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Ex-post Evaluation

Asia

1. Outline of the Project

Country:

Vietnam

Project title:

Improvement of Primary School Facilities Project (Phase 2, Phase 3 and Phase 4)

Issue/Sector:

Water Supply

Cooperation Scheme:

Grant Aid

Division in Charge:

Grant Aid Management Department

Total Cost:

8,064 million yen

Period of Cooperation

FY 1995-1998

Partner Country’s Implementing Organization:

Ministry of Education and Training, Department of International Relations

Supporting Organization in Japan:

1-1 Background of the Project

Emphasizing the development of human resources driven by the transition to a market economy, Vietnam had highlighted “Education for All” as a national goal. However, since the lack of primary education facilities and the superannuation of existing facilities had compelled the schools to be undertaken in two or three shifts, which had in turn became an impediment to improving enrollment and graduation rates, the government of Vietnam formulated a plan for the rapid enhancement of 610 schools in 30 provinces, and requested grant aid from the government of Japan.

1-2 Project Overview

The project provided Grant Aid aiming at improving the facilities at primary schools–;40 schools in three provinces along the north central coast (Phase 2: Thanh Hoa, Nghe An and Ha Tinh Provinces); 45 schools in three provinces along the central coast (Phase 3: Quang Binh, Quang Tri and Thua Thien Hue Provinces); and 80 schools in seven provinces along the central coast (Phase 4: Quang Nam, Quang Ngai, Binh Dinh, Phu Yen, Khanh Hoa, Binh Thuan); and Quang Ninh Province along the north central coast—in order to handle the shortage and obsolescence of primary education facilities.

(1) Overall Goal
1) TQuality of primary education is improved.
2) The efficiency of school management through integration or withdrawal of branch schools is increased
3) The sanitary condition of primary education facilities is improved.
4) The project contribute to enhancing various education activities in the communities .

(2) Project Purpose
The environment for primary education is improved by achieving the national goal of classes/classrooms ratio of 1.5, decreasing the number of two-shift and three-shift schools, and disseminating teaching methods using materials and equipment provided by the project.

(3) Outputs
1) Primary education facilities are constructed.
2) Basic primary educational materials and equipment are provided

(4) Inputs

Japanese Side:

1,660 million yen (1995), 1,998 million yen (1996), 2,242 million yen (1997) 2,164 million yen (1998)

Vietnamese Side:

Land and Facilities

Local Cost

2. Evaluation Team

Members of Evaluation Team

Han Manh Tien, Consulting and Research Company for Technology Transfer and Investment
Do Xuan Phuong - ditto -
Pham Thi Thu Lan - ditto -
Le Van Ha - ditto -

Period of Evaluation

January 6, - February 28, 2003

Type of Evaluation:

Ex-Post Evaluation by Overseas Office

3. Results of Evaluation

3-1 Summary of Evaluation Results

(1) Impact
The ratio of high-achieving students (the students who have been assessed overall in nine subjects and achieved an 8 or above out of 10. Student need to have at least grade of 6. 5 in each subject) at the 20 schools in the three provinces (Thanh Hoa, Quang Tri, and Binh Thuan) studied in this survey is increasing each year. At the schools surveyed in Thanh Hoa and Quang Tri provinces, none of the students have quit school after the project ended. It is true that there are other factors contributing to the improvement of the level of education, including the improved economic standards. However, it can be concluded that the project also had an impact on the beneficiaries, because relevant district-level government agencies, such as the district Department of Education and Training, have been strengthening their assistance to the schools and attempting to enhance the quality of education, for they have acknowledged the results of the project.

Relevant school officials have acknowledged that the state of hygiene at schools has greatly improved through the construction of toilet blocks at the schools. Two project schools in Quang Tri were designated as schools of “Green-Clean-Beautiful Standard” by the Department of Education and Training. Furthermore, two primary schools selected by Bin Thuan Province as “National Standard 1996-2000” schools were also both project schools.

With the implementation of the project, branch schools underwent a process of integration and withdrawal of facilities. This resulted in improving efficiency in the management of the schools. In specific terms, it improved communication among teachers, parents and students; enabled the school board of directors to supervise education at the schools efficiently; and made use of teaching materials and school facilities as much as possible. However, four of the 11 schools in Quang Tri and one of the 17 schools in Thanh Hoa have maintained their branch schools for the sake of students in grades one and two who commute from remote areas.

The community also utilizes the school facilities. For example, evening classes providing education up to grade five for general entry are being held for the public. The schools are also used as venues for holding various kinds of contests and for election polls when elections are held in the respective regions.

(2) Sustainability
The goal to lower the class/classroom ratio to 1.5, consistent with the goal of the Department of Education and Training, continued to be maintained after the project ended. The average class/classroom ratio among 100 of the 164 project schools that were surveyed this time was 1.5 (2001-2002). To give an example of the schools in the three provinces where the site surveys were actually conducted, the ratio of a project school in Quang Tri province lowered its ratio from 2.7 (1995/1996) to 1.25 (2002/2003). At the end of the project, 3-shift classes were phased out. However, in the three provinces where the survey was conducted, the number of schools with 2-shift classes decreased, while the number of schools with a full day system was increasing.

Since the classrooms and interior fittings were tailored to suit the needs of the schools, maintenance and management are being carried out by the school side without any problems. Until now, there has not been any need for large-scale repairs or improvement. However, because most of the project schools are located near the sea, there are many schools whose windows have been affected by the sea winds, and are in need of repair.

From the time the project was implemented, it was established that the Commune People’s Committee would take the administrative responsibility for the running of the primary schools, and the principals of the individual schools would take the overall responsibility of running the schools. This administrative system remains unchanged even now. In addition, the district Department of Education and Training, which is the superior body of the Commune People’s Committee, has continued to provide assistance in the running of the schools. The framework of cooperation of these three parties supports the smooth running of the schools.

At the project schools surveyed this time, the number of teachers has been increasing each year. Furthermore, all teachers are required to undergo 12 years of regular education and two-years of teacher training courses. The district Department of Education and Training is also providing financial assistance in this area, and therefore, the quality of teachers is ensured. Approximately 95% of the schools’ budgets are allocated from government budgets of the district Department of Education and Training and the Commune People’s Committee, and the remainder is made up of contributions from the parents. Of the budget provided by the local government, 75-90% is allocated for the salaries of the teachers and 5-10% for maintenance and management costs of the facilities. In many cases, all of the contributions from the parents is used for the maintenance and management of the facilities and, at the schools surveyed this time, 1000-2000 VND has been secured annually for maintenance and management costs. However, because large-scale renovations and additions to buildings are not possible with such amount, securing a budget for future maintenance and management has been recognized as an issue which needs addressing.

3-2 Factors that Promoted the Realization of Effects

(1) Factors Concerning the Planning
N/A

(2) Factors Concerning the Implementation Process
1) The results of the project have been maintained by the following factors: The regional administrative organizations had a strong sense of purpose, which was to attempt to put into practice at a local level, the national target (2001-2005 Educational Development Plan) of human resource development (in the elementary education) to cope with market economy. In particular, establishing a cooperative framework between the administrative bodies (the district Department of Education and Training and the Commune People’s Committee) and the primary schools at the district level led to the improvement in the level of elementary education through the efficient running of the schools and the proactive training of the teachers.
2) The establishment of a system for maintaining and managing facilities and teaching materials at each school contributed to the sustainability of the facilities and materials supplied. A teacher responsible for their maintenance and management was appointed, and instruction on maintenance and management of the facilities and teaching materials was also given to the students.

3-3 Factors that Impeded the Realization of Effects

(1) Factors Concerning to the Planning
N/A

(2) Factors Concerning to the Implementation Process
N/A

3-4 Conclusion

The school facilities and teaching materials were appropriately maintained at the project schools that were visited for this study. Improvement in the school facilities is having an impact on the project schools, such as increase in the number of high achieving students, improvement of hygiene, and efficiency in running the schools. The national goal to improve the educational environment is being pursued actively at the regional level and, since the framework for the regional administration of elementary education has already been established, the likelihood that sustainable development will be maintained in the future is high. However, because it has been estimated that funds to cover the cost for large-scale renovation will be insufficient in the future, measures to secure resources must be studied at an early stage.

3-5 Recommendations

(1) Budget allocations for future large-scale renovation must be considered. As it had been only about three years since the end of the project, there were no major problems at the point of evaluation. However, lack of sufficient funds may have an impact on the maintenance and management of the facilities and equipment, which were provided during the project. With an understanding that there will be a need for funds to cover maintenance and management costs in the future, it is advisable to study measures for that purpose beforehand.

(2) At the project schools, improvement in the quality of classes has contributed to an improvement in the level of education. Therefore, it is desirable that efforts in this regard will be continued in the future.

3-6 Lessons Learned

Getting the relevant organizations and beneficiaries at the regional level involved in the project has greatly contributed to the sustainability of the project’s results. The district Department of Education and Training and the Commune People’s Committee took part in the project from its formative stages, and have continued to assist the primary schools following the completion of the project. Therefore, it is important to involve relevant persons at the administrative level and to grasp the interest of the beneficiaries and expect their involvement when organizing a project.

3-7 Follow-up Situation

N/A

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