Project Administration Memorandum. Samoa: Education Sector Project II. Project Number: (Loan Number 2220) April 2008

Transcription

1 Project Administration Memorandum Project Number: (Loan Number 2220) April 2008 Samoa: Education Sector Project II The project administration memorandum is an active document, progressively updated and revised as necessary, particularly following any changes in project or program costs, scope, or implementation arrangements. This document, however, may not reflect the latest project or program changes.

2 Education Sector Project II (ESP II) Project Implementation and Administration Manual 1 December 2006 Government of Samoa ADB. AusAID. NZAID i

3 PREAMBLE The Project Implementation and Administration Manual (PIAM) is a guide to the Development Partners (DP), Executing Agency (EA), Implementation Agency (IA) and other Donors on the agreed implementation and administration requirements of the Development Partners. The PIAM provides concise and detailed aspects of project implementation as follows: I. specifies roles and responsibilities of the Development Partners, EA, IA and consultants for the various actions required for satisfactory project implementation; II. III. IV. contains a logical framework, including subsequent revisions that confirm the goal, purpose, outputs, activities, inputs, targets, indicators, key assumptions, and risks; provides a framework and checklist for monitoring progress to allow remedial actions and midstream modifications to meet project objectives; promotes systematic monitoring and evaluation of project objectives, and assessment of impacts on project beneficiaries through surveys, studies, and periodic and midterm reviews; V. provides the format and instructions for the EA and implementing agency to periodically update the project performance report in its current revised format; and VI. references ADB s Anticorruption Policy, indicating how ADB may be contacted about allegations of corruption and fraud. ii

4 SECTION 1: TABLE OF CONTENTS Section 1 Contents Annexes: Annex 1 - Glossary Section 2 Project Summary A B C D ADB Processing Activities Amount and Terms of Loan Conditions of Loan Effectivity Summary Section 3 Project Description A B C D E F Objectives Outcomes Project Cost Implementation Period Project Composition Cross Cutting Issues Detailed Description of Components Section 4 Section 5 Design and Monitoring Framework Cost Estimates and Financing Plan A B C D Cost Estimates Financing Plan Partial Administration Services NZAID and AusAID Contributions Section 6 Implementation Arrangement and Schedule A B C D E Project Management Education Steering Committee Coordinating Development Partner Implementation Period Feasibility and Sustainability Annexes: Annex 1 - MESC Organisation Chart Annex 2 - Project Management and Implementation Arrangements Annex 3 - Implementation Schedule Annex 4 ESP II Secretariat Charter Annex 5 ESP II Project Management Strategy

5 Section 7 Consultants A B C D E F G Basic Principles Anti Corruption Policy Conflict of Interest Eligibility Requirements under the Project ADB s Quality and Cost Based Selection (QCBS) Procedures Monitoring the Consultant Recruitment Process Annexes: Annex 1 - Summary of Consulting Services Requirements Annex 2 - Outline Terms of Reference Annex 3 - Summary of Quality Cost Based Selection Procedures (QCBS) for Loan Projects Annex 4 Consultant Recruitment Activity Monitoring (CRAM) Annex 5 Using CRAM for Loan Projects Section 8 Procurement A B C D E F Introduction and General Principles Procurement Arrangement under the Project a. ADB Procedures for International Competitive Bidding (ICB) b. National Competitive Bidding (NCB) Government of Samoa NCB Procurement Procedures Misprocurement Procurement Contract Monitoring Intellectual Property Annexes: Annex 1 List of ADB Member Countries Annex 2 Indicative Procurement Packages Annex 3 Procurement under International Competitive Bidding (with no Prequalification) Annex 4 - Procurement under International Competitive Bidding (with no Prequalification) Annex 5 - Procurement Contract Monitoring Sheet Annex 6 Project Procurement Strategy Annex 7 Building Procurement Options for the MESC Headquarters Building Section 9 Disbursement A B C D General Principles of Disbursement under ESP II Basic Principles of ADB Loan Disbursement ADB Loan Regulations Loan Cancellation 2

6 E F G H I J K L M N O P Disbursement Arrangements under ESPII Guidelines and Practices Requirements for Disbursement Allocation of Loan Proceeds Imprest Fund Procedure Special Purpose Account Procedure Direct Payment Other Instructions PCSS Number Statement of Expenditure (SOE) Procedure Co Financing Disbursement Reports Annexes: Annex 1 Disbursement Letter from ADB Annex 2 Example of Comfort Letter an Imprest Account Annex 3 Withdrawal Application Initial Advance Annex 4 Estimate of Expenditure for Imprest Account Annex 5 Withdrawal Application - Replenishment Annex 6 Special Purposes Account Reconciliation Statement Annex 7 ADB Summary Sheet Annex 8 Withdrawal Application Direct Payment/Reimbursement Annex 9 Summary Sheet for Direct Payment / Reimbursement Annex 10 Withdrawal Application - Replenishment Annex 11 SOE Summary Sheet Annex 12 ESP II Operation of Special Purpose Account Section 10 Project Monitoring and Evaluation A B C D E Monitoring and Evaluation Annual Plans Monitoring and Evaluation Systems Project Reviews and Reports Risk Management Annexes: Annex 1 Monitoring and Evaluation Annex 2 Pro Forma of the ESP II Quarterly Project Progress Report Annex 3 ESP II Monitoring, Evaluation and Reporting Annex 4 Risk Management Matrix Annex 5 Annual Plan Year 1 Annex 6 Annual Plan Year 2 3

7 Section 11 Reports A B C D E F Introduction Content and Format Reports Required by Development Partners Progress Performance Reports (PPR) Project Completion Report (PCR) Contract Awards and Disbursement Projections Annexes: Annex 1 Framework and Guidelines in Calculating Project Progress Annex 2 - Contract Award and Projections Worksheet Section 12 Audit Requirement A B C D Introduction ADB Specific Audit Requirements Audit Objective and Scope Monitoring Compliance with Submission of Audited Project Account Annexes: Annex 1 Letter on Financial and Audit Requirements Annex 2 Audit Completion Checklist Annex 3 Model Audit Opinion for a Non-Revenue Earning Project Section 13 Section 14 Section 15 Section 16 Loan Agreement Anti-Corruption Policies of ADB Design Changes Implementation Of The Associated Technical Assistance Project A Impact and Output B Cost and Financing C Methodology and Key Activities D Implementation Arrangements Annexes: Annex 1 Design and Monitoring Framework Annex 2 Technical Assistance for the National Teacher Development Framework - Terms of Reference for Consultants Section 17 Section 18 Section 19 Section 20 Key Persons Involved in the Project Report and Recommendation of the ADB President Consolidated Funding Arrangement Partner Harmonisation Framework 4

8 Section 1 Annex 1 PIAM GLOSSARY ACEO Assistant Chief Executive Officer ADB Asian Development Bank AMU Asset Management Unit APPR Annual Progress Performance Report AusAID Australian Agency for International Development C-DP Coordinating Development Partner CDT Component Design Team CEDC Community Education Development Coordinator CEO Chief Executive Officer CFA Consolidated Funding Arrangement CLC Community Learning Centre CMAD Curriculum Materials and Assessment Division CSD Corporate Services Division EA Executing Agency EBU Education Broadcasting Unit ESC Education Steering Committee ESP Education Sector Project ESPP MESC Strategic Policies and Plan July 2006 June 2015 DP Development Partners FBEAP Forum Basic Education Action Plan FedMM Forum Education Ministers Meeting FOE Faculty of Education GoS Government of Samoa HQ Headquarters HRD Human Resource Development ICB International Competitive Bidding ICT Information and Communication Technology IPTDE In-Service and Pre-Service Teacher Development Expert/s ISP Institutional Strengthening Project JRM Joint Review Mission LCB Local Competitive Bidding M&E Monitoring and Evaluation MDGs Millennium Development Goals MESC Samoa Ministry of Education, Sports and Culture METI Matuaile o o Environment Trustee Incorporated MOF Samoa Ministry of Finance NAPF National Assessment Policy Framework NAPFS National Assessment Policy Framework Specialist NCPF National Curriculum Policy Framework NTDF National Teacher Development Framework NUS National University of Samoa NZAID New Zealand Agency for International Development OCEO Office of the Chief Executive Officer PAM Project Administration Manual 5

9 PCMS Procurement Contract Monitoring System PCR Project Completion Report PE Physical Education PEMP Primary Education Materials Project PEO Principal Education Officer PHF Partner Harmonization Framework PDD Project Design Document PID Project Implementation Document PIAM Project Implementation and Administration Manual PMT Project Management Team PPRD Policy, Planning and Research Division PRIDE Pacific Regional Initiative in the Delivery of Education PSSC Pacific Secondary School Certificate QCBS Quality- and Cost-Based Selection QPPR Quarterly Project Performance Reports RFPs Requests for Proposal RMIT Royal Melbourne Institute of Technology RRP Regional Report to the President SAS Schools Assessment Specialist SBEC Small Business Enterprise Centre SDS Strategy for the Development of Samoa SMART Student Assessment Management and Achievement Record Transfer SOD School Operations Division SOE Statement of Expenditure SPBEA South Pacific Board of Educational Assessment SPC Secretariat of the Pacific Community SQA Samoa Qualifications Authority SRO School Review Officers SSECRP Samoa Secondary Education Curriculum and Resources Project SUNGO Samoa Umbrella for Non Governmental Organisations SWAp Sector Wide Approach TA Technical Assistance TORs Terms of Reference TTT Training and Technology Transfer UNDP United Nations Development Program USP University of the South Pacific 6

10 SECTION 2: PROJECT SUMMARY A. ADB Processing Activities a. PPTA No./Title: 4256-SAM Education Sector Project II b. PPTA Amount $350,000 c. PPTA Utilization $341,351 d PPTA Approval Date 16 December 2003 e. PPTA Closing Date 28 March 2006 f. Fact-Finding 30 May 6 June 2005 g. MRM 14 July 2005 h. Appraisal Mission August 2005 i. SRC Meeting 14 November 2005 j. Loan Negotiations November 2005 k. Board Approval 16 December 2005 l. Loan Signing 5 June 2006 Component Design Mission 5 June 2006 Inception Mission 9-23 June 2006 Loan Effectiveness 14 August 2006 MESC HQ Feasibility Missions June 2005 Design Appraisal Mission September 2006 Loan Closing Date 30 June 2013 B. Amount and Terms of Loan and Grant a. Loan Amount SDR million (approx. US$8.060 million) b. Terms 32 years c. Percent of Commitment Charge 1% and 1.5% d. Grace Period 8 years e. First Payment Due Date 15 May 2014 f. Last Payment Due Date 15 November 2037 g. Grant Co-Financing: AusAID US$8.60 million New Zealand h. Government of Samoa contribution US$8.60 million US$4.74 million Section 2 1

11 C. Conditions of Loan Effectivity Article VI of the Loan Agreement specifies the following as additional conditions for loan effectiveness: (a) Section The Co-Financing Agreement 1 satisfactory to ADB, shall have been duly executed and delivered on behalf of each of the Borrower, AusAID and NZAID and shall have become effective on each such party in accordance with its terms, subject only to the effectiveness of the Loan Agreement. (b) Section 6.02 For purposes of Section 9.02(D) of the Loan Regulations, to be included in the opinion or opinions to be furnished to ADB: the Co- Financing Agreement has been duly authorized or ratified by, and executed and delivered on behalf of, each of the Borrower, AusAID and NZAID, and is effective upon each party in accordance with its term, subject only to the effectiveness of the Loan Agreement. D. Summary Partner Government / Borrower Classification Environment Assessment Rationale Independent State of Samoa Targeting classification: Targeted intervention Sector: Education Sub sector: Education sector development Theme: Inclusive social development Sub themes: Human development, other vulnerable groups Category C: Environmental implications were reviewed. The Project is unlikely to have adverse environmental impacts. Construction of school buildings and the MESC headquarters will follow the Government of Samoa s environmental planning guidelines. Despite many positive achievements in education since 1995, the quality of education as measured by test results and functional literacy remains disappointing. The Samoa primary education literacy level one (year 4) and two (year 6) tests, which assess students at risk of not reaching literacy and numeracy standards, as well as year 8 examinations, indicate unsatisfactory results. For example, in year 4, students at risk in English increased from 29% in 1 This document is now called the Consolidated Funding Arrangement (CFA), signed on 29 May Section 2 2

12 1997 to 51% in 2003; in year 6, students at risk in numeracy increased from 63% in 1997 to 71% in In year 8, raw scores in all five subject areas tested declined. At the secondary level, scores on the year 12 examination in the 15 subject areas declined over the 5 years between 1997 and 2002, although they increased in most subjects in Although questions may be asked about the reliability, validity, and suitability of these tests to accurately measure changes in student performance over time, fundamental problems are affecting school education in Samoa. These include low capacity to provide high-quality learning opportunities and learning environment in government schools, and ensure these are available to all students, and are delivered efficiently. In addition, a large number of students enrolling in primary education do not complete the 8-year program. Dropout and repetition rates are high, indicating inefficiency in the school system. While upgrading of primary schools is supported by European Union and Japan International Cooperation Agency micro projects, no such financing is available for upgrading and rehabilitating secondary schools in rural areas. While the education sector is an explicit budget priority, available resources are often not managed costeffectively. In recent years, financing of basic and secondary education has decreased, which may have contributed to the decline in performance levels. The Government s education policy development unit is weak, and needs substantive capacity building in making sound policies for managing service delivery effectively. The Project addresses several priority areas in education service delivery. The conditions of learning are unsatisfactory especially in disadvantaged areas. Textbooks are not always available in the quantities required, the primary curriculum is over 25 years old and is not integrated with the new secondary curriculum, and many teachers are unfamiliar with effective instructional practice. A new secondary school curriculum has been adopted, but teachers need training and technical support to implement it Section 2 3

13 and adopt new teaching methods in the classroom. External support has been mainly through projects, but coordination of externally assisted and Government-funded programs has often been poor. The Project will continue and complement support initiated under the first Education Sector Project (ESP I) and other externally funded projects to address these issues, and focus on effective coordination through the Government s leadership. Impact and Outcome The Project supports the establishment of a more equitable and effective education system that enhances learning outcomes of young people for further study, work, and adult life. The specific outcome will be enhanced quality of education by improving the curriculum; assessment; learning materials; teaching practice; and equitable access to trained teachers, facilities, furniture, and equipment. The Project will focus on the gaps in educational service provision for children from disadvantaged areas. It will specifically target secondary schools in rural areas not supported by the ESP I, and provide system wide support for enhancing equity, quality, relevance, efficiency and sustainability of service delivery for primary and secondary education. The Project will align the financial contributions and engagement of three development partners: the Asian Development Bank (ADB), Australian Agency for International Development (AusAID), and New Zealand Agency for International Development (NZAID), with a Government-led sector development program. The implementation arrangements are designed to promote greater local ownership, alignment with local systems, and aid harmonization as agreed in the Paris Declaration on Aid Effectiveness These arrangements will have a longer term outcome on sustainable capacity building. Cost Estimates Financing Plan The total cost of the Project is estimated at US$30.00 million equivalent. Of this amount, the foreign exchange cost is estimated at US$19.92 million equivalent (66.4%), and the local currency cost at US$10.08 million equivalent (33.6%). ADB will provide a loan of US$8.06 million Section 2 4

14 equivalent, or 26.8% of the total project cost. The loan will finance US$6.28 million equivalent of the foreign exchange cost (31.5%) and US$1.78 million equivalent of the local currency cost (17.7%). AusAID and NZAID will each provide grant cofinancing of $8.60 million equivalent (28.7% of the total cost). The grant co-financing will be partially administered by ADB and subject to ADB guidelines and procedures for procurement of goods and services of consultants. The Government will contribute the remaining US$4.74 million equivalent, or 15.8%. US$ million Item Foreign Local Total Percent Exchange Currency Cost ADB AusAID NZAID Government of Samoa Total AusAID = Australian Agency for International Development. NZAID = New Zealand Agency for International Development. Source: Asian Development Bank estimates. Loan Amount and Terms Period of Utilization Estimated Project Completion Date Executing Agency Implementation Arrangements A loan of US$8.06 million from ADB s Special Funds resources will be provided. The loan will have a 32- year term including a grace period of 8 years, with an interest charge of 1% per annum and 1.5% per annum thereafter. The Project will finance activities in the education sector through a project loan modality. Until 30 June December 2012 Samoa Ministry of Finance The Project will be managed and implemented under a single framework. The Implementing Agency will be the Samoa Ministry of Education, Sports, and Culture (MESC). Strategic direction and oversight for the Project will be provided by the Education Steering Committee. MESC will have overall responsibility for day-to-day management of project implementation, monitoring and evaluation, and Section 2 5

15 reporting of progress. At the operational level, the Project will be managed by the MESC Core Executive, comprising the chief executive officer and assistant chief executive officers, and supported by the Office of the Chief Executive Officer and a project coordinator. All elements of the Project will be implemented through the existing MESC organisational structure. Responsibility for each component will rest with the appropriate Assistant Chief Executive Officer and be implemented by staff of the relevant division. The project implementation structure for the Project aligns with the MESC structure. The current project management team, established for ESP I, is planned to become an integral part of MESC s organisational structure as an assets management unit. It will have responsibility for procurement of goods and services for all the components, and overall responsibility for day-to-day coordination and management of component 3 implementation, monitoring, evaluation of progress, and reporting to the MESC Core Executive Group. An effective project management and monitoring system will be crucial to project implementation. Consulting services will be provided to strengthen capacity of the Core Executive to deliver the Project and future development projects effectively under component 5. Procurement Consulting Services All goods and services financed under the Project will be procured in accordance with ADB s Guidelines for Procurement and the Government s guidelines for procurement acceptable to the DP. The contract for MESC headquarters estimated to cost more than US$1,000,000 will be awarded following ADB s International Competitive Bidding procedures. All the other contracts under the Project will be awarded following national competitive bidding in accordance with Government procedures acceptable to the DP. The Project will provide about 428 person-months of domestic consulting and person months of international consulting services. All international and associated domestic consultants will be selected and recruited in accordance with ADB s Guidelines on the Section 2 6

16 Use of Consultants and other arrangements satisfactory to the DP for engaging domestic consultants. All international consulting services will be provided by either firms or individuals, in each case determined by MOF. The domestic consulting services will cover all services except for the project implementation. The Project will use Quality- and Cost-Based Selection (QCBS) method for recruitment of firms. The Project will provide consultant services for primary curriculum development, assessment system, information communication technology, audio visual specialist, bilingual, primary subject area specialist, advocacy, pre-service and in-service teacher development, public opinion assessment, education equipment procurement, civil works, education research methods, education sector expenditure review, education sector planning, and project management monitoring, and evaluation. Project Benefits and Beneficiaries The Project focuses on systematic improvement in the quality of service delivery through improved curriculum, development and delivery of learning materials, development of a national assessment system, improved teacher training and better learning environments. The long-term benefits will be derived from stronger institutional capacity delivering improved learning outcomes. About 40,000 primary school students will benefit from quality improvements through the Project. Schools with a large number of pupils at risk of dropping out will be targeted. These interventions are expected to strengthen Samoa s human resources and provide an opportunity for poor people to participate in and benefit from development. About 15,000 secondary students will benefit from more relevant multimedia learning materials in science and agricultural science. Students on the islands of Savai i and Upolu will benefit from the services of itinerant design technology and agriculture science teachers. The school environment of selected secondary schools and three colleges in disadvantaged areas will be upgraded to the national standard. Offering relevant, well-taught curriculum is an important incentive in Section 2 7

17 attracting and keeping students in school. Qualitative system improvements, through relevant curriculum and better learning environments, will result in higher test results, and lower dropout and repetition rates. The existence of a high-quality district secondary school will improve primary school participation and completion rates, and complement investments in parent and community advocacy campaigns. MESC s capacity will be strengthened through the provision of a new headquarters building that will improve the management environment and increase productivity. Further the Project will provide support for research and evaluation programs which will generate reliable measurement indicators and support evidence based policy development. This will improve the Government s policy and planning development capacity and delivery of services. The Project will also strengthen MESC s capacity in the day-to-day management, evaluation, monitoring, and implementation of development projects, leading to opportunities for a sector wide approach in the future. Risks and Assumptions The Government is highly committed to ensuring equity, quality, efficiency, relevance and sustainability in education. This requires more resources targeted at poor communities. However, political pressures may constrain this and the ability to rationalize the system to use resources costeffectively. The development and implementation of appropriate policies to use resources equitably and efficiently is required. During project implementation, dialogue with the Government will seek equitable distribution, sustainable and cost-effective use of resources. The Project does not foresee any major social risks, and will ensure benefits independent of gender and enhance equity by targeting lowperforming schools. Sustainability risks include: (i) insufficient recurrent budgets to finance non-salary recurrent inputs, especially in the primary and secondary sub-sectors; (ii) deterioration of facilities due to lack of maintenance; (iii) low return of investments in teacher training due to attrition from the teaching Section 2 8

18 force; and (iv) future underutilization of new secondary facilities due to internal migration. To mitigate risks, the Project will (i) provide substantial support to materials development, teacher training, and other quality enhancements as a bridging strategy to provide continuity, while assisting the Government to develop an overall policy for the education sector and a financing framework that will assure adequate support to basic education operation and maintenance costs (reflected in the Ministry of Education, Sports and Culture Strategic Policies and Plan, ); (ii) support development of policies and procedures for maintenance and protection of assets (addressed as part of the Strategic Policies and Plan framework); (iii) through technical assistance (TA) attached to the Project, build capacity for teacher development - housing incentives may attract and retain the teachers in the system and improvements in physical work environments and the introduction of innovative teaching techniques will improve teacher job satisfaction; and (iv) improve efficiency by rationalizing school provision. ADB will continue policy dialogue for rationalization of the education system to release scarce resources, and will assist MESC in developing student flow and simulation models to ensure that investments in civil works are appropriately sited. Technical Assistance ADB will provide an additional $350,000 equivalent as a TA grant from the ADB-funded TA program. The TA will establish a framework for developing effective approaches for teacher development programs essential for longer term sustainability of the project activities (Appendix 5 of the RRP provides details of the TA). The grant will cover the entire foreign exchange cost of $281,000 and $69,000 equivalent of the local currency cost. The Government will contribute $100,000 equivalent to finance the remaining local currency cost. Section 2 9

19 SECTION 3: PROJECT DESCRIPTION A. Objectives The ESP II Project supports a six year program that integrates infrastructurebased activities and funding research studies, activities focusing on curriculum development and teacher training, and the construction of the MESC headquarters building. The overall Project Impact (goal) 1 is to help GoS establish a more equitable and effective education system that will enhance learning outcomes of young people for further study, work, and adult life. The objectives of the Project are linked to the achievement of relevant Millennium Development Goals (MDGs) and are consistent with the intentions of the MESC Strategic Policies and Plan July 2006-June 2015, and other national strategies. The Project also supports the objectives of the MESC Corporate Plan ESP II focuses on primary and secondary education, but in addition, is explicitly designed to build the capacity within MESC and other GoS agencies required to handle a full sector-wide funding approach for education by strengthening in particular the capacity for policy analysis, monitoring and evaluation, procurement and financial management. The project is expected to make a major contribution to achieving the GoS and MESC priorities and targets for the sector by increasing equitable access to primary and secondary education and improving the quality of teaching and learning and strengthening the national capacity for policy development program, design and implementation. B. Outcomes The Project outcome will be the enhanced quality of education through improving the curriculum, assessment procedures, learning materials, and teaching practice; and providing equitable access to trained teachers, facilities, furniture, and equipment. Quality improvement is central to reaching the project outcomes and will be supported by improvements in the curriculum, assessment procedures, learning materials, and teaching practice; and the provision of equitable access to trained teachers, facilities, furniture, and equipment. In addition, Project implementation explicitly supports capacity building of MESC staff to ensure that by the end of the project they will be able to undertake all Project planning, management and delivery tasks expected in the context of a sector-wide 1 The terms Impact and Outcome at the higher levels of analysis used in the ADB RRP more or less correspond to the Project s goal and purpose in standard design documents Section 3 1

20 approach. The outcomes, outputs and targets/indicators are included and referenced in the Design and Monitoring Framework (Section 4). The Design and Monitoring Framework outlines how the various activities are structured into outputs and components, and how they relate to the Project s performance targets and indicators. These are, in turn, linked to the higher level outcomes anticipated from ESP II. The PIAM s revised framework, component structure and implementation schedule reflects MESC s wishes for an integrated program. It more closely reflects actual implementation, improves sequencing and will facilitate monitoring and evaluation over the course of the Project. The indicators and targets in the Design and Monitoring Framework are organized so that the output can be clearly related to the higher-level outcomes and against the Project s goal and purpose. A separate Risk Management Matrix (Section 10 Annex 4) has been developed to include mitigation strategies, and how risk will be addressed in the Project in order to strengthen the original matrix. Communities will be important stakeholders in monitoring these outcomes. It is assumed that Project-specific monitoring and evaluation processes and tools will be utilized by donors and MESC to ensure that these communities will be active participants in commenting on and analyzing Project impact. C. Project Cost The PIAM updates the Project costs and their distribution between the components. However the broad proportions of funds directed to infrastructure, curriculum, teacher training and so on have been maintained as specified in the ADB RPP of December Further detail is provided within original parameters and details have been clarified as needed. The construction costs are based on global 2005 estimates; they have not been upgraded to reflect the higher than expected 2006 price increases. The flexibility of Project delivery will mitigate most of the impact of these sudden changes in costs. A full cost schedule by component and type of expenditure (following the ADB format), with projected cash flow for the six years of the Project is contained in Section 6. Annual Plans will reflect a logical sequencing of the project activities indicating the milestones, and risks. A 6-year implementation schedule reflecting the linkages between various activities will be important to highlight how project activities work together to achieve the Project outcomes. D. Implementation Period The Project will be implemented over 6 years, however most activities under the components are scheduled for the first five years commencing from financial year 2006/07. The major activities scheduled for Year 6 are related to finalising Section 3 2

21 school construction and completion of building inspections. Project completion is therefore timed for financial year 2011/12. ADB loan effectiveness occurred on 14 August 2006, and Project completion is scheduled for December The Implementation Schedule (in summary and component detail form) for the Project is included in Section 6. E. Project Composition - Cross Cutting issues Gender has been incorporated throughout the Project components and in key outcomes and indicators in the Design and Monitoring Framework. Gender issues affect in particular components 1 and 2, where gender sensitive curriculum and learning materials will be developed and gender sensitivity training will be carried out. In addition some gender training in relation to Component 3 has been incorporated because of the nature of gender participation, construction and procurement practices in Samoa and elsewhere in the world. Gender issues will become part of research activities and analysis under Component 4, particularly in the area of the first two priority research projects (teacher effectiveness and student low achievement and completion rates, which suggest that boys are disengaging from formal education). Further gender related issues might be developed as part of additional research programs. Finally, under Component 5, as management of ESP II will involve all members of the Core Executive, and is likely to provide positive role models for women and men within MESC. Similarly all ESP II activities and components will incorporate human rights considerations. ESP II supports MESC goals and objectives that relate to human rights principles and are contained in sector and corporate plans. The Project will continue to advocate for the rights of the child in access to and equity of educational opportunities through all components. Teaching practices and curriculum development will be developed in line with human rights principles. Prior to the development of any module, manual or program, overarching principles, including human rights, treatment of minorities and gender principles, as well as project specific requirements, will be made explicit. Active community participation will allow all to comment, assess and explore progress and concepts as part of the Project, which is essential in promoting and valuing civil society. This will be achieved largely through the normal operating practices used to engage educational communities by the SOD through its Communication Strategy and overall operational practices. All schools have parent bodies and through formalised mechanisms are able to monitor educational service delivery and contribute to policy development. As part of the Project, MESC will inform and involve communities about the progress of the Project, in all its facets, including construction, curriculum, assessment and improved pedagogical expectations of teachers. The pilot project at Fagaloa aims to provide the community with broad access to formal Section 3 3

22 and informal educational opportunities and provide them with mechanisms to make government accountable. F. Detailed Description of Components The Project has five components: 1. Introducing curriculum reform and assessment systems; 2. Developing effective teachers; 3. Improving access to quality education; 4. Strengthening capacity to undertake research, evaluation, policy analysis, and planning; and 5. Strengthening capacity to implement and manage development projects Component 1: Introducing Curriculum Reform and Assessment Systems This component will ensure that all students have the opportunity to learn and acquire the knowledge, skills, and attitudes specified in the national curriculum. It also provides opportunity for continuing education aimed at strengthening families and communities. Many of the activities under this component are the continuation and extension of work of previous projects. For example, the Primary Education Materials Project (PEMP) and the Samoa Secondary Education Curriculum and Resources Project (SSECRP) both assisted in the development of new curriculum and instructional materials. Output 1.1 New Primary Curriculum The new curriculum and the related instructional materials will emphasise more active, child-centred learning activities in the classroom, and assessment techniques essential for high-quality learning. The Project will support - through the provision of consulting services and training - the development of a curriculum for Years 1 to 8 that will support more effective instruction and be consistent with MESC s bilingual education policy, the National Curriculum Policy Framework, and the National Special Needs Policy. A subject statement will be developed for each of 9 subjects in both English and Samoan languages. These will integrate values articulated in the National Curriculum Policy Framework and assist students experiencing learning difficulties and those with special needs. The new curriculum will be supplied in both print and CDROM formats. The subject statement and curriculum support development process is designed to provide opportunities for consultation with interested individuals and relevant stakeholder groups during the curriculum review, writing brief development and subject statements and support materials development phases. It is further Section 3 4

23 designed to strengthen local capacity for sustainable curriculum and materials development. The main features of the process include national primary subject committees to fulfil and endorsement, review and monitoring role. The membership of subject committees includes experienced teachers from both government and nongovernment schools, lecturers from the National University of Samoa with subject specific expertise, lecturers from the FOE, representatives of specific interest groups such as special needs associations, the medical profession, suicide prevention groups and so on. These committees report to the National Curriculum Council through the ACEO of the Curriculum Materials and Assessment Division (CMAD). The relevant CMAD adviser acts as the executive officer for each Subject Committee. Primary curriculum and materials writers will be contracted to assist MESC in developing a curriculum statement and a teachers manual for the specified primary curriculum area. The writers will work in consultation with the relevant subject committee, the Primary Curriculum and Materials Development Specialist whose main tasks are to provide expert advice on directions, approaches, formats, development, and quality assurance processes; a Subject Specialist/Reviewer who will provide technical advice, review and provide feedback to the writers and subject committees on the development of each subject curriculum statement and teachers manuals; and the Language and Bilingual Specialist who advises on the implications of first and second language development for curriculum development and teaching approaches. The process builds and strengthens the established structures MESC has been using over the last ten years for curriculum and materials production through both the PEMP and SSECRP projects. International assistance is limited to the position of Curriculum and Materials Specialist, while in all other key roles, it is expected that local capacity will be available. The design, implementation and review processes of curriculum reform ensure there is strong Samoa ownership of the developments through strengthening capacity for active participation and growing the human resource capacity for self-reliance. Output 1.2 Adequate Supply of Learning Materials and Teacher Manuals The Project will improve MESC s capacity for producing audiovisual learning materials. The development of supplementary graded readers in Samoan and English is an important objective to support implementation of the new primary curriculum and the bilingual education policy. These will cover a range of topics, which will thematically link with other subjects in Science, Mathematics, Social Studies, Health, Physical Education, Visual, Performing Arts and Music, as well Section 3 5

24 as the everyday lives of students. A strategic plan will be developed to ensure that readers are constantly written and prepared. The Project will support the provision of learning materials in the form of a general learning kit and a Science kit for each Year level. Curriculum support materials, in the form of teachers manuals, will be developed and provide teachers with sequenced instructional activities related to outcome objectives. These will be organised on a subject basis to support the scope and sequence of learning within each subject and include integrated units where crosscurriculum learning is deemed logical and appropriate. Along with instructional activities, sample assessment tasks and student work samples will assist in benchmarking student performance and help teachers to assess student progress and growth. The teachers manuals will be compiled at each Year level in loose-leaf folders that remain the property of the school. The teachers manuals will be supplied in both print and CDROM formats. The curriculum review and renew process will ensure that gender stereotypes, if any, are removed from the content of the curriculum support materials. Further, supplementary material for Special Needs Education will be developed to assist these students with the new Primary curriculum. The Project will provide consulting services and training to support these activities. At the secondary level, an important priority is the introduction of multimedia methods for Science and Agricultural Sciences education. Currently the country has a shortage of trained secondary teachers in Mathematics, Physics, Chemistry, Biology, and Agricultural Science. Although the teacher is the critical component in learning, students can still learn through means other than faceto-face instruction. New multimedia approaches for learning including video, learning software for computers, radio, and television have considerable potential to enhance learning. The capacity of the Education Broadcasting Unit will be developed through project-provided consulting services and training to prepare multimedia materials for Science and Agricultural science. In-service training will be conducted to introduce the multimedia materials. Results will be evaluated, and if successful, production can be expanded to other subject areas. As previously mentioned, the design utilises an integrated approach as far as it is possible and appropriate. The ongoing system of teacher training provides one illustration of the integration principle. The content, timing and approach to teacher training are drawn from a number of sources: the formal performance appraisal of teachers; the monitoring of the quality of teaching and learning program, and the yield of project activities. The resulting mix is a program of ongoing in-service training that is supplied through national workshops, clusters of schools with common needs, school-based workshops for individual schools, and individual teacher fellowships. The SOD of MESC collects the data, and through analysis determines the annual program of in-service training through balancing the various needs. Some of the activities in Component 2, Developing Section 3 6

25 Effective Teachers are aimed at strengthening the Ministry s capacity to analyse teacher quality data and match this to relevant training programs. Output 1.3 Community Partnerships Program for Demand Generation and Improved Learning Outcomes The subcomponent will provide technical support for a home-school literacy partnership for one pilot school, and the development of the Fagaloa community education learning centre program. The pilot will be implemented in two phases: Phase 1 will involve around 6-12 months of consultations and planning, while Phase 2 will be implementation of the pilot program itself. The home-school partnership program is drawn from recognition that schools by themselves have been unable to meet the basic literacy education needs of all students and the need therefore to involve the communities in literacy education. The partnership focuses on enhancing student literacy achievement through strengthening teachers and principals skills in using student achievement data. Parents and the community will also be helped to understand and use student achievement data to help students do better. An important feature of the program targets capacity building at various levels. The professional competence and literacy facility of teachers will be targets of systematic professional development programs. School principals will be trained on how to become professional school leaders with a thorough understanding of reading and writing and their overall assessment of the school s strengths as well as ways in which the school should be organised and the teachers supported to achieve the best literacy results. School communities will also undergo specific training to raise their literacy levels as well as how they can best support their children in learning the appropriate literacy skills and knowledge. The MESC staff will receive capacity building in the area of literacy policy development, implementation and monitoring. Activities will result in strengthened families and communities with high expectations and support for the learning of their family members, including those with special education needs. Project activities will support a community learning centre (constructed under Component 3) that encourages involvement, sparks interest, and develops community capacity. A resources kit will be developed to suit the specific needs of the school-community partnership. Alternative means of delivery will be considered, as will the involvement of other GoS departments and agencies and tertiary institutions. Programs will be developed and implemented for priorities identified by the community that may include continuing education, livelihood and income-generation activities. The partnerships program will be built on principles of ownership, continuity and sustainability. Consultative structures will be established and supported to ensure the community is fully involved in conceptualising, planning, implementing and evaluating the programs. Section 3 7

26 Research will be undertaken in Phase 1 to obtain valid and reliable data to inform the development of the program and to evaluate its impact (see under Component 4). It is expected that the pre-program research will include consideration of the following: baseline demographics, education statistics and outcomes, GoS current and future development plans for Fagaloa district; household surveys covering populations, involvement in education, occupational features, migratory patterns, socio-economic, community attitudes/perceptions and levels of interest and support for the program; development priorities; levels of literacy in school population, teacher quality, practice; and whole school environment and professional culture. The evaluation of impact will be informed by stakeholders views of targets and performance standards. Evaluation of impact will inform future developments of the program in Fagaloa and its potential for implementation in other communities. Output 1.4 National Assessment Policy Framework The introduction of a new primary curriculum and expected changes in the way students move to further education and employment necessitate changes to the examination system. The assessment and examination policies and systems will be reviewed, including the purpose and continuing use of the Year 8 examination. A national assessment policy framework will be developed to reflect current curriculum reforms including bilingual education, the recent assessment reforms as a result of the Samoa Secondary Education Curriculum and Resources Project (SSECRP), and allow the monitoring of progress in student learning over time. The current functions, administration structures, and processes of the assessment unit will be reviewed. The national assessment policy framework will take into account proposed changes to the Pacific Senior School Certificate administration, introduction of a regional Form 7, links to post-school recognition, and work of the Samoa Qualifications Authority. The Project will provide consulting services and training support. In the assessment reform work, local counterparts will be recruited to work closely with the National Assessment Framework Specialist, the Information Specialist and the School Assessment Specialist. The counterparts will allow the Samoa s capacity to be built in these areas, allows project activities to progress whilst ensuring the important work of national assessment management and administration is not hampered by project activities. The school assessment focus is on developing capacity at school level for policy implementation. Section 3 8

27 Scheduling and Resourcing The Implementation Schedule in Section 6 shows the sequence of activities in Component 1. Sequencing attempts to align related activities in this component and across components to minimise overload, include capacity building and to maintain connectedness within the overall program. A key consideration with regard to the scheduling of curriculum, materials, assessment, and training outputs is the timing and scope of school level implementation. MESC has placed full-scale implementation of the new primary curriculum in the year On this basis, drafts of curriculum statements and teachers manuals are scheduled for completion by May The schedule allows for trialling curriculum and teachers manuals in selected schools from June to September The outcome of the trials will inform any final revisions to the documents before printing which will be completed by June Pre and in-service training will take place in the remainder of 2009 to familiarise teachers with curriculum changes before full implementation in The scheduling of activities will be aligned with those of Component 2. Many of the same staff will be involved in both sets of activities. The timing of assessment activities, learning materials development and training are also linked to the development and implementation of the curriculum. This ambitious timetable will place some pressure on resources of the teaching service and may disrupt school operations during The consultations for the community partnerships program/fagaloa pilot have started and will continue throughout the duration of the Project. Phase 1 recruitment, research and program development will begin early in 2007, and will be the focus of the activities for the rest of the year. This period will involve planning and consultation, with the aim of developing a viable and cost-effective pilot program for implementation from the beginning of 2008, i.e. under Phase 2. At present, the PIAM includes technical assistance (national consultants) for this development period, although draft TORs for other national consultants have been made available to MESC. The planning and scheduling of assistance to support the pilot program will be developed and costed in more detail by CMAD and the MESC Core Executive once Phase 1 is completed. An indicative costing is provided, based on one means of delivering the pilot program through national consultants, however this should not necessarily be used for funding allocation. To ensure the curriculum remains current, curriculum review is co-ordinated by the CMAD advisers based on their school visit discussions and observations. Data is compiled and reported to the subject committees who make Section 3 9