Nepal - Basic and primary education project

 ICRR 10658 Report Number : ICRR10658 ICR Review Operations Evaluation Department 1. Project Data : Date Posted : 06/20/2000 PROJ ID : P010395 OEDID: OEDID : C2357 Appraisal Actual Project Name : Basic and primary US$M ) Project Costs (US$M) 136 58 education project Country : Nepal Loan /Credit (US$M) Loan/ US$M ) 30.6 30.58 Sector, Major Sect .: Primary Education , US$M ) Cofinancing (US$M) 74 20 Education L/C Number : C2357 FY ) Board Approval (FY) 92 Partners involved : UNDP, NORAD, Closing Date 12/31/1999 12/31/1999 DANIDA, UNICEF, Japan Prepared by : Reviewed by : Group Manager : Group : Helen Abadzi Chris Gerard Ridley Nelson OEDST 2. Project Objectives and Components a. Objectives (a) Improve the quality of primary education; (b) increase equitable access to primary schooling; (c) strengthen the management of the formal and nonformal primary education delivery system . b. Components (a) quality: improve curriculum and instructional materials, institutionalize teacher training and supervision; (b) access: strengthen nonformal primary education and literacy, increase female participation, build schools in remote areas; (c) institutional development: strengthen the capacity of the Minstry of Education and Culture . The project financed civil works, furniture and equipment, technical assistance, training, books and materials . c. Comments on Project Cost, Financing and Dates The project closed on time and disbursed the IDA credit . Actual project cost was much lower than the appraisal estimate due to some cancellation of donor funds, lower construction costs, and limited government /community contribution. Thus, project cost does not include separate donor financing and community contributions, which could not be calculated. 3. Achievement of Relevant Objectives : The project satisfactorily achieved its stated objectives and exceeded its physical targets . It was the initial building block to increase the quantity and quality of inputs required to effectively support a national primary education system. The achievements were to some extent due to close coordination of this multidonor project . 4. Significant Outcomes /Impacts : About 152,000 children benefitted from the nonformal and out of school programs, as well as many adult women . A learning assessment system was instituted, which is tracking progress in classrooms . A cascade system of teacher training provided rapid dissemination of the new curriculum to all teachers of all schools in the country as each grade level was introduced. About 670 resource centers were established for training . A school cluster model, developed through a previous project, was extended . Many female teachers were recruited and trained, and scholarships were awarded to girls from disadvantaged groups . The gross enrollment ratio increased from 106% (83% girls) in 1991 to 122% (104% girls) in 1997. 5. Significant Shortcomings (including non -compliance with safeguard policies ): The Ministry of Education was unable to integrate the project components in its mainstream, and to regularize some of the personnel hired under the project . This happend in part because agreement with the Ministry was not reached and the UNDP funding did not materialize . Frequent staff transfers were a problem, and some appointments took place without regard to selection criteria . The quality of school construction was at times unsatisfactory, and maintenance infrequent. Implemenation in the more remote and mountainous areas of the country was difficult and slow, though it was eventually carried out . 6. Ratings : ICR OED Review Reason for Disagreement /Comments Outcome : Satisfactory Satisfactory Institutional Dev .: Partial Modest Sustainability : Likely Likely Bank Performance : Satisfactory Satisfactory Borrower Perf .: Satisfactory Satisfactory Quality of ICR : Satisfactory 7. Lessons of Broad Applicability : - Strategies targeting the neediest can increase their participation in education, particularly through interventions tailored to their needs (e.g. provision of books, scholarships, sanitary facilities for girls, literacy programs for women . - Parents and local communities must be closely involved in the delivery of educational services if the needs of diverse groups are to be met. Involvement is more likely if parents receive tangible incentives and see the fruit of their work. - Close donor coordination can effectively help overcome the obstacles of working in poor countries with limited accessibility. This means that donors must collaborate during appraisal and establish common financing and evaluative criteria. -The integration of project management structures into the regular education system is not possible unless there are clear reinforcing policies and a change in bureaucratic culture . 8. Audit Recommended? Yes No Why? To cull lessons from this satisfactory project that may be applicable to other poor countries . 9. Comments on Quality of ICR : The ICR gives a clear picture of project events .