolidated plan. Since the DEBs are all paper-based, it will take more time and
resources to finalize their outputs. The mobile team will have to assist them and demonstrate
further the models used in the second batch of training workshops. The province of Luang
Namtha has completed the 3 and 1 Year Work and Financial Plans. A review is of their outputs is
manageable since they are all made available in electronic file. The province of Savvanakhet has
a mixed of advanced and weak group of participants as some are still paper-based while others
are fully equipped with laptops and have undergone training. The Team will further coordinate
with PES as to schedule of monitoring and retrieval of their consolidated outputs.

       b. Report Cards to be incorporated in the Training of ASCFs under ESITC

Report Cards for each sub-sector at the school, DEB and PES levels will have to be incorporated
in the training design of ESITC for the data collection, processing, and consolidation of ASCFs.
Since the ESITC Technical Staff are all familiar in the reports cards, they can roll-out the
application of these for national application.

The report card system is very useful since it can provide multi-year data which is very useful for
planning. The current EMIS system based on the ASCF form does not have outright capability to
do this. It is however suggested that during the course of improving the EMIS/ASCF system, the
                                                40
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

features of the report card system is incorporated so that it is able to provide multi-year data for
planning and monitoring as described in the signed guidelines for data standardization. It has
been noted that report cards can be developed and produced with ease at the school, district and
provincial levels. Sending such information for consolidation at the central level should however
by thought of in line with the need to improve the current central EMIS/ASCF system for future
application to aid regular reporting, planning and monitoring.


            c. Capacity Building Needs

Based on the experiences on the piloting activities, the capacity building needs will have to be
identified toward the mainstreaming of planning and budgeting at the district and provincial level.
Strategies for Training of Trainers (TOT) will have to be developed to include PES technical staff
as they play a big role in helping the DEBs in all aspects of planning and budgeting. The manual
then will have to be finalized as soon as possible incorporating all the other inputs of the mobile
team. This will have to be presented with MOE and will serve as a prime reference for MOE for
planning and budgeting.


            5. Information, Dissemination and Endorsement of Education Plans

The Budget Plans of the pilot provinces were disseminated for information at the central level to
include donor communities, such as, the ADB and WB TAs on MoF, the EC, and AusAid working
with ESWG. At the provincial level, the Budget Plans were endorsed to the respective provincial
governments for advance consideration. This effort is geared toward continuous localization and
improvement of the planning and budgeting tools and manual.

            6. Designing Education Medium-Term Expenditure Framework

The Team has been assisting in the preparation of their Medium Term Provincial Education
Plans (MTPEPs) following the three-Year Medium Term Expenditure Framework (MTEF) being
developed by Ministry of Finance (MOF) and Ministry of Planning and Investment (MPI) in
coordination with ADB TA 707713 and WB TA on Strengthening Public Financial Management
Project14. The piloting will serve as a basis for developing framework for investment in education
sector of the provinces. Closer coordination of activities with MoF in coordination with their TAs
are being done toward the development of Education MTEF using the macro model. As of date,
MoF recognizes the advance effort of MOE toward development of E-MTEF. Point persons for E-
MTEF have been identified and endorsed to MoF to undertake development of MTEF on first
quarter of 2010.
Efforts on MTEF is quite new in Lao PDR especially when compared to planning but there are
different donors which provide assistance for MTEF as well.         JICA, WB and EC are some
donors who are working on MTEF. Moreover, planning has more donor assistance, thus it is
important that coordination to share experiences and lessons learned must be done to
strengthen collaborative work on education management strengthening.

3. Strengthening of MOE’s Central Inventory System

The BESDP team has reviewed existing inventory system at MOE with the Assets Management
Unit in charge for registering and monitoring government physical assets and properties

The software for Asset Management was already developed, localized and finalized in
coordination with the Asset management Division (AMD) of the Department of Finance. The
software is on post beta-release, debugged, and adjusted to incorporate additional modifications

13   In close coordination with the TA Team Leader Mr. Paul Banerjee.
14   In close coordination with the WB Technical Advisor, Mr. Jean Marc Lepain.

                                                                41
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

agreed during the conducted training-workshops. The Computerized Asset Management System
(CAMS) is now on a live version by the AMD. The Procedural Manual has been submitted to
DOF/PMU for comments and this led to the revision on the Decree No. 66 which was signed for
acceptance by the Minister. Training was conducted for three (3) groups composed of seventy
(70) participants from the PES and DEBs. Prior to this, a trainers’ training was conducted at the
central level. This ensured that the AMD staffs were able to conduct the training at PES and
DEB levels with coaching from the Asset Management Specialist.                 Teacher education
institutions, TVET centers and universities are expected to be included in the inventory system.

The team also assisted in the preparation of detailed design for the upgrading of the central
warehouse through expansion and rehabilitation. This has been implemented and about to be
finished.

The decree for the new inventory system has been signed by the MOE Minister and capacity
building workshops are schedule by the DOF for 2010 to realize the objective of gradually
implementing the new system based on the signed decree,




3.4 STATUS OF PROCUREMENT OF GOODS
Procurement of several goods will be made under the BESDP. Training on the procurement of
goods has been conducted with a Local Procurement Specialist already in place.      The
International Procurement Specialist under the Intem Contract had completed her 2-months
assignment in 2009. Table 3.4.1 below presents the status of procurement:




                                               42
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009
STATUS OF EQUIPMENT PROCUREMENT (as of December 31, 2009)
                                                      Estimated
 Contract Target        Description of Goods        Amount in US$                                             Status
 No.      Date                and Services            Equivalent
                    Equipment for RIES for                              Delivery completed
                    editorial
     1    Q2/09     Production                            74,085.00
                                                                        Waiting for the list of equipment from RIES
     2    Q3/09     Equipment for RIES laboratory         30,000.00
                                                                        Site validation conducted. Finalizing the list of equipment needed
     3    Q3/09     Equipment for TEIs                  235,125.00
                                                                        RIEs is finalizing the list of Learning materials
    4       Q3/09      Learning materials for RIES             5,500.00
                                                                            The list of equipment will be prepared when the new textbooks and teacher
    5       Q2/2010 Equipment for 28 new schools            135,520.00      guide will be finalized according to the new curriculum.
                                                        3.33 million (for   Phase 1 – Bid invitation issued. Bid evaluation reports for 6 provinces have
                    Construction of 28 new               the whole civil    been submitted to ADB for no objection. Phase 2- is scheduled for
    6       Q4/2009 schools                             works package)      bidding in 1st quarter of 2010.
                                                                            Total cost per costab is $65,400; only the supplies portion worth $21,000
                                                                            has a list; the rest seems to be dependent on the final outcome of the new
                                                                            curriculum*. PMU is waiting for the list of learning materials for lower secondary
                                                                            education from RIES per the new text book and teachers guide which will be also
                                                                            included other social and sciences subjects and also posters and other instructional
    7       Q3/09      Learning materials for TEIs            62,130.00     materials.
                                                                       Grant allocation requested to be added to the allocation for new LSE
    8       2010    Learning materials for schools          754,000.00 textbooks and teacher’s guides (approved/NOL secured)
                    Print and distribute new LSE                       Draft bidding document has been prepared. Comments from ADB
                    textbooks and teacher’s                            received. The PMU will revise the document by incorporating the
    9       2010    guides                                  119,000.00 comments made along with the textbook specifications.
                    Equipment for Inventory                            Equipment delivered.
    10      Q3/09   System                                   15,200.00
                    Three vehicles for the                             Already procured and will be delivered as soon as possible.
    11      Q3/2009 warehouse                               124,800.00
                                                                       ADB approved for post review (NOL 3 July 2009). Preparation for
    12      Q3/2009 Pedagogical Materials                     2,500.00 procurement is underway.



                                                                            43
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009
                                                      Estimated
 Contract Target       Description of Goods         Amount in US$                                        Status
 No.      Date              and Services              Equivalent
    13    Q3/2009 Computers for IUs                                     Computers delivered.
                                                                        Contracts signed and sent to ADB 30 Oct. 2009, vehicle delivery payment in
    14    Q3/2009 Vehicles for PMU (3 units)              79,000.00 process.
                    Data processing equipment for                       NOL for post review has been issued. The PMU will prepare the list and
    15    Q3/2009 PMU                                     19,500.00 specification for ADB approval
* the learning materials refer to those needed to support teaching Math to lower secondary teacher trainees ($10,000); 10 sets of lower secondary textbooks and
teachers’ guides ($4,400); and materials to support teaching of Physics, Chemistry, Biology and Natural Science to include small laboratory equipment ($30,000)




                                                                              44
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009



CHAPTER 4
SOURCES AND USES OF FUNDS OF EDUCATION COMPONENT UNTIL END OF
DECEMBER 2009


The statement of sources and uses of funds of Education Component until the end of the
reporting period (31 December 2009) can be summarized as follows:

Table 4.1: Sources and Uses of Funds until December 31, 2009
                                                                                            TOTAL
   DESCRIPTION                                                  2008   2009
                                                                                        Until Dec. 2009
   Source of Funds (USD)
   Withdrawal application no. 00001                               X      272,381.00
   Withdrawal application no. 00002                               X       42,521.79
   Withdrawal application no. 00003                               X       58,088.66
   Withdrawal application no. 00004                               X      101,390.51
   Withdrawal application no. 00005                               X       97,372.65
   Withdrawal application no. 00007                               X        9,299.58
   Withdrawal application no. 00008                               X      991,619.00
   Withdrawal application no. 00009                               X       46,563.72
   Withdrawal application no. 00010                               X       35,494.00
   Withdrawal application no. 00011                               X      152,877.23
   Withdrawal application no. 00012                               X       50,104.00
   Withdrawal application no. 00013                               X       35,396.00
   Withdrawal application no. 00014                               X       49,659.37
   Withdrawal application no. 00015                               X       89,204.00
   Withdrawal application no. 00016                               X       20,072.42
   Withdrawal application no. 00017                               X       62,560.00
   Withdrawal application no. 00019                               X       63,518.13
   Withdrawal application no. 00020                               X      165,919.16
   Withdrawal application no. 00021                               X       50,235.00
   Withdrawal application no. 00022                               X            45,083
   Withdrawal application no. 00023                               X      396,010.43
   Withdrawal application no. 00024+25                            X            53,500
   ADB funds                                                           2,888,869.65

   Sub-total GOL funds
   TOTAL SOURCES OF FUNDS                                              2,888,869.65         2,888,869.65


                                                                                        TOTAL
   DESCRIPTION                                                  2008    2009            Until December
                                                                                        2009
    Uses of Funds (USD)
   Civil Works                                                   X                X
   Furniture, Equipment, Vehicles and Materials                  X       112,808.95
   Training and Workshops (include completed and ongoing                 642,859.00
                                                                 X
   activities)
   Project Management for PMU                                    X        75,862.74
   School Development Fund                                       X                X
   Studies (impact Assessment, M&E)                              X                X
   International Consultant – Firm /DP – Advance
   Consulting Services – Individuals : Site engineer                   609,498.17.00
   Incremental Administration                                            226,076.31
   TOTAL USES OF FUNDS EXCLUDING DP                                      307,086.58

                                                           45
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

   TOTAL USES OF FUNDS INCLUDING DP                                  1,605,980
    Funds Available
   Cash in hand - ADB & GOL Fund (Petty cash)                             433
   National Bank Account of GOL (As per bank statement
                                                                    780,205.39
   30/11/2009)
   Foreign Trade Bank Account (ADB Fund ) (As per bank
                                                                      8,737.46
   statement 30/11/2009)
   TOTAL FUNDS AVAILABLE                                            11,054,020

   TOTAL FUNDS AVAILABLE AND USES OF FUNDS                         11,054,020
   DP= Direct Payment by ADB Manila




                                                         46
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009



CHAPTER 5
WORK AND FINANCIAL PLAN FOR 2010
The BESDP Team conducted the BESDP Work and Financial Planning Workshop in November
2009. Each of the IU was asked to submit their action plan with the proposed budget and is
consolidated and proposed for implementation in 2010 subject to approval of the ADB.
Please see attached Table 5.1 for the Work and Financial Plan for 2010.




                                              47
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009




CHAPTER 6
PROJECT ISSUES
Delays in Start of BESDP Work: BESDP is in a catch-up mode considering the fact that it has
been delayed for about 1.5 years. Provision of the two Deputy Team Leaders to work with the
various IUs in the preparatory work for the Project has worked.       While meeting the policy
conditions has not been a problem due to the concerted efforts of the Consultants, the PMU and
all the IUs, gains from these processes have to be sustained along with the achievements of the
expected outputs. The two deputy team leaders will complete their engagement by the 1st
quarter to 2010, but the PMU may consider extension of their services to sustain project gains
and address issues on capacity building subject to submission of solid plan of activities and
actual requirements. The contingency provision of the consulting contract under the ADB may
be used for this purpose.
PMU Staffing. The PMU is very lean, basically composed of the Project Director, the PMU
Head, contractual staff for Finance and Procurement and other 3 other support staff. Due to
this, partnering with the IUs is imperative.
Dollar Exchange Fluctuation and its Impact on Local Cost Implementation. The dollar is
continuously weakening viz. the Lao kip. This issue was highlighted in the cost estimation for the
building of school facilities wherein the 10% contingency provided for the Project has not been
enough to cover the foreign exchange differential of 34% due to fall of the dollar viz. the kip from
LAK 10,500 per dollar in 2005 to the current value of LAK 8,465 per dollar.

For BESDP Team



Dr. Bernadette V. Gonzales
Team Leader
International Technology Management Corporation (Intem)
Basic Education Sector Development Project (BESDP I) - 0069
Ministry of Education
Lao People’s Democratic Republic (Lao PDR)
Vientiane, Laos


Mr. Ly Foung
Director General and Project Director of BESDP
Department of Secondary Education
Ministry of Education
Lao People’s Democratic Republic (Lao PDR)
Vientiane, Laos




                                                48
          BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

          Table 1.5-1 UPDATED ORGANIZATION CHART OF PMU

                                                         Project Director
                                                            Mr. Lyfoung




                                                           Head of PMU                                 Consultant Team
                                               Ms. Keomanivanh Phimmahasay                                Dr. Bernadette
                                                                                                           Gonzales/TL
                                                                                                           LeaLLeader


                                                                                                          Secretary for
                                                                                                           Consultant
             Deputy Head of PMU                                                                           Mr. Khamla
          Mr. Bounthapany Bounxouay


                                                                                                          Procurement
                                                                                                          of 5 months

                                                                                                       Project Accountant
                                                                                                       Project Engineer



Technical staff No.1         Technical staff assistant        Technical staff No.2            Technical staff No.2
Mr. Sunti Vongphothong       No.3                             Ms. Phavany                     Ms. Sengdouangchan
Responsibilities include:    Ms. Thipphayvanh                 Lachanthaboun                   Phanthouvong
                             Somsavanh                        Responsibities incllude:        Responsibilities include:
1. workshop budget           Responsibilities include:
planning, monitoring and                                      1. Financial process            1. prepare all documents for
reporting.                   1. Filing system,                arrangement.                    meeting and logistic for
2. prepare workshop          coordination with others         2. Petty cash replenishment     meeting arrangement
expenditure report and       departments, faxing, typing      and prepare report of           2. prepare all documents
keep track of all workshop   and keep the office clean.       expenditure of Petty Cash.      related to the meeting of PMU
activities of all IUs.       2. Revise and proceed with       3. BESDP Inventory system       and PIUs.
3. Tax related documents     the consultants salary and       management.                     3. prepare procurement plan
preparation and              expenses.                        4. setting procurement plan     for the project management
arrangement for goods        3. Perform other tasks as        of stationeries and office      unit, facilitate the procurement
and services.                delegated by the head of         supply,                         arrangement, prepare contract
4. provide cooperation and   PMU                              5. Monitoring the Imprest       and award, monitoring the
assistance to all IUs in                                      Account with Department of      contract implementation for
workshop arrangement.                                         Finance.                        civil works, goods under the
5. Perform other tasks as                                     6. Cooperate and facilitate     project funded.
delegated by the head of                                      the audit report preparation.   4. Prepare the monthly report
PMU                                                                                           and plan of actions to the
                                                                                              project director.
                                                                                              5. keep track and monitoring
                                                                                              the transaction of the civil
                                                                                              works payment.
                                                                                              6. Perform other tasks as
                                                                                              delegated by the head of PMU




                                                                 49
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009
      Table 1.5-2 BESDP IMPLEMENTING                                              MOE
                         STRUCTURE
   BESDP
  IMPLEM                                                 DPC                       DSE                   DOF
  ENTING                                                                          DSE/BESDP
                                                                                    Project
                                                                                   Director




                                                                                  PMU
            BESDP IMPLEMENTING UNITS
         DOP/DTE                   RIES                  DPE          DNFE              IEC              DOF-ECDM             ESITC/DPC/DOF         DOF-AMD
      Teacher Strategy       Curriculum Dev’t..   Private Education   EDGP           Scholarship         Civil Works         Planning &               Asset
                                                                                                                             Budgeting             Management




                                                                                                            PESs in 6                  PESs of 3 pilot
                                                                                                            provinces                    provinces

                 TEIs/PESs
                                                                             PESs in 13            PES
                                                                             provinces
                                                                                                                         DEBs in
                                                                                                                       6 provinces




                                                                             50
  BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009


Annex 1.5-1 CONSULTANTS’ ORGANIZATION STRUCTURE
  The delivery of the goods and services under the grant must be soon, without undermining the need to transfer technology during the process. BESDP is basically
  pushing for reforms in the delivery of local secondary education, with main inputs on facilities development, curriculum development, teachers’ training, scholarships
  and the education grant to be able to provide better textbooks, more classrooms and more learning opportunities for students.


  THE PROJECT HAS BEEN delayed for about 1.5 years, thus, with its multi-components, a change in the deployment schedule by giving the Project more value through
  more consulting hours at the same price is an action being proposed by the Consultants. The Team Leader during the crucial stage of project start-up has to do a lot
  of technical work and can be capacitated higher by assigning two deputy team leaders. As such, we propose the working structure below:




  THE TEAM LEADER will directly handle all components but detailed focus on the technical work will be provided by the two deputy team leaders who are all core
  officers of Intem. Joel Ganibe, our EMIS Specialist will be the Deputy for Component 2, while Arman Balonkita, our Planning Specialist will be the Deputy for
  Component 3. Both have very good technical backgrounds to support the two components. This is to make sure that all goods and services under the Grant and the
  Loan Agreements are delivered on time in a parallel mode. It is proposed that the two deputies who originally have 4 months consulting time each be given more
  consulting time, that is, with Joel Ganibe allocated 12 months and Arman Balonkita 10 months. These additional person months was reallocated from the person

                                                                                   51
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

months allocation of the Team Leader, thus reducing her on-field engagement from 36 months to 30 months due to the need for more consulting man hours to
deliver the bulk of the work in the first year of implementation as part of the catch-up strategy. The person months of the International Curriculum Development
Specialist (CDS) was also reduced from 10 to 8 months and 2.3 months added to the consulting time of the Deputy for Component 2 (who can fast track the sub-
components) because of the International CDS’s other commitments in Laos also with the MOE. This value proposition converts 6 months of the Team Leader’s time
to 12 months additional time of the two proposed deputies, for more detailed attention on the work at hand, making sure everything starts moving towards
milestones and freeing the team leader to keep a keen eye on more strategic issues and innovations along the way, particularly towards effective fund drawdowns.


THE TEAM LEADER will be the point person to work on Component 1 below and the other deliverables for policy support in the Loan Agreement. This set up
however does not mean that she does not provide assistance on Components 1 and 2 as these both fell under her responsibility through the 2 deputies. Her more
than 10 years work experience with the two deputies warrants success in this implementation mode as work patterns and relationships are well established.




Joel Wayne Ganibe will focus on EMIS and the start-up activities for Component 2. Below is the proposed working structure for Component 2:




                                                                              52
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009




                                                                       53
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

Arman Balonkita, as Planning Specialist will focus on Component 3, as shown in the work structure below:




                                                                               54
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

BESDP PHASE I IMPLEMENTATION SCHEDULE




                                                                       55
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009




                                                                       56
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

BESDP-Project Management Unit (PMU)
Education Construction Development and Management (ECDM)




                                                                       57
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

BESDP PHASE II IMPLEMENTATION SCHEDULE




                                                                       58
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009




                                                                       59
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009

BESDP-Project Management Unit (PMU)
Education Construction Development and Management(ECDM)

as
BESDP-CW PROCUREMENT ACTIVITY SCHEDULE




                                                                       60
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009




BESDP-Project Management Unit (PMU)
Education Construction Development and Management (ECDM)



                                                                       61
BESDP Annual Progress Report for 2009 and Quarterly Report for the 4th Quarter of 2009




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