PROJECT BENEFITS, IMPACTS AND RISKS

189. Project beneficiaries can be categorized as those who stand to gain directly and immediately from the Project interventions, and those who benefit in a less direct, but nonetheless substantial, manner.

190. Direct beneficiaries. These include: (i) academic staff and management of the NIE and the 24 TTCs through activities under component 2; (ii) approximately 8,500 teacher trainees studying on pre-service teacher training programs over 5 years attending training courses at the TTCs through activities designed to improve preservice courses under component 2; (iii) approximately 14,400 current lower and upper secondary teachers benefiting from in-service training; (iv) 300 upper secondary schools benefiting from technical assistance in school management, school networking and school improvement planning; (v) staff of MOEYS including provincial and district offices teams trained to strengthen their capacity to plan, manage, administer, and regulate the system.

191. At the teacher training institutions (RTTC, PTTC) level (component 2), (i) 30 TTCs will have learning centers constructed or upgraded, have library books and learning center equipment; and (ii) 600 teacher trainees will benefit from accommodation in dormitories construction (1 block) and rehabilitation (6 blocks).

192. At the secondary school level (component 3), (i) 30 secondary schools will have learning centers constructed and equipped with learning resources and equipment; (ii) 4,000 disadvantaged students will receive scholarships to study at USS; (iii) 350,000 USS students will be provided with textbooks and approximately 7,000 USS teachers will be provided with teacher's guides.

193. Indirect benefits include: (i) management information systems will be more functional and internal system efficiency improved; (ii) students in lower secondary and upper secondary schools, both currently and in the future, will be taught by better trained and motivated teachers and hence lower repetition and dropout rates and will have more relevant and employable attitudes, skills and knowledge; (iii) employers and potential employers will have staff with more relevant and employable attitudes, skills and knowledge which will reduce the need for costly initial training of recruits and/or greater returns from what they undertake; (iv) higher education institutions will have better prepared applicants.

194. Benefits of the reforms and quality improvements in primary, lower secondary and upper secondary teacher training will also extend to a population of school students that is currently around 3.4 million.

195. The Project will have substantial benefits for the education sector, particularly for secondary education subsector. Investments made under the Project have significant benefits to the community. Major economic benefits of the Project will include: (i) improved efficiency of infrastructure and personnel and in allocation of resources; (ii) enhanced secondary school graduates in terms of numbers and productivity. Specific economic benefits will include (i) improved system costeffectiveness by increasing capacity utilization of teacher training institutions, secondary schools, (ii) reducing the unit cost and strengthening the management in teacher training and secondary education; (iii) increase in the number of secondary school graduates who will participate in the labor market; (iv) raised academic standards of beneficiaries will help improve the alignment between graduate skills and the market; (v) increased earning capacity and spending ability of low-income groups which will help reduce poverty; and (vi) anticipated cumulative savings of about 0.5 percent of annual recurrent costs of secondary education. An economic analysis is attached as Appendix 21.

196. The Project will address financing issues. It has been designed so that recurrent costs will be minimized for the Government and community. The improvement of the quality support systems under the Project is intended to reduce wastage, improve the internal efficiency of secondary education and reduce the cost of producing a graduate in Cambodia, particularly in the disadvantaged areas and areas dominated by ethnic minority groups. The incremental recurrent project costs arise largely from increased access to secondary schooling through enhanced quality and relevance. The costs of construction of learning centers and dormitories at TTCs and secondary schools have been minimized by using efficient designs and maximizing the utilization of locally available resources and materials. Although new construction and renovation of TTCs and secondary school facilities are being financed, sustainability is being ensured by the Government and local community’s commitment to contribute to the cost of operation and maintenance (O&M).

197. Total incremental recurrent costs will be maintained at minimal levels after the Project implementation period and increases are contained through allocation of existing resources. The recurrent costs to be paid by the Government after the Project are estimated to be less than US$1.47 million per annum and include incremental staff remuneration, O&M of civil works and equipment, O&M of vehicles and PMU/TUs operations. With PMU/TUs operations being terminated after the Project comes to an end, the recurrent costs will be further reduced and the Project will be more affordable to the Government and local community in Cambodia. In this regard, risks that negatively affect sustainability of the Project outcomes and activities are considered minimal. A fiscal impact and sustainability analysis is included in Appendix 21.

198. The targets and indicators included in the impact and outcome rows of the Design and Monitoring Framework summarize the anticipated impact the project at the macro-level of the project design (Appendix 1). There will be an improved transition and completion rates in upper secondary schools and a corresponding improved level of knowledge and skills of secondary school students by 2018. To achieve this impact the outputs will contribute to an outcome that will see: transition rates to upper secondary schools in remote areas rise; increased access of female trainees from rural areas/ethnic minorities to TTC increases; 14400 under-qualified secondary teachers trained; curriculum and assessment reforms successfully implemented; facilities in schools and TTCs upgraded and upper secondary students having subject textbooks according to the agreed ratio of 1:2.

199. The risks and assumption included in the impact and outcome rows of the Design and Monitoring Framework identify a number of conditions and threats to the implementation of the project. It is assumed that secondary education and equity is accorded a high priority by Government, MOEYS will provide the required level of inputs and resources and that capacity can be built to assist the education system in absorbing a wide-ranging reform process. However there are some risks: resource constraints may hinder implementation, teachers may be insufficiently motivated to implement reforms and access to education by females and people in remote areas may be constrained by traditional and cultural barriers.

200. The first three sections of this report have set out the context of the proposed project, looking at the objectives of TA-4823, the national context and aspects of the education system. An account of the review of issues and opportunities followed which concluded that investment in a number of areas to support education system management, teacher professional development and strengthening secondary education was feasible. The proposed project has been described and summarized in a Design and Monitoring Framework which includes a summary of required inputs. Three special features are integrated into the three components: ICT, capacity building and broad interventions related to gender, poverty and ethnic minority representation. The sections on the project investment plan, the financing plan and project benefits supported by technical annexes describe the cost of the inputs in detail. Project benefits supported by an economic analysis, a sustainability section and a summary of the impacts and risks completes the feasibility report.

Appendix 1Design and monitoring framework

Appendix 2 DMF Expanded list of activities

Appendix 3 Approaches to consultation

Appendix 4 TA-4823 CAM working papers

Appendix 5 Structure of the Education System

Appendix 6 Teacher demand projections

Appendix 7 Secondary education statistics

Appendix 8 MOEYS organisational chart

Appendix 9 Selected education sector documents

Appendix 10 Education Indicators

Appendix 11 External assistance to the education sector

Appendix 12 Key projects delivering external assistance

Appendix 13 Distribution of RTTC and PTTC

Appendix 14 Summary poverty reduction and social strategy

Appendix 15 Capacity building guidelines

Appendix 16 Information and communication technology

Appendix 17Detailed cost tables

Appendix 18Implementation schedule

Appendix 19Procurement plan

Appendix 20Terms of Reference for consultants

Appendix 21 Economic and sustainability analysis

Impact

Increased number of educated and skilled people from all sections of the Cambodian population

Improved lower to upper secondary transition rate from 66% in 2006 to 85% by 2018

Improved US completion rate from 15% to 50% by 2018

Improved level of knowledge and skills of secondary school teachers and students by 2018

EMIS Reports Grade 9 National Assessments and examination results at Grade 12

Assumptions:

Government continues to accord high priority to quality of education

Resource allocations to education are provided to strengthen quality education

Risk:

Government’s commitment wavers and resource constraints hinder implementation

Outcome

Education of improved quality and equity with more effective teacher development, strengthened education management systems and improved and expanded secondary education

Access of female trainees from disadvantaged areas to RTTCs and NIE increases from 10% to 20% by 2014

14400 LS and US teachers given in-service training by 2014

School curriculum and assessment reforms implemented by 2012 Facilities in schools and TTCs upgraded in line with criteria and needs analysis by 2013

Children in US schools have textbooks in each subject according to the stipulated ratio of I:2 by September 2008/09

TTC records

Training records

Dissemination and training records

Construction contracts

Procurement and distribution records

Procurement, distribution records, modified EMIS system

COMPONENT 1: Education System Management and Development

Outputs

1.1 Education Law disseminated Education Law disseminated within 6 months of being passed by the National Assembly

1.2 Policy framework for teacher education and teacher management developed

1.3 The organization and function of MOEYS at central, province, district and school levels reviewed and agreed upon

Policy Framework agreed by early 2009 Sub-decree on teacher education and management issued by end 2009

Published Education Law

Distribution Records

Policy framework document

Sub-decree

Report with action plan approved by mid 2009 Technical report Project Reviews

Steering Committee deliberations

Assumptions:

Government provides required level of inputs and resources

Capacity can be built to assist the education system in absorbing a wide-ranging reform process

Risks:

Teachers are insufficiently motivated to implement reforms

Access to education by females and people in remote areas is constrained by traditional/cultural barriers

Assumption: Education Law passed by National Assembly

Assumptions: Teacher policy framework supported by relevant institutions

All stakeholders willing to implement the policy

Assumption: MOEYS committed to the review

Risk: Human resource constraints hinder restructuring

1.4 Strengthened National Institute of Education Institutional Development Plan agreed by mid 2009 Research studies published by end 2010 and end 2011

Institutional Development Plan document Research reports

Assumptions:

Government commitment is strong

NIE staff support enhancing NIE’s responsibilities

1.5 Information systems strengthened at national, provincial, district, levels and consolidated at central level

Aims and objectives for a fully integrated educational MIS by early 2009 Review of MIS with detailed and time-related development plan completed by early 2009 Equipment procured by end 2009

Integrated system trialed by mid 2010

Steering Committee minutes

Task Force Reports

Reports from coordinators of each MIS system

Hardware procurement documents and records of installation

Assumptions:

The challenges of developing a functional and useful MIS are fully understood

Staff capacity developed to implement information systems stay in post

Designed or procured software adequate for the task

1.6

Quality assurance scheme piloted in 30 schools by end 2009

Quality assurance system operating in PTTCs and RTTCs by end 2009

Monitoring report

Assumption:

Teachers, teacher trainers and communities will accept proposed monitoring systems

Project Steering Committee minutes

Outputs

2.1 Management capacity of teacher training institutions enhanced

Directors and senior staff of all teacher training institutions trained by 2012

Procedures for the teacher training curriculum review established by 2012

Attendance lists

Participants Evaluation Reports

Review procedure documents

Project Steering Committee minutes

Assumption:

Senior staff willing to participate

Risks

Competing commitments of participants

Insufficient incentive for retention of trained staff

Competence of managers to take on enhanced leadership role

2.2

Facilities’ needs analysis conducted by end 2008. Facilities upgraded in accordance with the facilities needs analysis by 2011

Library books, furniture and equipment provided by end 2011

Report to Project Steering Committee

Procurement reports

Review Missions

Assumptions:

Activities coordinated with other projects

Secure rooms and storage space

Corresponding system for management and maintenance of resources in place

2.3 Increased enrolment of females and students from disadvantaged areas in LS and US teacher training programs

Percentage of female students in NIE increased from 30% in 2006 to 40% by 2013

Percentage of female students in RTTC increased from 40 in 2006 to 50% by 2013

500 students (of which 60% are girls) from disadvantaged areas receive scholarships

Student enrolment figures from NIE and RTTCs disaggregated by gender Reports from TTD EMIS Reports

Assumptions:

Sufficient target groups completing basic education

Risks:

Scholarships not adequate incentive to attract students to the teaching profession

Logistics for teachers in remote areas remain inadequate

2.4

Training needs analysis and plan for professional development of trainers completed by early 2009

Instructional materials for TOT developed by mid 2009, for Basic English, use of multimedia and ICT,

Training needs analysis and training plan documents

Instructional materials

Attendance lists from training programs

Participants evaluation reports

Assumptions:

Teacher professional development linked to Teacher Education Policy

A system of accreditation is in place which makes certification of courses more meaningful

2.5 Teaching skills and competencies of secondary teachers improved and science developed by end 2009 and training of teacher trainers successfully implemented by 2012

Baseline study of training needs completed by early 2009

Training plan completed by mid 2009

14400 under-qualified LS and US teachers trained by 2013

2500 US teachers trained in basic English by 2012

2500 US teachers trained in use of multimedia and ICT by 2012

2500 US teachers trained in practical science by 2012

Performance monitoring reports

Baseline report

Training Plan implemented

Attendance lists

Participant evaluation reports

Risks:

Limited time for teachers to attend training

Allocation of budget not on time according to activity plan

Assumptions:

Sufficient resources including school-based trainers / mentors to support professional development of under-qualified teachers

Teachers motivated to study over a prolonged period (Basic English, Multimedia/ICT and science)

School-based training model is effective and motivating

Risk:

Lack of school-based support –difficult for under-qualified teachers to implement training in their classroom practice

2.6 Use of multi-media modalities for teacher education developed

Technical capacity of MOEYS staff developed by 2011

Multi-media modality implemented and monitored in selected components of teacher training by 2011

Outputs

3.1 Secondary Education Development Plan completed

Secondary Education Development Plan approved by mid 2009

Participants evaluation reports

Monitoring and evaluation reports

Assessment report

Assumption: Infrastructure (facilities and resources) in place

Risk:

System sustainability problematic – recurrent running costs, technical expertise, maintenance of equipment and availability of consumables

3.2 Secondary school networks strengthened, school management strengthened and school improvement planning introduced

All US school management teams trained by 2012

30 US resource school networks strengthened by 2012

All 300 US schools have school improvement plans by 2012

TOT programs for school/network-based Resource Teachers successfully implemented by 2012

Development Plan document Project Steering Committee minutes

Assumption: MOEYS committed to strengthening secondary education

Risk: Lack of agreement on development strategies

Attendance lists

Participants evaluation reports

School Improvement Plans

Attendance lists

Participants evaluation reports

Assumptions: School network concept is accepted

Resources will be available beyond the project period to support school networks

School and network-based trainers have the capacity to be effective

Risk:

Lack of follow through on Resource schools and school networking

3.3 Increased enrolment in secondary schools of girls and children from disadvantaged areas

4000 students (60% of whom will be girls) from disadvantaged areas provided scholarships to attend US schools.

Net admission rates and transition rates into LS and US

Assumptions: Access and quality of secondary school provision is of an adequate standard Additional resources are

3.4

Criteria developed for providing equipment to schools by late 2008

30 US resource schools receive new library books and laboratory and ICT equipment by end 2012 Training courses run on how to use and maintain the equipment ongoing to end 2012

All US schools receive a package of equipment, learning materials and library books

Working Group TOR and record of meetings

Priorities and program defined and evidenced in minutes of Working Group

Proper procurement process evidenced by records of bidding process

Observation

Training program documents

Trainers selected and trained targeted to this beneficiary group

Risks:

Access rates increase but opportunity costs remain high

Assumption:

There is electrical power and internet connectivity to supply the equipment

Risk:

Training wrongly focused on IT and not on pedagogical use of ICT

3.5

New curricula (including EVEP) for secondary schools developed and introduced in schools, by end 2011

Reports from PRD, EMIS, project management, committees; printed copies of curriculum documents in schools

EVEP documentation in schools

Assumption:

Institutional capacity to develop curricula in time is adequate

Risk:

Change in policy on curriculum

3.6

Students in US schools have textbooks in each subject according to the stipulated ratio by the beginning of school year 2008/09

Teachers in US schools have textbooks and teacher’s guides by the beginning of school year 2008/09

Supplier submits delivery receipts signed by the schools

Assumption:

Textbook preparation and procurement procedures are streamlined

PDH has the capacity to produce the books in time to be delivered to schools in time

Risk:

Complexity of procedures hampers timely development and procurement of text books

3.7

PRD has the capacity to create pre-bidding documents for text book development by late 2008

PRD has the capacity to create instructional materials by late 2009

PRD has the capacity to administer evaluation of teaching and learning materials by late 2010

The supply of textbooks based on the new curriculum is devolved to the competitive market by late 2011

Pre-bidding documents

Assumption:

PRD has suitable staff for training

Risk:

Procedures hinder participation of independent publishers in text book development

3.8 Assessment of student achievement in secondary education is based on curriculum standards

Assessment policy approved and disseminated to all schools by mid 2009

60 staff trained and guidelines on assessment and exemplar assessment

MOEYS and MEF procurement guidelines

Policy document Assessment guidelines and

Assumptions:

There is support for the development of curriculum standards for Grade 12 Necessary curriculum instruments developed by late 2009

Examinations Office capacity strengthened by 2013

TOT delivered to all trainers and all secondary teachers trained by end 2012

Standards-based assessment implemented at the secondary level by end 2013

Activities and Milestones Summary (MS)

1.1.1 - 1.1.3 Print and disseminate Education Law exemplar instruments

Procurement and training records

Participant evaluation of training

Independent report on the examination items that have been produced by the trained staff development completed on time

Donor cooperation in developing coherent and consistent approaches to student assessment

Resources available to strengthen use of ICT in assessment and examinations

Risk:

Low incentives for teachers discourage active participation

Inputs

1.2.1 - 1.2.5 Prepare teacher education and management policy document, submit for approval, issue sub-decree

1.3.1 - 1.3.3 Review current structure and functions of MOEYS at all levels including schools, prepare report with action plan

1.4.1 - 1.4.5 Develop NIE institutional development plan, develop education research capacity, enhance staff professional capacity, assist planning and management training program, develop outreach capacity

1.5.1 - 1.5.4 Review MOEYS information systems, design integrated and consolidated system, support EMIS, HRMIS and FMIS

1.6.1 - 1.6.3 Develop quality assurance (QA) concept, establish a QA system for NIE and TTCs, expand, consolidate LSS and USS school QA systems

2.1.1 - 2.1.4 Develop and publish teacher training standards (MS), implement managementleadership training program, review and revise curriculum content and methodology, performance monitoring and trainee assessment

2.2.1 - 2.2.3 TTC participatory facilities needs analysis, construct/upgrade facilities, provide library books, furniture and practical equipment,

2.3.1 - 2.3.4 Develop criteria for equitable access materials, upgrade facilities to make them safer for female staff and students, provide scholarships for female and other teacher trainees at NIE and RTTC

2.4.1 - 2.4.4 Prepare TNA and develop training plan for teacher trainers, TOT training programs, training to produce multi-media materials, English program for TTC staff

2.5.1 - 2.5.6 TNA for teachers, project teacher training plan, training for under-qualified teachers, train USS teachers in basic English skills, use of multi-media including ICT, practical science

2.6.1 - 2.6.5 Plan multi-media instructional materials facilities (MS), develop MOEYS staff capacity, multimedia use in teacher training programs, monitor and evaluate effectiveness

3.1.1 - 3.1.5 Prepare SEDP and issue directives

3.2.1- 3.2.3 Strengthen secondary school networks, identify resource schools, leadership training program in school improvement planning for USS management teams, develop competencies of school and network based trainers

3.3.1 - 3.3.2 Upgrade secondary school facilities in remote areas, provide USS scholarships for talented and disadvantaged students

3.4.1 - 3.4.4 Learning centers designed & constructed in identified schools (MS) procure equipment, deliver and install, training courses on how to manage, use, maintain equipment,

3.5.1 - 3.5.3 Develop and disseminate new selected LSS USS Curriculum

3.6.1 - 3.6.3 Purchase USS textbooks and deliver to schools (MS)

3.7.1 - 3.7.5 Develop capacity of PRD and EMAB staff in procurement preparation, train materials’ evaluators, workshops on writing materials, place materials on designated web pages

3.8.1 - 3.8.7 Develop assessment policy, assessment guidelines exemplar materials and train MOEYS staff, strengthen the Examinations Office, train PRD to monitor and evaluate implementation activities, train provincial level trainers, train secondary school teachers

Asian Development Bank (ADB): $27.1 (81%)

Royal Government of Cambodia (RGC): $6.3 (19%)

Total Project Cost: $33.40 (100%)

This list of activities matches the cost estimate coding (COSTAB)

Activities and Milestones (MS)

1.1.1 Prepare Education Law and dissemination posters for printing

1.1.2 Print Education Law and posters

1.1.3 Disseminate printed materials

1.2.1 Prepare TOR and establish task force

1.2.2 Document review and consultation completed

1.2.3 Prepare policy document and submit for approval

1.2.4 Prepare and issue sub-decree

1.2.5 Prepare annual reports on policy implementation

1.3.1 Establish a Technical Working Group and prepare TOR

1.3.2 Review current structure and functions of the MOEYS at all levels

1.3.3 Prepare report with an action plan

1.4.1 Develop an institutional development plan with a clear vision

1.4.2 Develop an education research capacity

1.4.3 Enhance staff professional capacity

1.4.4 Review and develop planning and management training programs

1.4.5 Develop outreach support to build professional capacity of USS

1.5.1 Establish a Task Force to identify integrated MIS aims

1.5.2 Review EMIS system, strengthen data analysis and publications

1.5.3 Development of MOEYS FMIS system acceptable to MEF

1.5.4 Development of the HRMIS

1.6.1 Develop monitoring and quality assurance concept paper

1.6.2 Establish a quality assurance system for NIE and TTC

1.6.3 Expand, consolidate LSS and USS school self-assessment systems

2.1.1 Teacher training standards developed, approved, published (MS)

2.1.2 Develop and implement management-leadership training program

2.1.3 Review and revise curriculum content and methodology

2.1.4 Review and revise performance monitoring and trainee assessment

2.2.1 Conduct a participatory facilities needs analysis of targeted TTCs

2.2.2 Construct/upgrade facilities based on needs analysis

2.2.3 Provide library books, furniture and practical equipment for all TTCs

2.3.1 Develop criteria for materials that encourage equitable access

2.3.2 Upgrade facilities so that they are safe for female staff and students

2.3.3 Provide scholarships for female teacher trainees at NIE and RTTC

2.4.1 Conduct TNA and develop training plan for teacher trainers

2.4.2 Develop TOT training programs

2.4.3 Develop skills of teacher trainers to produce multimedia materials

2.4.4 Develop English program to improve competency of TTC staff

2.5.1 Conduct TNA of teacher qualification levels to prioritize needs

2.5.2 Develop plan to coordinate all project teacher training activities

2.5.3 Upgrade/retraining under qualified teachers in disadvantaged areas

2.5.4 Train USS teachers in basic English Language skills

2.5.5 Train USS teachers in use of multimedia materials including ICT

2.5.6 Train USS teachers in practical science

Inputs

Input by Financier

Asian Development Bank (ADB): $27.1 (81%)

Royal Government of Cambodia (RGC): $6.3 (19%)

Total Project Cost: $33.40 (100%)

Input by Expenditure Category:

Civil Works:

Learning Center Construction and Refurbishment: $2.88 million (2008-2012)

Dormitory Construction and Upgrading Sanitation

Facilities: $356,000 (20082009)

Design, Monitoring and Supervision of Civil Works: $157,000 (2008-2012)

Equipment and Furniture

MIS Equipment and Furniture: $1.26 million (2008-2009)

Learning Center Equipment and Furniture: $2.62 million (2009-2011)

PIM Equipment and Furniture: $142,000 (by year-end) 2008)

Learning Center Resources: $2.61 million (2009-2011)

Books and Instructional Materials

Student's Textbooks: $1.39 million (by September 2008)

Instructional Materials: $65,000 (by 2008)

Vehicles

Automobile Vehicles: $445,000 (by 2008)

Motorcycle Vehicles: $26,000 (by 2008)

Training, Workshops, and Technical Activities:

Materials: $702,000 (2008211)

Daily Subsistence Allowance: $6.96 million (2008-2012)

Travel Costs: $149,000 (20082013)

Other Costs for Training, Workshops, and Technical Activities: $1.0 million (2008-

2.6.1 Plan expansion of multi-media instructional materials facilities (MS)

2.6.2 Develop technical capacity through on-the-job training-MOEYS staff

2.6.3 Implement multi-media use in teacher training program components

2.6.4 Development of academic and administrative support systems

2.6.5 Monitor the effectiveness of multi-media for trainers and learners

3.1.1 Prepare TOR include quality issues and establish task force

3.1.2 Document review and consultation

3.1.3 Draft the Secondary Education Development Plan

3.1.4 Submit final draft

3.1.5 Prepare and issue directives

3.2.1 Strengthen secondary school networks, identify learning center schools

3.2.2 Develop leadership training program in SIP for USS directors

3.2.3 Develop competencies of school and network based trainers (TGL)

3.3.1 Upgrade secondary school facilities in remote areas

3.3.2 Provide USS merit-based scholarships for disadvantaged students

3.4.1 Learning centers designed & constructed in identified schools (MS)

3.4.2 Procure equipment, deliver and install at selected institutions

3.4.3 Run training courses on how to manage, use, maintain equipment

3.4.4 Follow up training and monitor effective use of delivered equipment

3.5.1 Develop and disseminate new selected USS Curriculum

3.5.2 Develop and disseminate new selected USS EVEP Curriculum

3.5.3 Develop and disseminate new selected LSS Curriculum

3.6.1 Negotiate direct purchasing agreement with PDH

3.6.2 Print books and store in PDH warehouse

3.6.3 Books delivered to schools by beginning of school year (MS)

3.7.1 Staff training: procurement preparation & specimen chapter writing

3.7.2 Train learning materials evaluators

3.7.3 Evaluation of new learning materials

3.7.4 Workshops on writing Instructional Materials and Teacher Guides

3.7.5 Textbooks, Instructional Materials placed on designated web pages

3.8.1 Develop assessment policy

3.8.2 Develop guidelines on assessment and exemplar instruments

3.8.3 Train MOEYS item bank writers and examination paper setters

3.8.4 Strengthen capacity of Examinations Office staff

3.8.5 Train PRD to monitor and evaluate the implementation activities

3.8.6 Train assessment trainers at provincial level

3.8.7 Train secondary teachers to conduct new assessment approaches

2013)

Scholarship Schemes: $1.33 million (2008-2012)

Consulting Services for Technical Assistance (TA)

TA Consulting Services –International: $4.87 million (2008-2013), 203 person months

TA Consulting Services –National: $664,000 (20082013), 304 person months

TA Consulting ServicesSupport Costs: $55,000 (20082013)

Consulting Services for Project Implementation and Management (PIM)

PIM Consulting Services –International: $1.46 million (2008-2013), 61 person months

PIM Consulting Services –National: $132,000 (20082013), 60 person months

PIM Consulting ServicesSupport Costs: $512,000 (2008-2013)

Incremental Recurrent Costs: Incremental Staff Input: $1.14 million (2008-2013)

O&M of Civil Works and Equipment: $415,000 (20082013)

O&M of Vehicles: $535,000 (2008-2013)

PMU/TUs Operations: $1.47 million (2008-2013)