| General Information |
Project/Program |
Project |
| Project Name |
Second Education Sector Development Program |
| Duration |
31 Aug 2005-30 Jun 2010 |
| Donor |
ADB |
| Implementiong Organization |
The Ministry of Labor and Vocational Training (MOLVT), The Ministry of Education, Youth and Sport (MOEYS) |
| Sector and/or Subsector Classification |
Educatioin |
| Region |
N.A. |
| Financing |
US $31.01 Million |
| Analytical Information |
Stakeholders |
MOEYS was the executing agency responsible for implementing the program loan and
the investments in the lower and upper secondary education facilities. MOLVT was the executing agency to oversee the TVET and community-based skills training component under the project loan. |
| Cross-cutting Issue |
Environment |
|
| Gender |
|
| Impact Analysis |
The project achieved most of the outputs related to increased equitable access, improved quality in lower and upper secondary education, and the provision of demand-driven, community-based skills training opportunities in underserved areas. The expansion of lower secondary education occurred with 329 new lower secondary schools built, which
accommodated 10.2% of the total national lower secondary enrollment and 10.1% of the total female enrollment nationwide. These outputs exceeded the project expectations of 8%–9% of total lower secondary enrollment, and met the 9%–11% expectation of total lower secondary female enrollment. The target of building 25 new upper secondary schools was met, and 16 of the 25 existing upper secondary schools were refurbished. The shortfall in each instance was due to price escalation of building materials during project implementation. Community-based skills training resulted in 161,389 trainees (58% female) trained under the Voucher Skills Training Program. Priority targeting of unemployed and underemployed youth in the age range of 15–21 years was not achieved because they were not attracted to the training offered. |
| Effectiveness |
Ownership/Partnership |
Evaluation |
The linkages between project outputs and program conditions were not enough to bring about the intended outcomes under the ESDP II. Technical capacity challenges were encountered in the supervision of construction under the project component. Science equipment was not fully utilized due to a number of constraints that could have been foreseen at the start of the project, such as lack of budget for equipment maintenance, theoretical focus in science curricula, and instruction manuals that were not translated into the local language. |
| Rating |
3/5 |
| Policy Coherence/Harmonization |
Evaluation |
The Project Completion Report(PCR) rated ESDP II highly relevant to the needs of the education sector. Both the program and project components supported Cambodia’s Socio-Economic Development Plan, 2001–2005 and the National Poverty Reduction Strategy, 2003–2005, and were in line with the ADB country strategy and program update, 2004–2006. At appraisal, the program and project were relevant to the ESSP, 2001–2005 and the ESP, 2001–2005, and they continued to be relevant to the ESP, 2006–2010 during implementation. |
| Rating |
5/5 |
| Evaluation Framework |
Evaluation |
The guidelines formally adopted by the Independent Evaluation Department (IED) on avoiding conflict of interest in its independent evaluations were observed in the preparation of this report. |
| Rating |
5/5 |
| Alignment/Composition of Finance |
Evaluation |
Two loans supported ESDP II. These are (i) a program loan of $20 million equivalent, with counterpart funds to be generated from the proceeds of the program loan to be allocated to the education sector and used to target service provision to the poor; (ii) a project loan of $25 million equivalent (74% of the $33.58 million total project component cost) for the lower and upper secondary education components, and for the community-based skills training component. The government was to provide $8.58 million of counterpart funds. An advisory technical assistance (TA) of $500,000 was provided to strengthen the capacity of MOEYS to plan and implement regulatory reforms and governance for decentralized education. 4 The TA activities were conducted early in the ESDP II implementation period. |
| Rating |
4/5 |
| Other Remarks |
To ensure sustainability, it is also important that policy initiatives are supported by ongoing policy and institutional reforms. |
