THIRD ELEMENTARY EDUCATION

The Third Elementary Education Project (TEEP) aims to: a) build the institutional capacity of DECs (Department of Education, Culture and Sports) to manage the change process associated with TEEP; and b) improve learning achievements, completion rates and access to quality elementary education in 26 poor provinces. To achieve its objective, the project will have a policy and institutional framework (PIF) and two investment components. The PIF will: a) improve the adequacy, efficiency and equity... The Third Elementary Education Project (TEEP) aims to: a) build the institutional capacity of DECs (Department of Education, Culture and Sports) to manage the change process associated with TEEP; and b) improve learning achievements, completion rates and access to quality elementary education in 26 poor provinces. To achieve its objective, the project will have a policy and institutional framework (PIF) and two investment components. The PIF will: a) improve the adequacy, efficiency and equity of sub-sector funding; b) ensure that basic inputs are delivered; c) introduce systems and procedures to decentralize selected education functions and corresponding resources; d) measure the impact of project interventions on cost and learning; and e) provide a framework for handling resettlement issues. The first investment component is capacity building at the national and regional levels which will: create a national structure for project management and capacity strengthening; build capacities in support of policy and decision making; and build capacities in support of decentralized implementation and effective schools. The second investment component is educational improvement in 26 poor provinces. This will: a) strengthen capacities in the divisional offices, local government units and other TEEP stakeholders; and b) develop and implement Divisional Elementary Education Development Plans which will improve learning, raise completion rates and expand access.

THIRD ELEMENTARY EDUCATION

Overview Financial Procurement Implementation & Results News & Related Info

Philippin

Project ID: P004602 | Project Status: Closed Abstract* last updated 25-OCT-1996

The Third Elementary Education Project (TEEP) aims to: a) build the institutional capacity of DECs (Department of Education, Culture and Sports) to manage the change process associated with TEEP; and b) improve learning achievements, completion rates and access to quality elementary education in 26 poor provinces. To achieve its objective, the project will have a policy and institutional framework (PIF) and two investment components. The PIF will: a) improve the adequacy, efficiency and equity...More Keywords

Project-At-A-Glance
Approval Date Closing Date Total Project Cost** Region Major Sector (Sector) (%) 26-NOV-1996 30-JUN-2006 569.4

Project Goals
To view the project outcomes and goals click here.

Available Project Documents

East Asia And Pacific Education (Primary education) (66%) Education (Tertiary education) (17%) Public Administration, Law, and Justice (Subnational government administration) (7%) Public Administration, Law, and Justice (Central government administration) (6%) Health and other social services (Other social services) (4%) Implementation Completion 31-JAN-2007 and Results Report (ICR), Vol.1 of 1 Project Information Document (PID), Vol.1 Loan Agreement (), Vol. 05-SEP-1997 20-DEC-1996 More

Related Country Information

To view information on the country where the project is implemented click here.

Themes (%)

Decentralization (14%) Education for all (29%) Social analysis and monitoring (14%) Rural services and infrastructure (29%) Participation and civic engagement (14%)

Environmental Category Bank Team Lead

C Hou, Dingyong

Borrower/Recipient REPUBLIC OF THE PHILIPPINES Implementing Agency DECS

* The project abstract is drawn from the PAD, SAR or PGD and may not accurately reflect the project's current nature. **Total project cost includes funding from World Bank and non-bank sources in US$ millions. Active and Closed projects show commitment at Board approval. It does not reflect any cancellations. Proposed (pipeline) and dropped projects show the forecast amount. The commitment amount for projects in the pipeline is indicative and may be modified during the project preparation.

THIRD ELEMENTARY EDUCATION

Overview Financial Procurement Implementation & Results News & Related Info

Philippin

Project ID: P004602 | Project Status: Closed

Project Stories
01 july 2002 01 july 2002 Philippines: Investing in Children's Education Philippines -- Introducing Competition to the Benefit of School Children

Development Outcomes and Goals

Targeted Thematic Outcomes... Participation and civic engagement (14%) Social analysis and monitoring (14%) Rural services and infrastructure (29%) Decentralization (14%) Supporting this Broader Dev't Goal* Empowerment, security & social inclusion (CAP) Empowerment, security & social inclusion (CAP) N/A Public sector governance (CAP)

Curren

Annual Statement Of Projects under Execution Monthly Statement of Loans & Credits

Project Evalua

Millennium Development Goals for This Project

Achieve universal primary education

Implementation Completion and Results Report (ICR), Vol.1 of 1

Country Operations E
No operations evaluation documents available for this country

* There are three sets of goals supported by The World Bank projects: MDG (Millennium Development
Goals), CAP (Corporate Advocacy Priorities) and GPG (Global Public Goods Priorities).

PROJECTS AND OPERATION:

Philippines: Investing in Children's Education

Through the Third Elementary Education Program, the most disadvantaged schools and communities in 26 poor provinces received assistance, with the construction of 240 new classrooms and the repair of 214 classroom units. Nearly 6 million textbooks and close to 2 million teachers manuals in four subject areas English, Math, Science and Filipinos have so far been delivered to the target provinces, which also received 200,633 standard school and classroom kits and 26,217 customized kits. A total of 2,366 INSET training courses have been conducted involving 89,409 teachers and school administrators. Likewise, the programs School Improvement Innovation Facility has awarded 823 grants for projects on improving reading comprehension and the development of indigenous teaching materials. These accomplishments show a marked improvement in the Philippine governments capacity to improve learning achievements and expand access

to quality education at the primary level in the public school system.

Updated: July 2002 Philippines -- Introducing Competition to the Benefit of School Children As a result of a textbook privatization law passed in the Philippines in 1996, the production of school textbooks by the government was discontinued and private Filipino publishers were invited to get their books accredited by the Department of Education (DECS) for selection as textbooks. While the intention of the law was to end a government monopoly and open the textbook industry to competition, the implementation of the law resulted in the protection of a few suppliers of low quality and high-priced textbooks. Most of the reputable publishers in the Philippines did not want to do business with DECS which is widely perceived to be a corrupt and inefficient agency. As a result of the transition and the increased cost of textbooks from negotiated prices, the textbook to pupil ratio dropped precipitously, and by 1998 was as low as one textbook to eight pupils. A Bank-financed Third Elementary Education Project had funds available for textbooks but required competitive bidding procedures. With the support of high-ranking officials from DECS and the Department of Budget and Management, the project team was able to reach agreement with DECS to purchase textbooks through international competitive bidding.. The results of the bidding were astonishing. Prices were lower by 40 percent, falling from 40-65 pesos per book to the negotiated prices of 25-40 pesos per book, and the quality of the content and paper were superior to those produced before competitive bidding was introduced. The government saved US$4 million out of an estimated bidding of US$10 million this translates into more books for more schoolchildren. Moreover, as a result of this success, the Bank funded an additional US$35 million worth of textbooks under another government project, which is intended to improve basic social services to the poor, the Social Expenditure Management Project. A total of 50 million textbooks have been purchased so far under these two Bank financed projects. The Bank is now helping the government formulate a long term textbook policy and plan the distribution, tracking and use of textbooks in the classroom.

Updated: July 2002

Philippines - Third Elementary Education Project

Details
Document Date: Document Type: Report Number: Volume No: Show More 1 of 1 2007/01/31

Implementation Completion and Results Report

ICR204

Abstract
Ratings for the Third Elementary Education Project in Philippines were as follows: outcomes were satisfactory, the risk to development outcome was low or negligible, the Bank performance was satisfactory, and the Borrower performance was satisfactory. Some lessons learned included: 1) Visible successes are a key motivator for change; demonstrate results with a few pilots first. School-based management (SBM) was rapidly accepted by all stakeholders, because it was tried and was successful in a few schools on a piece-meal basis first; 2) Information dissemination and capacity building play a significant role in the successful implementation of decentralized systems such as SBM; 3) Local empowerment for planning and implementing locally developed plans, even with small amounts of money, results in greater ownership and transparency; 4) Accountability systems, with clear performance criteria, are critical factors for effective and efficient project implementation; 5) Readily available and targeted technical assistance (for example, for school building program as it was being done) is important in achieving timely and quality outputs; 6) The credibility of the results of any national assessments for students is enhanced when its administration involves independent examiners and monitors; 7) The presence of a legal or policy cover to support new ways of doing business is essential for experimentation; and 8) A focus on identifying problems and seeking solutions as a coherent, collaborative

Philippines Third Elementary Education Project

LOAN AMOUNT: IBRD$113.4 million PROJECT DESCRIPTION: This project will improve education in rural areas. The loan will pay for

building, repairing, and furnishing schools, purchasing textbooks and other school materials, and providing management training for local policy makers. For more information, call Kim Versak, at (202) 478-1575, fax 522-3405, or e-mail kversak@worldbank.org For more information, please visit the Projects website.