asian development bank jfict:mon 36245 · asian development bank jfict:mon 36245 grant assistance...

ASIAN DEVELOPMENT BANK JFICT:MON 36245

GRANT ASSISTANCE (Financed by the Japan Fund for Information and Communication Technology)

TO

MONGOLIA

FOR

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FOR INNOVATING RURAL EDUCATION

April 2004

CURRENCY EQUIVALENTS (as of 24 March 2004)

Currency Unit - Togrog (MNT)

MNT1.00 = $0.00084 $1.00 = MNT1,183.63

ABBREVIAT IONS ADB – Asian Development Bank BBS – bulletin board system ECD – Aimag-level education and culture department ESDP – Education Sector Development Project ICT – Information and Communication Technology IIREM – ICT for Innovating Rural Education in Mongolia JFICT – Japan Fund for Information and Communication Technology JICA – Japan International Cooperation Agency JMITA – Japan-Mongolia Information Technology Association MFOS – Mongolian Foundation for Open Society MIDAS – Mongolian Information Development Association MOECS – Ministry of Education, Culture and Science MSUE – Mongolian State University of Education NDEC – Nonformal and Distance Education Center NFE – nonformal education NGO – nongovernment organization PIU – project implementation unit PMU – project management unit PPC – portable personal computer SEDP – Second Education Development Project

NOTES

(i) The fiscal year of the Government of Mongolia end on 31 December. (ii) In this report, “$” refers to US dollars.

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JAPAN FUND FOR INFORMATION AND COMMUNICATION TECHNOLOGY (JFICT) JFICT Grant Proposal

I. Basic Data

Name of Proposed Activity Information and Communication Technology (ICT) for Innovating Rural Education in Mongolia (IIREM)

Country Mongolia

Grant Amount Requested $1,000,000

Regional Project ¡Yes / l No

Grant Type l Project / ¡ Capacity building

II. Grant Development Objective(s) and Expected Key Performance Indicators

Grant Development Objectives (GDO): Increase access to, and learner achievement in, high-quality, locally responsive basic and nonformal education for disadvantaged rural populations in Mongolia. The short-term objective of IIREM is to establish a replicable model for using ICT to bring education content, modern pedagogy, and information to poor rural schools and communities. Within target rural areas the Project will (i) empower rural teachers (principally in basic education grades–to innovate and improve teacher practice and foster a pupil-centered (versus lecture-driven) active learning environment, (ii) enhance school management and system equity, efficiency, and transparency, and (iii) increase opportunities for high-quality and locally relevant nonformal education (NFE), and build new school-community linkages. While ICT use in schools is now confined to wealthy urban areas and informatics classes in the upper grades (with no benefits to other students or communities), institutionalization of IIREM's pro-equity model (using CD-ROMs1 and text-only E-mail to reach isolated, poor schools) will help address the growing internal digital divide and poverty of information in rural areas. Expected Key Performance Indicators: By the Project’s end, (i) 10,000 pupils benefit from pupil-centered, active learning, (ii) IIREM teachers devote 10% of classroom time to creative new material and group activities, with improved teacher subject mastery, (iii) head teachers and 50% of teachers (spanning subject areas) use ICT tools at least 1 hour per week, with two emails sent per week, (iv) ICT supports creation of 100 hours equivalent of innovative NFE lesson material on literacy, life skills, health and nutrition, etc., and (v) key lessons and approaches institutionalized in national policy and programs, with broad stakeholder buy-in to replicate and sustain the pro-equity ICT model voiced at the final national forum.

1 Compact disk-read only memory.

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III. Grant Categories of Expenditure, Amounts, and Percentage of Expenditures

Category Amount of Grant Allocated ($) Expenditures (%) 1. Minor Civil Works 112,200 11.2

2. Equipment and Supplies 286,000 28.6

3. Materials Development 83,850 8.4

4. Local Training/Workshops 89,800 9.0

5. Consultant Services 196,400 19.6

6. Miscellaneous Administration, Evaluation and Audits

161,180 16.1

Contingencies 70,570 7.1

Total 1,000,000 100.0

Incremental Cost

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JAPAN FUND FOR INFORMATION AND COMMUNICATION TECHNOLOGY (JFICT)

JFICT Grant Proposal Background Information A. Other Data Date of Submission of Application

25 November 2003

Project Officer Christopher A. Spohr, Project Economist Project Officer’s Division, E-mail, Phone

Social Sectors Division (ECSS), East and Central Asia Department E-mail: [email protected]; Phone: 632-5636 (direct) or 632-6815

Other Staff Who Will Need Access to Edit/Review the Report

Eiko Izawa Catherine Viola

Sector Education Theme ICT Name of Associated Asian Development Bank (ADB)-Financed Operation(s)

Loan MON-1908: Second Education Development Project (SEDP)

Executing Agency

Ministry of Education, Culture, and Science (MOECS)

Grant Implementing Agency Project implementation unit under SEDP project management unit (PMU) Contact: R. Bandii. Government Building #3, Rm. 116, Ulaanbaatar, Mongolia. Phone: 97611-310266. Fax: 97611-325282

B. Details of the Proposed Grant 1. Description of the Components, Monitorable Deliverables/Outcomes, and Implementation Timetable Component 1 Component Name Spurring Innovative Teaching and School Management Cost ($) 320,900 (JFICT contribution, excluding contingencies) Component Description This component will create mechanisms to develop and

disseminate teaching and learning resources. Capital and recurrent costs render Internet and other high-tech ICT approaches non-viable in much of Mongolia, especially in poor areas. However, the Project will show that the same key benefits can be obtained by using low-cost ICT solutions to distribute locally relevant content to schools via (i) an email-based bulletin board system (BBS), and (ii) CD-ROMs. A preliminary trial will allow testing and refinement of content development mechanisms noted below, while also demonstrating the efficacy of this model to improve teaching. To ensure a timely feed-in of early lessons to drafting of an

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MOECS policy paper on ICT in basic education, the preliminary trial will be limited to four phase-0 schools in Ulaanbaatar and surrounding Tov Aimag (province), focusing on teachers of English and one additional subject area. These schools will receive one low-cost desktop or portable personal computer (PPC, e.g., a laptop), earmarked for teacher use. Following mechanism refinement, the core Project will apply this model to address the needs of rural educators, who face severe constraints in accessing information resources. While the Project focuses on the 36 phase-1 and -2 target schools, ready scalability will allow broad dissemination to other schools having basic ICT equipment. Content generation under this component will principally draw on (i) inputs collected in training and evaluation visits, and (ii) voluntary teams of faculty and students at universities, particularly the Mongolian State University of Education, and select ICT-savvy secondary schools. The latter will include phase-0 schools and IIREM "mentor schools" (component 2) that will receive ICT equipment for in-school use and deployment in regional training, and schools that received computers under the Education Sector Development Program (ESDP). Guided by consultants, faculty-student teams will regularly provide up-to-date and subject-specific materials (e.g., teaching guides, model exercises for pupil-centered and active learning, and other innovative classroom tools, as well as content to enhance head teachers’ school management skills). The Project will provide

(i) capacity building and consultant support to MOECS in managing content development and mainstreaming pro-poor ICT tools (i.e., those that are low cost, viable in poor areas, and target poor users' needs),

(ii) funding for teams’ basic start-up and operation costs, and

(iii) small ICT kits for target aimag education and culture departments (ECDs), including video cameras for use in school visits.

Consultants will compile

(i) video and other documentation of school-level innovations collected from in-field surveys and training, for periodic distribution via CD-ROM and BBS, and

(ii) a handbook and exercises for teachers’ ICT use.

MOECS will (i) ensure in-kind inputs and create incentives (e.g.,

academic credit) for team participation, and

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(ii) actively encourage schools and ECDs to use ICT tools to promote innovation, efficiency, and transparency.

Monitorable Deliverables/Outputs

New model of faculty-student teams and nongovernment organization (NGO) participation are shown to be viable; teacher and school change is fueled by new mechanisms for content delivery, information flows, and support networks. Amount of interaction is doubled: (i) teachers/principals with education staff at ECDs, and (ii) school-to-school. Capacities of MOECS and target aimag ECDs to manage content development and promote broad education innovation are built via hands-on training and workshops (20 staff). Content is periodically disseminated to schools:

• text-based content via BBS, • CD-ROM compilation of grassroots school innovations, and • handbook and materials on teachers’ use of ICT tools

to improve teaching. Implementation of Major Activities: Number of months for grant activities

Phase 0 (January–May 2004) will guide key mechanisms as expeditiously as possible, including direct purchase of minor ICT equipment. The core Project consists of phase 1 (May 2004–March 2005) and phase 2 (March 2005–June 2006). From June 2004 to the Project’s end, the following are expected:

• Faculty-student teams update BBS in each subject twice a month.

• In dialogue with the Mongolian Foundation for Open Society (MFOS), consultants compile CD-ROMs (at least once a year) of material from school visits. • A handbook and support materials are drafted by 1 August 2004 and 15 April 2005, respectively, and completed before the national forum.

Component 2 Component Name Equipping Poor Rural Schools for Change Cost ($) 359,880 JFICT contribution; 67,000 MFOS parallel-financing

(excluding contingencies) Component Description The component will focus on 36 poor rural schools in two

central-western regions, each consisting of three poor and largely rural aimags. Of 20 phase-1 schools, roughly half will be in one aimag of each region (tentatively Bayanhongor and Dzavhan), selected based on levels of poverty, isolation, and resource constraints; 16 phase-2 schools will be divided across a second aimag in each region. In isolated schools, lack of access to information and support mechanisms

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compounds inadequate conventional materials. Thus, IIREM target schools will receive

(i) a kit of basic traditional teaching and learning materials (e.g., instructional posters),

(ii) minor civil works to ensure safety and security in a designated teacher’ room, including electrical wiring or small solar-/wind-power systems devoted to ICT hardware, depending on school electrification year-round,

(iii) a minimal (low-cost and low-maintenance, but scalable) hardware package, including a robust PPC outfitted for connection to a simple email-based communication network, and

(iv) basic furniture, including a teacher workstation (with integrated lockbox) and a classroom display stand for the PPC.

Six IIREM schools, plus two schools with a longer exposure to ICT under Project Sakura of the Japan International Cooperation Agency (JICA), will receive one additional robust PPC, furniture, and room facilities to create a safe and positive environment for dorm use by poor boarders under subproject 1 (component 3). Finally, the Project will provide a limited budget to cover recurrent costs of school ICT use (e.g., phone charges). To enable teachers and head teachers in the 36 IIREM schools to exploit new ICT-based access to information, materials, and networks in adopting pupil-centered, active learning approaches, critical capacity building will have two prongs:

(i) IIREM will support a small series of local workshops and focused trainings on basic competencies needed for ICT-supported innovation in teaching and school management; and

(ii) Complementing this and building on partnerships under ESDP, MFOS will mobilize its local training networks (and parallel financing) to conduct in-field training on school-level innovation, with some coverage of NFE facilitators.

To ensure skill retention, efficacy, and links to actual practice, training will be periodic, in-school, and during or just before school semesters. Training-of-trainers will prepare two mobile teams—based at one designated mentor school in each region—to conduct training, troubleshooting, and basic monitoring in schools. Both prongs will provide some coverage of ECD and other aimag-level staff, to promote buy-in and support for school-

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level innovation. Monitorable Deliverables/Outputs

Thirty-six target schools are equipped with basic traditional teaching tools plus an infrastructure platform (with solar or wind power as needed) for ICT tools to link the schools to information, materials, and support. Rural educators (around 450 teachers, head teachers, and local NFE facilitators) receive periodic capacity–building training in modern pedagogy and ICT use as a springboard for innovation in classroom methods. IIREM ICT tools are used flexibly and effectively in (i) teacher development, (ii) in-class activities and student-teacher collaboration, (iii) school management, and (iv) school-community initiatives (e.g., subprojects). Head teachers and most teachers (spanning all subjects) access ICT tools at least 1 hour per week for email, email-based bulletin board system (BBS), and CD-ROM-based resources. Similar opportunities exist for poor children in dorms of eight subproject-1 schools. Email/BBS system function in at least two aimags announce and track delivery of textbooks and salaries (component 3).

Implementation of Major Activities: Number of months for grant activities

Minor civil works are completed by mid-June 2004 (20 phase–1 schools) and mid–May 2005 (16 phase–2 schools), with a similar timetable for furniture for use by teachers and in dorms. The basic teaching materials package and phase–1 school ICT package are provided by mid–September 2004; the phase–2 school ICT package and control–school two–subject kits are provided by 1 June 2005. ICT operation allowance is provided to active schools. In active schools, teachers, head teachers, and NFE facilitator(s) are trained at least once in 2004 and 2006, and twice in 2005. ECD staff in target aimags are covered in fall 2004 and late spring and fall 2005.

Component 3 Component Name Stakeholder Mobilization to Promote Quality and Equity Cost ($) 105,150 (JFICT contribution, excluding contingencies) Component Description IIREM will involve a broad set of stakeholders to enhance

efficacy and build momentum behind project initiatives. To expand local pro-poor benefits of ICT tools and build new school-community linkages, two subprojects (each focused on 4–8 communities) will enhance in-dorm access for poor boarders, and local NFE. A third subproject aims to increase

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transparency, efficiency, and community involvement in school management. This will include using email/BBS to announce and track textbook and teacher salary distribution, delays and flaws in which often most seriously threaten education quality and access for poor children. Each subproject will create and periodically distribute software and information resources via BBS and CD-ROM, bundled with traditional materials. Complementing software developed under SEDP, content will be focused on poor, remote communities’ needs, and will be created by

(i) a publicly announced competition (a locally proven model for involving local NGOs, firms, and individuals) to develop software and information resources on CD-ROM,

(ii) compilation of local best practices in NFE documented in-field, and

(iii) participatory workshops for the three subprojects. Consultants will distill inputs from field visits and incorporate those from the Nonformal and Distance Education Center (NDEC) under MOECS and other organizations. IIREM will also fund distribution of related stand-alone materials to other schools and communities. To spur creation of strategies for using ICT tools to advance quality and equity in schools and NFE, educators and ICT partners (e.g., NGOs and international agencies) will be brought together through (i) a midterm workshop, and (ii) a final technical workshop and national forum to review project findings and implications for policy and broad partnerships, culminating in a focused action plan.


Subprojects demonstrate mechanisms for pro-poor ICT sharing (i) dorm "e-mentors" help at least 20 peers send two

emails/week, (ii) NFE facilitators access school ICT at least 2 hours per week, and

(iii) the system is launched in at least two aimags by school year 2005/06 to announce and track delivery of textbooks and salaries.

ICT supports creation of 100 hours equivalent of innovative NFE lesson material on literacy, life skills, health/nutrition, etc. Broad stakeholder buy-in and policy dialogue culminate in a final forum and concrete action plan; lessons on pro-poor cost-effective ICT use are integrated into national policy, backed up by budgeting and cost recovery where viable and

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equitable. NGO/private partners and sustainable mechanisms and strategies for replication are identified.


Workshops in June 2004 and February and November 2005 devise/ revise material kits for subprojects for dormitory use and NFE. Local best-practice CD-ROMs on NFE are distributed in June and October 2004 and June 2005. Midterm and final forums for educators and ICT partners are held in February 2005 and May 2006.

Component 4 Component Name Evaluation Cost ($) 63,500 (JFICT contribution, excluding contingencies) Component Description Systematic monitoring and evaluation will generate key lessons

learned, principally for IIREM (allowing project refinement), but with some coverage of SEDP and Sakura Project ICT initiatives. Led by an independent evaluation consultant, this impact assessment will include baseline studies and control sampling, covering up to 50 schools in a fixed survey loop (i) the 36 selected target schools, (ii) an additional control sample of 6 schools, and (iii) several SEDP and Sakura Project schools. Following an initial assessment of needs, constraints, and capacities in targeted rural schools (survey 1), subsequent visits will concurrently implement surveys 2a–b, focusing on education practices (including ICT use) in (i) formal education, covering all evaluated schools, and (ii) dorm use, NFE, and improved school management with community participation, covering schools and communities participating in the two related subprojects. Formal quantitative and qualitative evaluation will culminate in three reports covering (i) ICT use in schools and NFE, (ii) direct benefits such as teachers’ and pupils’ ICT literacy and access to information, and (iii) the impact of ICT tools on basic education quality and broader outcomes affecting rural pupils and communities. The consultants will also institute a strategy for automated tracking of ICT tool usage, and participating schools and ECDs will agree to allow random screening of email, protecting anonymity but providing valuable information on how ICT tools are being used and where improvements are needed. Finally, school visits for training and evaluation will be used to collect examples of grassroots innovation via video camera, floppy disk or CD-ROM, and other means, for compilation and dissemination under component 2.


Three evaluation reports on (i) ICT use under the new model, (ii) direct effects of ICT, and (iii) broad school and community impact, will feed key lessons learned into high-level policy dialogue on ICT in primary and secondary education.

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Project evaluation will be done periodically: (i) survey 1 (baseline) in mid-May 2004, (ii) surveys 2a–b on education practice and in–dorm ICT

use, conducted in four sweeps at 6–month intervals, with grassroots innovation captured for dissemination under component 2 and

(iii) centralized checks of ICT usage (volume and content).

Consultants finalize three reports after presenting draft findings to decision makers and stakeholders at the final national forum.

Component 5 Component Name Project Management Cost ($) 80,000 (JFICT contribution, excluding contingencies) Component Description The Project will fund a project implementation unit (PIU)

(including full-time staff salaries) to oversee day-to-day implementation, including procurement, disbursement, reporting, and facilitation of information collection. The PIU will coordinate with MFOS to maximize complementarity of parallel-financed activities under component 2. The PIU will consist of a project manager (reporting to the director, MOECS Basic Education Department, and to ADB, and responsible for day-to-day coordination of IIREM) and a project assistant. Integrated into the PMU under the SEDP, the IIREM PIU will benefit from (i) full access to its information and administrative resources, and (ii) support in all procurement, disbursement, and financial matters by SEDP officers, who have experience in ADB procedures (e.g., imprest account). A steering committee—tentatively representing key MOECS departments, NDEC, the two SEDP partner universities, ministries of infrastructure and finance , JICA, MFOS, and a small number of other relevant organizations—will provide overall guidance and ensure linkages to national planning and policy dialogue.


IIREM and SEDP are linked to each other, and effectively communicate with international agencies and other stakeholders. Accurate, timely documentation covers project activities.


PIU staff are recruited, and a proposal for the steering committee constituency is submitted to ADB before the Project starts. Reports are submitted to ADB in June and December of each year. Annual audits are conducted at the end of each fiscal year (which is the same as the calendar year).

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2. Financing Plan for Proposed Project to be Supported by JFICT

Financier $ (Amounts including contingencies)

JFICT 1,000,000

Government 186,550

Other Sources MFOS Local Communities

72,250 41,200

Total 1,300,000

3. Genesis and Rationale During project preparatory missions for SEDP in October 2001 and January 2002, a special inquiry explored the potential of ICT to improve education quality and access. In addition to a general overview of recent trends in the use of ICT, defined broadly to include new and mature technologies (e.g., Internet but also TV, radio, and print materials)—in Mongolia, discussions were held with representatives of key stakeholders (section 5). This process identified incremental and low-risk improvements to ongoing MOECS efforts to augment informatics teaching and expand student access to ICT. These efforts are reflected in ICT investments under SEDP, formulated in close dialogue with JICA to ensure strong complementarity with the Sakura Project. At the same time, to enhance equity and augment the long-term poverty reduction impact of these initiatives, ADB agreed to develop and seek grant funding for an additional, highly innovative project to directly meet rural teachers’ and head teachers’ need to access information and support mechanisms. Exploiting the ICT platform established under ESDP and SEDP, with only minor additional hardware and software, ADB and MOECS agreed that this initiative should (i) pilot a cost-effective model for empowering rural educators—across subject areas, including primary education—to innovate pupil-centered, active learning environments; and (ii) feed back into MOECS-funding agency dialogue on policies for ICT in basic education. A fact-finding mission in June 2002 discussed details of the then proposed IIREM Project with the Government and other key potential partners, solidifying consensus on priorities, refining project design, and clarifying implementation arrangements. Subsequent dialogue, including ADB participation in a national symposium on Education for All and ICT in December 2002, and follow-up talks in September 2003, have confirmed the timeliness of support in the area of pro-poor applications of ICT in education. 4. Sustainability The first main prong of the "exit strategy" is to institutionalize national support for proven interventions. The Government recognizes that basic education can provide substantial long-term economic and social returns, and IIREM seeks to demonstrate that a new model can promote specific national education objectives (section C) more cost-effectively than existing approaches, particularly in meeting the needs of hard-to-reach groups. IIREM lessons will be integrated into wide policy dialogue, including via IIREM's midterm and final forums, MOECS policy paper, and broader dialogue under SEDP. Second, by building in participation (see below) by diverse stakeholders, IIREM will lay the basis for new forms of partnership between schools, communities, NGOs, and the private sector, and innovative approaches that balance equity, cost-recovery, and other goals. The Project will

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explore linkages to other promising new initiatives such as the Japan–Mongolia Information Technology Association (JMITA), an NGO being spun off by Project Sakura, now assembling teams (largely using volunteers from local universities) to provide troubleshooting and hardware maintenance on a nonprofit basis. The final national seminar will solidify long–term links and identify policy priorities and a concrete action plan, including identification of NGO and private sector partners and sustainable mechanisms for project replication. Spanning these two prongs, comparison to other relevant initiatives will pinpoint opportunities to tap NGO or private entities to provide or expand some services, where this is efficient, sustainable, and equitable. Other factors promoting sustainability and extension of successful activities include:

(i) IIREM’s focus on cost-effective approaches to achieve concrete objectives. Drawing upon hardware and email-based systems instituted under SEDP, IIREM will provide only a minimal (although scaleable) package of low-cost, robust, and flexible-use ICT equipment.

(ii) Growing local ICT exposure and capacity. Lessons from ICT initiatives in many contexts demonstrate that human capital is a key facet of sustainability. In contrast to hardware-driven initiatives, IIREM's design emphasizes key “soft components:” training, content development, network building, and monitoring and efficacy assessment. These are vital to the success and extension of ICT initiatives after donor exit, particularly in developing countries, where limited exposure to new technologies and approaches, language barriers, and user remoteness pose key challenges. In-project monitoring and evaluation will also identify key post-project challenges and solutions.

(iii) Alongside falling costs of ICT services and hardware, project experience and expert advice will help MOECS identify new schemes for financing, low-cost connectivity, and higher utilization of ICT tools.

5. Participatory Approach From the start, IIREM design has been guided by discussions with five key stakeholders: (i) central MOECS, (ii) aimag-level education and culture centers and social policy departments (now merged as ECDs) in four aimags, (iii) head teachers (principals and headmasters), teachers, and students of 26 schools in six aimags, (iv) World Bank, various United Nations (UN) agencies, and bilateral organizations (especially JICA), and (v) NGOs active in education at the central and local levels, including the internationally affiliated MFOS and Mongolian Information Development Association. Consultant terms of reference will emphasize maintaining this dialogue and ensuring feed–in to IIREM's phase 2. The Project’s design promotes local capacity and ownership via

(i) working with educational institutions with expertise in teacher training and ICT, and strengthening capacities in developing ICT–based content for basic education and NFE,

(ii) partnerships with NGOs and schools in content generation and in–field training and support,

(iii) involvement of private firms and individuals in creating ICT applications for basic education,

(iv) promotion and demonstration of grassroots teacher innovations (disseminating successful models by CD-ROM and BBS), and

(v) broad community empowerment via highly pro-poor subprojects.

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The extensive involvement of NGOs is noted above. Long-term linkages with the newly established JMITA will be explored, as it evolves following spin-off from the Sakura Project. Primary Beneficiaries and Other Affected Groups and Relevant Description

Other Key Stakeholders and Brief Description

Teachers and Head Teachers. Interviews of staff in poor rural schools during project design indicated that isolation from information, teaching materials, and support mechanisms (e.g., communication with peers and guidance from ECDs and central MOECS) is a key hardship, linked to "brain drain" of talented teachers to urban areas. Breaking such isolation will help reverse this trend. At least 350 teachers will complete a series of periodic in–school trainings on modern pedagogy and creative classroom techniques, including shared use of ICT tools for self–enhancement, networking, and in–class demonstration and participatory activities. IIREM will help teachers break the monotony of “chalk and talk” (imposed in part by lack of information and teaching resources), with self–reinforcing effects on teacher motivation. New ICT–based resources and support networks (i.e., peer experience sharing and contact with higher–level education staff) will enable at least 70 head teachers to improve school management, with 35 head teachers participating in subproject initiatives to promote equity–enhancing school-community linkages. Beneficiaries from Subprojects. At least 160 poor children living in dormitories in six IIREM and two Sakura Project schools under subproject 1 will, for the first time, be given the opportunity to communicate regularly with children in other localities. In each dorm, at least one “e-mentor” student will ensure that younger peers can use email and access especially developed information and activities on CD-ROM. In eight communities under subproject 2, NFE facilitators will benefit from access to new materials and supportive training, augmenting their ability to provide relevant NFE to meet the varied needs of the poor. NFE facilitators and learners will benefit from closer linkages between the formal and

Communities. Communities surrounding the 36 target schools will benefit from new school-community partnerships. Advocacy and innovations under IIREM will involve parents in their children’s education and in school management. The three subprojects will particularly address needs of poor communities and poor groups: (i) children in dorms (frequently from poor herder families) given access to ICT, (ii) illiterates, dropouts, and others provided enhanced opportunities for NFE, and (iii) increased participation for communities in school management for efficiency and equity. Sharing of ICT tools in IIREM schools may also provide a base for community participation in another pending proposal for JFICT or other grant funding for ICT use to improve local health and nutrition. Education Administrators. Roughly 5 central MOECS staff and at least 15 staff in target aimag ECDs will benefit from periodic capacity building for education innovation. ECD staff will be provided new hardware and software to enhance their ability to oversee basic and nonformal education throughout their aimags, via better communication. Collaborative Teams. Educators and students participating in content development teams at universities and ICT-savvy schools (including at least 10 faculty and 50 students in each of the two mentor schools, collaborating to produce content and conduct question-and-answer sessions with target schools) will benefit from capacity building, hands-on experience to cement their skills, and wholly new competencies and broadened perspective. Phase-0 Schools. Four schools in Ulaanbaatar and surrounding Tov Aimag will be selected as test sites during the pre-project

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Primary Beneficiaries and Other Affected Groups and Relevant Description

Other Key Stakeholders and Brief Description

from closer linkages between the formal and nonformal systems. Facilitators' use of PPCs in-field during school vacations will expand access to innovative NFE, especially among poor herder families. In at least two target aimags, email-based systems for tracking resource distribution under subproject 3 will increase transparency and advance community participation in school processes. Flaws in textbook and teacher salary allocation disproportionately affect education in poor communities and for the poorest children. Pupils. As the ultimate beneficiaries of IIREM initiatives, roughly 10,000 pupils in 36 target schools (comprising just above 10% of total enrollment in the five potential target aimags) will benefit from improved teaching and school management. In particular, IIREM schools should become markedly more child–focused, while teachers’ access to new materials, training, and support mechanisms (as well as in-class activities using CD-ROMs) will make education more relevant than it has been. In turn, this should decrease the dropout rate and absenteeism and improve subject mastery, while active learning approaches will foster high–order thinking skills. Greater transparency and IIREM’s stress on equity and inclusion of primary-level education will also ensure that poor children benefit disproportionately. Subproject 1 and the dissemination and public recognition of good models of pro-equity innovation will spur other equity–enhancing interventions.

phase. Teachers in English and one more subject and their students will benefit from participation in this phase, and from experience gained in collaboration during the core project (component 1).

6. Coordination Beyond general discussion with JBIC (which is not involved in directly relevant activities in Mongolia) and the World Bank (using ICT in its Global Development Learning Network programs, targeting mostly government officials), the project design has been shaped by periodic dialogue with the JICA Mongolia Office and particularly with the task leader for Project Sakura, now in its second phase. Continued exchange of ideas and information will ensure complementarity across IIREM, SEDP, and Sakura Project initiatives. IIREM subproject and evaluation activities will include several Sakura Project schools, and surveys will elucidate and compare performance of the Sakura Project and SEDP models (focused on informatics and slightly more urban schools).

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7. Detailed Cost Table: Summary and detailed cost tables are attached as Appendixes 3 and 4, respectively. C. Linkage to ADB Strategy and ADB-Financed Operations

Document Document Number

Date of Last Discussion

Objective(s)

Country Strategy and Program Update (CSPU) (2004-2006)

August 2003 The CSPU reemphasizes the need to support reforms and address institutional issues (in addition to social infrastructure) to improve access to education by the poor.

Poverty Reduction and Strategy Paper (PRSP)

Released 3 July 2003

Key development framework goals include creating "an equitable environment for ensuring human development." IIREM most directly promotes the education policy objectives "to set up a system where educational services are accessible in all areas, particularly in rural areas, and to support the need of low income groups…" IIREM also advances other objectives (i) monitoring, assessing, and upgrading quality at all levels, and (ii) improving management capacity in all education units.

ADB Policy on Education

Approved August 2002

The policy states that "ADB should seek out and evaluate innovative practices, and ensure support for incorporating them in the education system, especially innovations that will improve access and quality of education for the poor," including via appropriate forms of ICT, coupled with appropriate investment in training and other support.

Poverty Partnership Agreement (PPA Reviews

April 2002 The 2001 and 2002 reviews reinforce the focus of the PPA on closing the urban-rural gap and raising enrollment rates in primary, lower-secondary, and upper-secondary education

2. Linkage to Specific ADB-Financed Operation Project Name Second Education Development Project (SEDP)

Project Number Loan 1908-MON

Date of Board Approval 8 August 2002

Loan Amount $63.8 million equivalent, including a $14.0 million loan from ADB, a $45.0million grant from the Government of Japan, and a $4.8million

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$45.0million grant from the Government of Japan, and a $4.8million concessional loan from the Nordic Development Fund (NDF).

3. The Project’s development objective SEDP's main objective is to promote human development by formulating and strengthening universally accessible education services. The Project’s secondary objective is to reduce income and deprivation poverty by improving sustainable access to quality preschool and basic education in poor rural and urban communities. 4. The Project’s main components

No. Component Name Brief Description

1. School and Kindergarten Development

1.1 Rehabilitation of at least 60 rural primary and secondary schools in poor aimags to improve learning environments, efficiency (e.g., heating), and access to disabled pupils

1.2 Construction of six energy–efficient kindergartens and schools

1.3 Subcomponents cofinanced by the Government of Japan and NDF cover urban and rural school upgrading (some with renewable energy systems), and capacity building for MOECS construction unit

2. Quality Improvement 2.1 Provision of and strategies for in–service teacher training, focusing on rural teachers’ needs

2.2 Improvement of textbook or learning material quality

2.3 Strengthening the informatics curriculum, and pre–service training in use of ICT as a teaching tool (jointly with the Government of Japan)

2.4 Strengthening science and vocational education (NDF)

3. Education Management 3.1 Capacity building for MOECS staff at various levels and for principals in planning and implementing education (especially financial management). Essential ICT equipment is given to local education administration offices.

3.2 Project implementation support (especially in planning, procurement, and monitoring and evaluation), and training for project management staff (jointly with NDF)

3.1 and 3.2 are to be implemented in close dialogue with JICA.

17

5. Rationale for Grant Funding versus ADB Lending While the rising political commitment (and donor interest) to expand ICT in Mongolian schools presents new opportunities, as in many countries whether emphasis on ICT will narrow or exacerbate the internal digital divide and broader inequities in access to resources is unclear. Cost-effective, viable, and equitable approaches must, therefore, be demonstrated. Grant-funded assistance under IIREM is justified to (i) pilot untested initiatives focusing on equity and poverty reduction, (ii) pursue innovative, cost-effective approaches and build local capacity in content generation to enhance long-term sustainability, and (iii) monitor and evaluate ICT initiatives. These are not readily amenable to loan support but will be critical to build a foundation for equitable application of ICT for basic education and NFE. D. Implementation of the Proposed Grant

1. Implementing Agency A PIU within MOECS (also the Executing Agency for the SEDP loan) will oversee day-to-day implementation, including coordination with MFOS to ensure dovetailing of in-field training activities under component 2. The PIU will be integrated into the PMU under SEDP, tapping its experience with ADB procedures. A steering committee (component 5) will provide overall guidance and ensure linkages to national planning and policy dialogue. Implementation arrangements are outlined in Appendix 2.

The parallel-financing relationship with MFOS builds on ICT–related collaboration under ESDP. MFOS is a locally–constituted NGO with funding under the Soros Foundation Network. MFOS’s mission is to advance an open and democratic society. Most relevant to IIREM, MFOS's Education and Information Programs have proven track records, including in mobilizing in-field training teams in the target aimags and broad collaboration with MOECS. The education program director will serve as task manager and be responsible for coordination with ADB and submission of biannual update reports. 2. Risks Affecting Grant Implementation Type of Risk Brief Description Measure to Mitigate the Risk Logistics Challenges of geographic coverage,

hardware and software, and infrastructure

Design stresses technical simplicity and cost–effectiveness; spare laptops allow swap-out for repair in Ulaanbaatar.

Partnership Breakdown

Weakening collaboration and coordination among partners

The consultation process is lengthy. Design emphasizes equity–enhancing, broad benefits. Multi–level partnerships are reinforced (national policy dialogue down to school–community linkages).

Inadequate Human Resources and Support

Weak capacity and/or motivation to use ICT as a tool and for school–community sharing, in content development, etc.

The ICT approach is simple and appropriate and relevant to local conditions. In–school training is held periodically, with continual support via email, BBS, and CD–ROM. Community involvement

18

Type of Risk Brief Description Measure to Mitigate the Risk and external monitoring feed back into implementation.

Resistance to Innovation

Inertia in the focus on exam–centered instruction, and resistance to new approaches, greater transparency, and shift to equity versus concentration on best teachers and pupils

Capacity building for central and local education officials and head teachers supports innovation from above. Evaluation feeds directly into the Project (e.g., "best local practice" CD-ROMs) and policy dialogue. Subprojects encourage community participation.

Brain Drain to Urban Areas

Possibility that rural teachers and ECD staff pursue urban jobs after receiving ICT training (particularly problematic in initiatives providing high-level ICT skills)

IIREM focuses on building basic capacities. ICT tools address rural educators' isolation, potentially reversing outflow trends.

3. Incremental ADB Costs. JFICT funding is not requested for incremental costs.

Component Incremental Bank Cost Amount requested Not applicable.

Justification Not applicable. Type of work to be rendered by ADB

Not applicable.

4. Monitoring and Evaluation

Key Performance Indicator Reporting Mechanism Plan and Timetable for M&E

By the Project’s end: (i) Ten thousand pupils benefit from pupil-centered, active learning.

Consultant coordination and reporting on baseline survey 1 of needs and capacities, and survey 2b to evaluate classroom practice and teacher and pupil knowledge and attitudes; ECD and field team observation and interviews

Survey 1 (baseline assessment of capacities, constraints, and needs) finished by end of June 2004; survey 2a (on education practice) pilot-tested by end April 2005, with sweeps in June and September 2004, March and September 2005, and April 2006; periodic visits by ECD staff, ADB missions, etc.

(ii) Teachers in IIREM schools devote 10% of classroom time to creative new material and student group activities, with improved teacher subject mastery.

Baseline and follow-up evaluation (surveys 1 and 2b); feedback/self-assessment; field team documentation of classroom practice, with school-level innovations compiled and disseminated on CD-ROM

See survey fielding under (i). Field observations compiled into best-practice CD-ROMs by August and mid-October 2004, mid-May and end of October 2005, and end of April 2006

(iii) Head teachers and 50% of Survey 2a on ICT tool usage; See survey fielding under (i)

19

Key Performance Indicator Reporting Mechanism Plan and Timetable for M&E

teachers (spanning subject areas) use ICT tools at least 1 hour/week, and two emails are sent per week.

overseeing by consultants of automated, subject-specific tracking of email traffic and BBS usage; periodic in-field monitoring, and random screening of emails to ensure appropriate use (networking across schools and with local ECDs)

Periodic (estimated quarterly) assessment of findings of email tracking and random screening

(iv) ICT supports creation of 100 hours equivalent of innovative NFE lesson material on literacy, life skills, health and nutrition, etc. Communities widely access NFE and other resources under subproject schools' commitments for out-of-class use (component 3).

School visits and NFE facilitator interviews, with best practices collected or videotaped and disseminated on CD–ROM; field visits by ECD staff, consultants, and ADB missions; Email–use tracking system and PIU observation of other subprojects

Field observations and local NFE models compiled into best practice CD–ROMs by mid-June and end October 2004, and end June 2005; additional workshops discussing NFE practice and developing kits in late January and November 2005

(v) Key lessons and approaches are institutionalized in national policy and programs, with broad stakeholder buy–in to replicate and sustain the pro–equity ICT model voiced at the final national forum.

Media watch by consultants and ADB Resident Mission on national policy dialogue, final national forum, reflection of pilot model in draft/final MOECS policy papers on ICT in basic education, and collection by field teams of local community feedback

First draft of the MOECS policy paper to be submitted by end of May 2005 (under SEDP); midterm and final national forums held in February 2005 and June 2006

5. Estimated Disbursement Schedule

Fiscal Year (FY) Amount ($ including contingencies) FY2004 495,000 FY2005 370,000 FY2006 135,000 Total Disbursements 1,000,000

20

E. Clearances To be Cleared By Name / Division Comments 1. DirectorGeneral of the relevant regional department

M.E. Tusneem / ECRD l Cleared / ¡ Not Cleared Comments:

2. Director of the division in the relevant regional department

W. M. Fraser / ECSS l Cleared / ¡ Not Cleared Comments:

3. Staff review committee members

M.E. Tusneem (Chair) / ECRD H.S. Rao / ECRD W.M. Fraser / ECSS A. Ruthenberg / ECOC W. Loxley / RSAN V. You / OGC Y. Dan / COCS J. van Ommen / OCO

l Cleared / ¡ Not Cleared Comments: Full meeting minutes available upon request.

4. Other reviewers Peer review (January 2003) by G. Elllison-McGee (former Chair of ICT Committee), G. Forsberg (former Chair of Education Committee), W. Loxley, H. P. Brunner, P. Chang, and J. K. Lee; Full interdepartmental circulation in February 2003

l Cleared / ¡ Not Cleared Comments:

5. CC list

M.E. Tusneem (Chair) / ECRD W. M. Fraser / ECSS E. Izawa / ECSS

F. Checklist

1. Does the application support activities that will assist the Developing Member Countries (DMCs) to bridge the digital divide to help reduce poverty in Asia and Pacific.

l Yes / ¡ No

Response is found in sections II (GDO), B.3, and C.5. 2. Do the proposed activities fit within at least one of the following basic purposes of the JFICT?

(i) support ICT-related activities in DMCs that can add substantive value to promote and impact the poverty reduction strategy of the ADB and other related development aims

(ii) encourage private sector participation in ICT development and enhance its capabilities in the region

21

(iii) improve regional and international cooperation, partnership and networking to enhance local efforts at development through appropriate ICT applications.

l Yes / ¡ No

The project directly promotes (i). Response is found in sections II (GDO), B.3, and C.5. 3. Are the proposed activities designed and expected to be implemented with full participation by local community groups and NGOs?

l Yes / ¡ No

Response is found in sections B.5, and B1, components 2 and 3. 4. Do the activities support interventions that will have a catalytic effect or magnify the impact of ADB-financed operation(s)?

l Yes / ¡ No

Response is found in sections B.3, C, and B1, component 4. 5. Does the application identify methods to monitor and evaluate outcomes, implementation progress, and the impact of the grant on the beneficiaries?

l Yes / ¡ No

Response is found in sections D.4 and B1, component 4. 6. Are Japanese NGOs participating in this JFICT activity?

l Yes / ¡ No

More formal linkages to JMITA will be sought. Response is found in sections B.4-5. 7. Have Japanese aid agencies (e.g., JBIC, JICA) been consulted in the development of the JFICT application?

l Yes / ¡ No

Response is found in sections B.3 and B.5. Please confirm statements 8-15 below. 8. Proposed JFICT activities are not eligible or cannot be funded under loans, or through other sources of funding available to ADB. l Confirmed 9. Proposed JFICT activities are not being used to prepare projects or supplement existing project preparation activities being funded through JSF or other project preparation fund. l Confirmed 10. The application includes an exit strategy or a mechanism to ensure long-term sustainability. l Confirmed 11. The legal status, financial soundness, track record, and arrangements for use and accounting of grant funds have been checked for grants that are expected to be executed by community groups or NGOs. No ADB/JFICT funds are expected to be channeled through MFOS; only small amounts will be granted to NGOs and community groups for content development activities, generally on a competitive basis. ¡ Confirmed / l Not Applicable 12. Where funding of incremental costs (staff or consultants) for grant preparation and/or implementation is requested, a full justification is provided.

22

¡ Confirmed / l Not Applicable 13.. The grant will not include study tours or foreign training. l Confirmed 14. The application does not include support for academic training, research work, and core program activities of global/regional programs. l Confirmed / ¡ Not Applicable 15. The director-general and the director of the relevant regional department have endorsed the grant activity. l Confirmed

----------------------------------------------------------------------------- Appendixes

1. Fund Flow Arrangements 2. Implementation Arrangements 3. Summary Cost Table 4. Detailed Cost Estimates

Appendix 0 23

FUND FLOW ARRANGEMENTS FOR JFICT FUNDS 1. The Asian Development Bank (ADB) will channel Japan Fund for Information and Communication Technology (JFICT) funds directly to a JFICT imprest account, which will be opened and maintained by the Project Implementation Unit (PIU) in Ulaanbaatar, at a bank endorsed by the Executing Agency (EA) and acceptable to ADB, to facilitate day-to-day local expenditures of the Project. Unless otherwise agreed to by ADB, expenditures for procurement by international shopping will be paid by ADB directly to the suppliers. The EA and the Ministry of Finance (MOF) will be kept informed by the PIU about all transactions and receive copies of all financial statements and audit reports. The imprest account will be managed by the PIU on the principles of co-signatory arrangement with the project director of the Second Education Development Project. Unless otherwise agreed to by ADB, this will initially be based on the first (6) six-month activity plan and related budget, and afterward based on the approved annual work plan and budget. 2. Under component 2, the Mongolian Foundation for Open Society (MFOS) will parallel-finance and implement complementary in-field training activities. 3. ADB will initially channel $150,000 to the imprest account as advance for day-to-day project implementation during the inception period, and will replenish funds to the account based on the replenishment request, every 3 to 6 months, from the PIU through the Executing Agency (EA) and in accordance with ADB’s statement of expenditures procedure. The statement of expenditures procedure will apply for all payments and transactions under $10,000 to ensure speedy project implementation. Detailed implementation arrangements such as the flow, replenishment, and administrative procedures will be detailed in the Grant Implementation Manual (GIM) and be established between ADB and the Government through the JFICT letter of agreement. The schematic fund flow for the Project is shown in Figure 1.

Appendix 1 23

24 Appendix 0

Figure A1.1 Fund Flow Arrangements for JFICT Project

AsAsian Development Bank

Funds for IS procurements (bulk of ICT hardware under component 1-2) to suppliers

Component 1: Spurring Innovative Teaching and School Management

Component 3: Stakeholder Mobilization to Promote Quality and Equity

Component 5: Project Management

Component 2: Equipping Poor Rural Schools for Change

Component 4: Evaluation

Contingencies

Project Imprest

Account held at Project

Implementation Unit

MFOS $231,400

$247,900

$105,150

$ 80,000

$201,480

$ 63,500

$ 70,570

$ 15

0,00

0 (in

itial

)

$ 72

, 250

ADB-MFOS communication and coordination

PIU-MFOS communication and coordination

Parallel-financing (includes contingency)

Legend: ADB=Asian Development Bank, ICT=Information and Communication Technology, IS=international shopping, MFOS=Mongolian Foundation for Open Society, PIU=project implementation unit.

24 Appendix 1

Appendix 1 25

IMPLEMENTATION ARRANGEMENTS 1. Procurement and Consulting Services. All procurement under the Project will be conducted by the PIU in accordance with Guidelines for Procurement of the Asian Development Bank (ADB). Except where otherwise agreed to by ADB, goods will be procured via international shopping (with funds paid by ADB directly to the supplier) or, for packages below $100,000, by direct purchase; final procurement packaging will be determined based on supplier capacity, cost savings, and timeliness. Procurement of civil works, which will be small and scattered across a large area, will use national competitive bidding, with use of a force account considered appropriate. The Japan Fund for Information and Communication Technology (JFICT) will finance 6 person-months of international consulting services (for an expert in empowering basic education teachers) and 42 person-months of domestic consulting services, in Information and Communication Technology (ICT) for basic-education teachers (three positions, by subject area); multidisciplinary education materials (one position); and evaluation of teaching practices (one position). The Ministry of Education, Culture and Science (MOECS) (through the Project Implementation Unit (PIU) will be requested to nominate candidates for consultant positions, to be engaged by ADB as individuals and in accordance with ADB's Guidelines on the Use of Consultants and other arrangements satisfactory to ADB for the engagement of domestic consultants. Indicative consultant terms of reference and procurement packages have been discussed with MOECS and will be refined during preparation of the project implementation memorandum. 2. Disbursement Procedures. For all JFICT-funded activities, project implementation will follow ADB’s imprest account and statement of expenditures (SOE) procedures in accordance with ADB’s Loan Disbursement Handbook (2001), with a $10,000 ceiling for the SOE. The initial advance to the imprest account will be $150,000 (Appendix 1). The imprest account will be established as a separate account at a commercial bank in Ulaanbaatar acceptable to ADB. 3. Additional Arrangements. Under component 2, the PIU will submit for ADB approval annual plans for administering funds not exceeding $28,000 over (3) three years to cover basic running costs of email and Bulletin Board System (BBS) content generation by faculty-student teams in (i) the SEDP partner universities (Computer Science and Management School of the Mongolia University of Science and Technology and the Mathematics and Informatics School of Mongolian State University of Education (MSUE), (ii) two designated mentor schools, and (iii) additional universities and secondary schools selected based on consultant assessment. The PIU will administer a fund of the same amount to ensure prompt payment of phone and other charges directly associated with ICT use in active target schools, and will compile substantiating documentation. The consultants will propose to ADB suitable local partner institutions and/or resource persons as needed to implement JFICT-funded capacity building activities. For competition-based development of software and information resources under component 3, the PIU will contract a nongovernment organization (NGO) or NGOs, using direct selection subject to ADB concurrence for the first round, and thereafter by local competitive bidding. The PIU will be directly responsible for coordinating reproduction and distribution of physical content (e.g., CD-ROMs1 and print materials), and will oversee dissemination via email and BBS. 4. All equipment procured using JFICT funds under the Project will remain ADB property until project completion. In dialogue with ADB, the PIU will prepare documentation and oversee the transfer of property to the host institution (unless otherwise agreed to by ADB) in

1 Compact disk-read only memory.

Appendix 2 25

26 Appendix 1

accordance with ADB procedures. Post-project equipment deployment is expected to promote equipment use in any follow-up ADB assistance.

Figure A2.1 Implementation Schematic

Steering Committee

PIU Staffing: Project

Coordinator Project

Assistant

Pedagogical University

Government of Mongolia

MOECS

SEDP PMU

IIREM PIU

Target rural schools (Phases

1 & 2)

ADB

Consultants MFOS and community

support

Trainer teams

based at mentor schools

Phase-0 Schools;

ESDP and Other ICT-

Savvy Schools

Letter of Agreement

Content generation (e.g., BBS)

Training and trouble-

shooting

Email peer help, etc.

Legend: ADB=Asian Development Bank, BBS=(email-based) bulletin board system, ESDP=Education Sector Development Program, ICT=information and communication technology, IIREM=ICT for Innovating Rural Education in Mongolia, MFOS = Mongolian Foundation for Open Society, MOECS=Ministry of Education, Culture and Science, SEDP=Second Education Development Project, PIU=project implementation unit, PMU=project management unit.

26 Appendix 2

Component 1 Component 2 Component 3 Component 4 Component 5Total (Input)

Percent

1. Civil Works 0 112,200 0 0 0 112,200 11.2

2. Equipment and Supplies (e.g., communications devices, audio-visual, computing and other office equipment, furniture, computers, solar or wind power kit, etc.)

81,000 205,000 0 0 0 286,000 28.6

3. Materials Development 45,500 0 38,350 0 0 83,850 8.4

4. Training, Workshops, and Seminars 15,000 15,000 59,800 0 0 89,800 9.0

5. Consultants a. International 129,000 0 0 0 0 129,000 12.9 b. Domestic 50,400 0 7,000 10,000 0 67,400 6.7

6. Management, Coordination, and Other Project Inputs 0 27,680 0 53,500 80,000 161,180 16.1

Contingencies (0–10% of total estimated grant fund): Use of contingencies requires prior approval from ADB.

24,365 27,325 7,984 4,821 6,074 70,570 7.1

Other Sources (government, community, and MFOS financing)

1. Civil Works 0 1,000 0 0 0 1,000 0.3

2. Equipment and Supplies (e.g., communications devices; audio-visual, computing, and other office equipment; furniture; computers; solar or wind power kit; etc.)

0 4,200 0 0 0 4,200 1.4

3. Materials Development 19,000 5,000 5,900 0 0 29,900 10.0

4. Training, Workshops, and Seminars 5,000 48,600 4,500 0 0 58,100 19.4

5. Consultants a. International 0 0 0 0 0 0 0.0 b. Domestic 0 0 0 0 0 0 0.0

6. Management, Coordination, and Other Project Inputs 48,060 108,930 1,400 2,800 24,000 185,190 61.7

Contingencies (0-10% of total estimated grant fund) Use of contingencies requires prior approval from ADB.

5,594 13,020 916 217 1,863 21,611 7.2

Total Project Costs 422,919 567,955 125,850 71,339 111,937 1,300,000

ADB=Asian Development Bank, MFOS= Mongolian Foundation for Open Society.Source : Asian Dvelopment Bank staff estimates.

SUMMARY COST TABLE

($)

Project ComponentsProject Inputs

Appendix 3 27

Amount Method of

Procure-ment

Component 1 – Spurring Innovative Teaching and School Management Subtotal 392,960 320,900 62,560 0 9,5001.1 Civil Works1.2 Equipment and Supplies 1.2.1 Low Cost Desktop or PPC for Phase–0 schools School 4 2,000 8,000 8,000 DP/IS1.2.2 Hardware for Mentor Schools (and in-field teams)

Robust Laptops/PPCs (5 per team, including 1 highly-specialized w/ CD-burner) with all softwareComputer 10 2,750 27,500 27,500 DP/ISSpare Batteries, Surge Protector, etc. Team 2 500 1,000 1,000 DP/ISSolar or Wind Power Kit Team 2 5,000 10,000 10,000 DP/ISHigh-Reliability Projection Unit & Screen (w/ spare bulbs) Team 2 2,500 5,000 5,000 DP/ISMiscellaneous Hardware Team 2 1,000 2,000 2,000 DP/ISVideo Camera, combinedTV/VCR, Boombox, and Basic Editing Package, Blank Audio & Videotapes & CD-ROMs

Kit 2 3,000 6,000 6,000 DP/IS

Mobile Swivel Display Stand (for classroom demos) Unit 2 250 500 500 DP/ISGas/Diesel Generator Team 1 1,000 1,000 1,000 DP/IS

1.2.3 Basic Equipment for ECDs (1 desktop w/ CD burner, video camera, TV & VHS, Portable Stereo, Basic Editing/Dubbing Equipment, Blank Tapes & CD-

Kit 5 4,000 20,000 20,000 DP/IS

1.3 Materials Development 1.3.1 Fund 1 (may include equipment/supplies): MUST & MSUE faculty/student

teams of email BBS developers for (i) primary teaching, (ii) 4 other subject areas, and (iii) head teachers in disadvantaged areas

Year allocation 2 14,500 29,000 20,000 9,000

1.3.2 Fund 2: Student-teacher collaboration in ESDP schools etc. for BBS-ready content

Year allocation 2 10,000 20,000 10,000 5,000 5,000

1.3.3 Final production of local best practice in formal education CD-ROMs & BBS (including inputs from MFOS and in-field evaluation)

Batch 4 2,750 11,000 11,000

1.3.4 "Handbook" & support materials on teacher use of ICT tools (draft and final) Batch 1.5 3,000 4,500 4,500 1.4 Training, Workshops, and Seminars

1.4.1 Training for central MOECS staff (in addition to hands-on experience) Workshop 5 4,000 20,000 15,000 5,000 1.5 Consulting Services

1.5.1 Expert in Empowering Basic Education Teachers Person-month 6 21,500 129,000 129,0001.5.2 Specialist in ICT for Basic Education Teaching–Math and Science (dom.), Person-month 14 1,800 25,200 25,2001.5.3 Specialist in IBE–Humanities Person-month 9 1,400 12,600 12,6001.5.4 Specialists in IBET–Primary Education Person-month 9 1,400 12,600 12,600

1.6 Management and Coordination of this Component 1.6.1 University/School Faculty and Staff Time Inputs and Logistical Support for

Team managementMonth x Instititution 300 30 9,000 4500 4,500

1.7 Other Project Inputs (Specify: e.g. costs for NGOs, microfinance) 1.7.1 Government Coverage of Taxes on Civil Works, Equipment/Goods, and

Consultants (estimated flat 15% rate)Bulk Estimate 1 39,060 39,060 39,060

Continued on next page

DETAILED COST ESTIMATES($)

BBS=bulletin board system, CD=compact discs, DP=direct purchase, ECD=education and culture departments, ESDP=Education Sector Development Project, IBE=ICT for Basic Education Teaching, ICT=information and communication technology, IS=international shopping, JFICT=Japan Fund for Information and Communication Technolgy, MOECS=Ministry of Education, Culture and Science, MFOS=Mongolian Foundation for Open Society, MSUE=Mongolian State University of Education, MUST=Mongolian University of Science and Technology, NGO=nongovernment organization, PPC=Portable Personal Computer, TV=television, UPS=uninterruptibel power supply, VCR=videocassette recorder.

Unit

Qty.Units

Costs Contributions

Commu-nities

(including in-kind)

Cost Per Unit

Total ($) Gov't. (including

in-kind)

MFOS (including

in-kind)

JFICT

Code Supplies and Services Rendered

28 Appendix 4

Amount Method of

Procure-ment

Component 2 -- Equipping Poor Rural Schools for Change Subtotal 528,360 359,880 73,880 67,000 27,6002.1 Civil Works

Teacher-use Room Rehabilitation (including electrical wiring & security) in 36 School 36 2,200 79,200 79,200 NCB/FAPhone Line Connection to Nearest Land Line (estimated average) School 36 500 18,000 18,000 NCB/FA

Dorm ICT-use Room Preparation for Positive Environment and Safety (sub- B. School 8 2,000 16,000 15,000 NCB/FA 1,0002.2 Equipment and Supplies 2.2.1 Basic Conventional Teaching and Learning Equipment/Materials (prior to ICT School 42 600 25,200 21,000 DP/IS 4,2002.2.2 Hardware provision for 36 resource-poor schools

Robust PPCs (1 per school, including software, external keyboard & mouse, Computer 36 2,200 79,200 79,200 DP/IS Robust, Low-Cost, Flexible Projection/Display Solutions (for Phase 1 schools demonst. equitable and innovative ICT use) Unit 10 1,000 10,000 10,000 DP/ISStock of Spare Computer Equipment Computer 4 2,500 10,000 10,000 DP/ISSpare Batteries, Surge Protector, etc. School 36 200 7,200 7,200 DP/ISSolar or Wind Power Kits (for schools w/ zero electricity during part of year) School 12 2,500 30,000 30,000 DP/ISModem and Associated Connections School 36 100 3,600 3,600 DP/IS Teacher Workstation with Secure Lock Box (1 per laptop/PPC, bench for multiple users, space for external keyboard & mouse, etc.)

Set 36 300 10,800 10,800 DP/IS

Mobile Display Stand (for classroom demos) Unit 36 60 2,160 2,160 DP/IS 2.2.3 Biology & Primary Education Kits (for 6 schools not covered in Phase 2

[control group])School 6 1,500 9,000 9,000 DP/IS

2.2.4 Hardware for student ICT Use in Dorms within 8 Soum Schools (including 2 Sakura schools)

Robust PPC (1 additional per boarding school, incl. software, external Computer 8 2,300 18,400 18,400 DP/ISDorm-Use Workstation with Secure Lock Box (like teacher station but with space for 2 machines, glass shield, etc.)

Set 8 400 3,200 3,200 DP/IS

Mobile Display Stand (for classroom demos on schooldays) Unit 8 55 440 440 DP/IS2.3 Materials Development 2.3.1 Materials for Trainers and School Distribution Bulk Estimates 1 5,000 5,000 5,000

2.4 Training, Workshops, and Seminars 2.4.1 Training Series on Basic Competencies for ICT in Innovative Teaching and

School ManagementWorkshop 10 2,000 20,000 15,000 5,000

2.4.2 Training of Training Teams (cost includes workshops for both RMTs) Workshop 4 3,000 12,000 0 12,000.02.4.3 Training for Local School and NFE Staff (includes transportation; assumes

roughly $300 per school visited)Full Circuit 5 6,120 30,600 0 30,000.0 600

2.4.4 Training for ECD/Other Staff in 3 Aimags (in addition to hands-on experience) Workshop 3 2,000 6,000 0 1,000 5,000.0 2.5 Consulting Services

2.6 Management and Coordination of this Component 2.6.1 MOECS Construction Standards Office (client unit) Staff Time Person-Month 1.6 400 640 6402.6.2 Travel and Per diem for Field Inspection of Civil Works and Usage Conditions IIREM Phase 2 1,000 2,000 2,0002.6.3 Operational Costs–Provision for Recurrent Costs (ADB share from imprest

account)School*month 692 45 31,140 27,680 3,460

2.6.4 MFOS Staffing, Administration, and Communication Bulk Estimates 1 18,000 18,000 0 5,000 10,000 3,0002.6.5 MFOS Operational Costs–facilities Use for Training, Meetings, etc. Bulk Estimates 1 18,000 18,000 0 5,000 5,000 8,000

2.7 Other Project Inputs (Specify: e.g. costs for NGO's, micro-finance) Bulk Estimates 2.7.1 Government Coverage of Taxes on Civil Works, Equipment/Goods, and

Consultants (est. flat 15% rate)Bulk Estimates 1 49,830 47,580 47,580

2.7.2 Schools/Local Governments provision of Basic Accomodation and Meals for Team, as needed

Bulk Estimates 1 15,000 15,000 5,000 10,000

ECD=education and culture departments, ICT=information and communication technology, IIREM=ICT for Innovating Rural Education in Mongolia, MOECS=Ministry of Education, Culture and Science, MFOS=Mongolian Foundation for Open Society, NFE=nonformal education, NGOs=nongovernment organizations, PPC=portable personal computers


DETAILED COST ESTIMATES -ContinuedContributions

Qty.Units

Cost Per Unit

Total ($) JFICT MFOS (including

in-kind)

Commu-nities

(including in-kind)


Unit CostsGov't.

(including in-kind)

Appendix 4 29

Amount Method of

Procure-ment

Component 3 -- Stakeholder Mobilization to Promote Quality and Equity Subtotal 116,950 105,150 10,300 0 1,5003.1 Civil Works3.2 Equipment and Supplies3.3 Materials Development3.3.1 Fund 3: Competition-Based Software Creation Full competition 2.5 4,000 10,000 10,0003.3.2 Fund 4: Competition-Based Creation of Information Resources Full competition 2.5 4,000 10,000 10,0003.3.3 Sub-pilot 1: Materials for "ICT/Email Mentors" (e.g. poster & booklets, updated

following 1st dorm use survey)School 80 78 6,200 6,200

3.3.4 Sub-pilot 2: Materials for NFE (developed & updated based on survey findings) School 180 75 13,500 9,000 3,500 1,0003.3.5 Sub-pilot 3: Materials for School Management (resource tracking and

community involvement)Fund 45 100 4,550 3,150 900 500

3.4 Training, Workshops, and Seminars 3.4.1 Workshops for Sub-pilot Content Development Workshop 7 5,400 37,800 35,000 2,8003.4.2 Midterm Workshop for National and Aimag Educators Workshop 1 9,400 9,400 8,800 6003.4.3 Final Technical Workshop on Lessons Learned (e.g., stakeholder and

sustainability issues)Workshop 1 3,500 3,500 3,000 500

3.4.4 National Forum for Educators and ICT Partners Workshop 1 13,600 13,600 13,000 6003.5 Consulting Services 3.5.1 Specialist in Multidisciplinary Education Materials Person-month 5 1,400 7,000 7,000

3.6 Management and Coordination of this Component 3.6.1 Staff 3.6.2 Travel and Per diem 3.6.3 Operational Costs–Provision for Recurrent Costs (from imprest account)

3.7 Other Project Inputs (Specify: e.g. costs for NGO's, micro-finance) 3.7.1 Government Coverage of Taxes on Civil Works, Equipment/Goods, and

Consultants (estimated flat 15% rate)Bulk Estimates 1 1,400 1,400 1,400

ICT=information and communication technology, MFOS=Mongolian Foundation for Open Society, NFE=nonformal education, NGO=nongovernment organization.


DETAILED COST ESTIMATES -Continued

Contributions

Qty.Units

Cost Per Unit

Total ($) JFICT Gov't. (including

in-kind)

MFOS (including

in-kind)

Commu-nities

(including in-kind)


Unit Costs30 A

ppendix 4

Amount Method of

Procure-ment

Component 4 - Evaluation Subtotal 66,300 63,500 2,800 0 0

4.1 Civil Works4.2 Equipment and Supplies4.3 Materials Development4.4 Training, Workshops, and Seminars4.5 Consulting Services4.5.1 Specialist on Evaluating Teaching Practices

(w/ research assistants as needed)Person-month 5 2,000 10,000 10,000

4.6 Management and Coordination of this Component 4.6.1 Counterpart Staff Assistance to Evaluation Expert Person-month 2 400 800 800

4.7 Other Project Inputs (Specify: e.g. costs for NGOs, micro-finance) 4.7.1 Survey Fielding (includes transportation, various team expenses, etc.)

Survey#1: Needs, Constraints, and Capacities (including physical condition of 44 potential target schools)

Survey 1 8,000 8,000 8,000

Survey#2 a on Education Practice, (including teacher usage (approximately 50 JFICT/SEDP/Sakura schools, start of years 2 and 3)

Survey 3.5 7,000 24,500 24,500

Survey#2b Concurrent Survey of Dorm Usage Covering Approximately 8 JFICT/SEDP/Sakura schools

Survey 4.5 2,000 9,000 9,000

4.7.2 Study Compilation and Dissemination Study 1: Utilization of ICT in Schools and NFE Study 1 4,000 4,000 4,000

Study 2: Direct Benefits, (such as ICT literacy, awareness/information access, classroom practice, and school management [e.g., textbook & salary delivery, school finances, and strategic plans])

Study 1 4,000 4,000 4,000

Study 3: Broader Benefits: Community Awareness, PTA Attendance & Activity, student Performance (Informatics, Math/Science, creative expression on

Study 1 4,000 4,000 4,000

4.7.3 Government Coverage of Taxes on Civil Works, Equipment/Goods, and Consultants (estimated flat 15% rate)

Bulk Estimates 1 2,000 2,000 2,000

Continued on next pageICT=information and communication technology, JFICT=Japan Fund for Information and Communication Technology, MFOS=Mongolian Foundation for Open Society, NFE=nonformal education, NGO=nongovernment organization, PTA=parent-teacher association, SEDP=Second Education Development Project.


Contributions

Qty.Units

Cost Per Unit


in-kind)

MFOS (including

in-kind)

Commu-nities

(including in-kind)


Unit Costs A

ppendix 4 31

Amount Method of

Procure-ment

Component 5 -- Project Management and Audit Subtotal 104,000 80,000 24,000 0 0

5.1 Civil Works5.2 Equipment and Supplies5.3 Materials Development5.4 Training, Workshops, and Seminars5.5 Consulting Services5.6 Management and Coordination of this Component 5.6.1 Staff

Project Coordinator (including allowance for field visits) Person-months 30 900 27,000 27,000Project Assistant Person-months 30 400 12,000 12,000PIU Office Equipment and Supplies Bulk estimate 1 5,000 5,000 5,000

5.6.2 Travel and Per diem Field Travel (out of Ulaanbaatar on agreed-on activities) Months 30 400 12,000 12,000

5.6.3 Operational Costs Provision for Recurrent Costs (from imprest account), Steering Committee Months 30 400 12,000 12,000Office Space, Venues for Steering Committee and Other Meetings, etc. Months 30 800 24,000 24,000

5.7 Other Project Inputs (Specify: e.g. costs for NGO's, micro-finance) 5.7.1 Annual Audits Audit 3 4,000 12,000 12,0005.7.2 Government Coverage of Taxes on Civil Works, Equipment/Goods, and

Consultants (estimated flat 15% rate)Bulk estimate 1 - 0

Subtotal of Components 1 to 5 Subtotal 1,208,570 929,430 173,540 67,000 38,60091,430 70,570.000 13,010 5,250 2,600

Total Project Cost Total: 1,300,000 1,000,000 186,550 72,250 41,200MFOS=Mongolian Foundation for Open Society,NGO=nongovernment organization, PIU=Project Implementation Unit. Source: Asian Development Bank staff estimates.


Contributions

Qty. Units

MFOS (including

in-kind)

Communities (including

in-kind)Code Supplies and Services Rendered

Unit Costs

Cost Per Unit


in-kind)

D. Contingency (estimated at 7.6% of overall net)

32 Appendix 4

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