46066-001: Second Lower Secondary Education for the Most Disadvantaged Areas Project

Project Data Sheet (PDS): Details


The Project was approved on 6 November 2012 for $800,000 financed on a grant basis from ADB s Technical Assistance Special Fund (TASF-IV), and was declared effective on 29 March 2013. It will review and assess the performance of the lower secondary education subsector in Viet Nam, in particular schooling for ethnic minority and other disadvantaged groups. The core output of the Project will be a detailed design for the ensuing Program loan, including both policy and investment components, suitable for ADB financing that will help improve employability and competitiveness of the young labor force by 2020.

Project Rationale and Linkage to Country/Regional Strategy

While the ongoing Lower Secondary Education for the Most Disadvantaged Regions Project (LSEMDRP) is yielding positive results in improving the access of ethnic minorities to LSE, major challenges and constraints in ensuring more equitable and quality LSE for students who are members of ethnic minority groups or live in disadvantaged regions remain. Education facilities are lacking. While the size of the LSE-age cohorts has started to decline nationwide, classroom shortages remain in the Northern Mountainous and Central Regions. And in the Coastal Region, the quality of construction and the design of buildings are poor, and schools are often not durable enough to withstand typhoons. Boarding facilities are also needed. In remote areas, access is constrained and drop-out rates in LSE are high, partly because the Mekong River Delta Region experiences annual flooding during the rainy season. Poor families cannot afford to pay for transport or accommodations near the schools and local governments have not been able to finance such boarding facilities. Students also face language and cultural barriers. Ethnic minorities are culturally diverse. While the enrollment rate of girls in LSE is higher than boys nationally, this pattern is reversed in disadvantaged regions; girls have limited access to social services. Among ethnic minorities, it is commonly observed that the children face learning difficulties because of parents inability to provide academic support and less study time due to long travel times to distant schools.

Stakeholder Communication, Participation and Consultation

During Project Design

Consultation meetings with stakeholders

During Project Implementation

Conduct of a series of workshop for local education authorities, the midterm review meeting, the project outline (PO)/feasibility study report appraisal workshops, and other meetings with funding agencies, development partners, and local stakeholders


Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.

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