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The views expressed in this paper are the views of the authors and do not necessarily reflect the

views or policies of the Asian Development Bank (ADB), or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of the data included in this paper and accepts no responsibility for any consequence of their use. The countries listed in this paper do not imply any view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology.

Presented by: Le Thi Bich Nguyet Senior Specialist of Teacher Training Sector

Project investment: $64 million (loan: $50m, counterpart fund: $14m) Implementation period: 2008 2014 EA: Ministry of Education and Training of Viet Nam Beneficiaries: 103 most disadvantaged districts of 17 provinces in Viet Nam

Locus of poverty shifted: Formerly widespread throughout population Now, the Poverty Profile is: 18% nationwide, 14% in urban areas, 26% in rural areas; Regional disparities: Northwest 52%, Southeast 6%, Central Highland 33%) Poorest areas are remote mountainous regions with high concentration of ethnic minorities (EM) EM (14% of population) are particularly vulnerable to poverty. 61% of all EM were poor (2004) (as opposed to 14% of the majority Kinh)

Access and Equity


i.

Facilities
physical distance to schools,
limited semi-boarding facilities and classrooms

ii.

Financial and cultural barriers

direct costs: cost of textbooks, materials, uniforms, food and transportation; indirect costs: child labor (girls work 20-50% longer than boys) close link between language barriers and poor academic performance among EM students; consequent grade repetitions and dropouts

iii.

Language barriers

iv.

Gender disparities
girls mean year of schooling: 5.6, boys: 6.8; Kinh boys: 8.5, EM girls: 4.5


i.

Quality and Relevance


Poor quality of teaching
intensive focus on the acquisition of knowledge; culturally and linguistically inappropriate education; gender and ethnicity bias in instructional materials; lack of effective strategies for motivating young teachers and providing them with long-term career paths)

ii.

Limited learning materials and facilities

Expected Outcome: Improved lower secondary education (LSE) participation rates, particularly for girls and ethnic minorities in 103 of the most disadvantaged districts in 17 provinces Output 1: Improved Access to LSE: construction/furnishing of 820 new classrooms, 960 semiboarding rooms for LSSs and 48 classrooms for Continuing Education Centers (CECs), including sanitation facilities Output 2: Enhanced Quality and Relevance of LSE:

provision of INSETT and PRESETT, Continuing Professional Development, supplementary instructional materials; construction/furnishing and equipping of 445 teacher housing units, 61 libraries and 75 laboratories; ICT application in education of girls and EMs; provision of scholarships for teacher training for minority students

Output 3: Pilot Innovations to Improve Access and Equity for Minorities and Girls to LSE:
pilot provision of scholarships for EM lower secondary students; public awareness campaign to promote LSE; pilot provision of rice for semi-boarding students; research studies on pilot innovations

Output 4: Improved Planning and Managing Capacity for LSE in the Most Disadvantaged Regions:
capacity development for education planning and management; provision of support for project implementation and administration

Results-oriented approach Geographic targeting Activities tailored to local needs Innovative approaches:

Assistance to CECs; Construction of teacher housing/school semi-boarding facilities; Scholarship for lower secondary EM students to support the transition from primary education through LSE; Scholarships for teacher training for EM students; Awareness raising activities for EM parents and communities; Pedagogical innovations to make secondary education relevant and interesting to girls and EMs including Vietnamese language teaching for children whose mother tongue is not Vietnamese and; Development of teachers classroom skills and career planning through INSETT and CPD

Construct separate sanitation facilities for girls and boys Construct semi-boarding dormitories with security and privacy for girls and boys Provide at least 50% of the semi-boarding spaces for girls

157 toilets in schools and 111 toilets in dormitories constructed separate for boys and girls 959 semi-boarding rooms constructed with security and privacy for boys and girls 3,882 female out of 8,680 students (44.7%) staying in newly-built semi-boarding rooms

Output 1: Improved Access to LSE

Results

Select 50% female teachers as core trainers and key teachers Develop gender neutrality of pre- and in-service teacher training modules Develop supplementary instructional materials relevant to girls and avoid gender stereotyping

46.2% female core trainers (475 out of 1,028 teachers) and 46.4% female key teachers (9,048 out of 19,481 teachers) Developed gender neutral preand in-service teacher training modules Supplementary instructional materials were developed taking gender and EM neutrality aspects into consideration. Instructional materials look gender neutral.

Output 2: Enhanced Quality and Relevance of LSE

Results

Develop ICT applications for girls education Construct teacher housing with separate sanitation facilities for women and men Give priority to female teachers in provision of teacher housing

TTC and LSS e-mentoring network was established for TTC teachers mentoring LSS teachers; Among 107 topics for discussion, 37 were on gender, 38 on EM, 21 on teaching methodologies and 21 on other issues

445 teacher housing units constructed with separate sanitation facilities for M/F. 465 female out of 954 teachers (48.7%) staying at teacher housing units
51.9% female (122 out of 235 students) received scholarships

Award 50% of scholarships to female TTC students

Output 2: Enhanced Quality and Relevance of LSE

Results

Award 50% of scholarships to female LSE students Improve public awareness in education for girls Ensure at least 50% of the recipients of the school feeding are girls Focus research studies on pilot innovations on what is needed to keep girls and ethnic minorities in school

50% female of 800 LSE students were awarded scholarships. Awareness raising materials for parents and local leaders were prepared and disseminated primarily to mothers. Female teachers and students are actively engaged in delivering awareness raising campaigns. SY 2011-2012:4,007 female out of 8,165 semi-boarding students (49.1%); SY 2012-2013: 4,000 out of 8,080 semi-boarding students benefit from school feeding Research studies are conducted and the results will be provided by end of 2013.

Output 3: Pilot innovations to improve access and equity for girls

Results

Ensure that male and female staff of MOET, DOET, BOET, and schools have equal opportunity to participate in capacity development activities and training

303 female (21.4%) of 1,415 principals/administrators received management training in 2010/11; In 2011/2012, 374 female (23%) of 1,606 school principals and administrators trained. An International gender consultant and a national consultant are fielded to support the GEMAP implementation

Include international and national gender and education consultants in project implementation and management support

Output 4: Improved planning and management capacity for targeted support to minorities and girls

Results

Schools in remote areas: challenges particularly in construction,

awareness raising activities, teacher training, rice feeding, provision of furniture/equipment Selection of core trainers and key teachers: need to take the quality of teachers into account since they have to provide training for other teachers in their schools. 50% female cannot be met. Spaces of dormitories, teacher houses provided to females: up to June, 2013: 44.7% female students in dormitories; 48.7% female teachers in teacher houses

Semi-boarding students selected as beneficiaries of school feeding program: depending on number of students (8,007 female
out of 16,245 semi-boarding students)

Percentage of female beneficiaries of scholarship program for teacher training: variable in different provinces due to job-

placement criteria on required subjects attract more male students

Unsound customs: early marriage, off class on festive seasons

SY 2007-2008:
No. of students: 510,279 No. of female students: 236,695 (46.4%) No. of female teachers: 17,393

SY 2012-2013:
No. of students: 504,349 (1.2% lower) No. of female students: 241,337 (47.8%) (1.4% higher) No. of female teachers: 19,462 (9% higher)

Public awareness on secondary education and gender need to be promoted frequently and continuously since it is difficult to change peoples mindset on girls and boys education. Role of women should be promoted in society. Local authorities need to take an active role in mobilizing children to go to school; awareness raising activities are more effective with the cooperation of schools and communities. Semi-boarding facilities with security/privacy for boys and girls make parents feel safe to send their children to school.

Dormitories with sanitation facilities provide girls safety and comfort.

Provision of housing units for teachers helps teachers improve their quality of life, hence retaining more experienced teachers in remote areas. Provision of rice released student families burden in provision of food for their children during pre-harvest season. The Government is preparing a policy to provide rice for semi-boarding students.

Provision of scholarships for lower secondary minority students helped students overcome financial barriers to transit from primary education through lower secondary education . The Government is preparing a policy to provide scholarship for EM students from smallest EM groups.

Gender training should be promoted and integrated into formal education and teacher training to reduce stereotyping. Teachers have an important role to improve equity for girls. EM cultures should be preserved and promoted. Provision of scholarships for EM students in teachers training colleges help improve quality of EM teachers since they have an understanding of their own minority languages and cultures . They also play role models for EM youth.

Teachers improved skills in career planning helped them in identifying career paths leading to higher quality education. Active learning methodologies and student assessment in active learning made education more practical, more relevant and more interesting for students, including for girls and EM. Teachers classroom skills were improved, which helped teachers address issues in multi-cultural and multi-lingual settings of their classrooms.

Realistic gender indicators set up for project activities at different levels as appropriate (province level, district level) Gender and Ethnic Minority Action Plan needs to be closely monitored Governments policies in gender equality and support for EM for sustainable development

Thank you for your attention!

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