Viet Nam’s rapid economic growth during 2000–2010 resulted in structural changes that transformed the country from being heavily dependent on agriculture to becoming more modern and industrialized. These changes in turn led to an increasing demand for a more educated and highly skilled workforce that meets the requirements of a rapidly growing economy. Against this backdrop, the government gave high priority to education policy reforms and development investments, with targeted support for more equitable access by disadvantaged groups. To help achieve this priority, the Asian Development Bank (ADB), at government’s request, approved a 2-tranche, $60 million policy-based loan for the Secondary Education Sector Development Program (SEDSP) in November 2009. $20 million of the loan was for the policy reform program loan component while the rest comprised a project loan to support activities that transformed the reform program into local actions.
The SEDSP’s anticipated impact was enhanced learning outcomes and competitiveness of secondary school students. Its intended outcome was improved quality and equity of the secondary education system by 2015. It had 3 key planned outputs, designed to address the key constraints in secondary education: (i) effective and accountable management of secondary education, (ii) improved quality for international competitiveness, and (iii) improved access and equity for disadvantaged groups.
Under output 1: the SEDPSP supported the development and implementation of the Secondary Education Sector Master Plan, 2011–2015 and the Education Sector Strategic Development (ESSD), 2011-2012; the establishment of mechanisms for the transparent and regular nationwide accreditation of all secondary schools; and the improvement of working conditions and human resource development strategy for secondary teachers.
Under output 2: the program supported the development and implementation of policies for improving overall teaching quality, helped upgrade the learning assessment system and implement a major reform in secondary school curricula, and promoted the greater use of information and communication technology in secondary education.
Under output 3: continuing education was enhanced, opportunities for disabled students were expanded, and a conditional cash transfer program was piloted to improve the participation of poor ethnic-minority and female students in secondary education.
An assessment of SESDP’s performance in achieving its outcome targets is still not possible as these will not be fully realized until 2020. Nevertheless, by delivering most of its output targets, the program succeeded in establishing a policy reform framework and system for improving the quality and equity of secondary education in Viet Nam. Moreover, the successful participation of Viet Nam in the Programme for International Student Assessment (PISA) provides evidence that the country’s secondary students (i) are now receiving better education, (ii) have improved learning skills, and (iii) are highly competitive internationally. The average PISA scores of Vietnamese secondary students for reading, mathematics, and science are within the Organisation for Economic Co-operation and Development average and comparable with some developed countries. Self-evaluation by ADB’s Southeast Asia Department rated the program successful. The Ministry of Education and Training (MOET) was the executing agency. A central program management unit, established by the MOET, served as the implementing agency.
