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Vietnam - Targeted Budget Support for National Education for All Plan Implementation Program Project (Inglês)

Ratings for the Targeted Budget Support for National Education for All Plan Implementation Program Project for Vietnam were as follows: outcomes were moderately satisfactory, the risk to development outcome was low or negligible, Bank performance was moderately satisfactory, and Borrower performance was also moderately satisfactory. Some lessons learned included: sector wide approaches (SWAps) with multi-donor financing offer a useful vehicle to coordinate assistance in support of a government program. While differences of opinion may well exist among donors, the very process of coordinating, participating, and working together with the government presents an environment conducive to addressing those differences to present 'one voice' to the client. In complex decentralized settings, which are often the SWAps environments, it is important to make sure the central level and other relevant agencies implement regular follow up and assistance to decentralized levels to make sure fiduciary processes are well understood and implemented. SWAPs do also offer a good opportunity to address systemic sector issues, such as, in this case, broad education quality and equity issues, by coordinating with donors and Government around a common sector strategy. It is important to use them to maintain a vivid and continuous policy dialogue on technical and strategic aspects. However, basic minimum requirements for country systems need to be in place to maximize the potential of this policy dialogue. In their absence, as was the case for targeted budget support (TBS), too much time and energy may be focused on getting fiduciary systems right at the expense of the sector strategic dialogue. Instead of relying on a parallel ministry of education and training (MoET)/treasury reporting system difficult to reconcile, it may have been wiser to maximize the role of the Treasury in reporting given its overall more developed financial reporting expertise and generally more reliable financial reporting system.


  • Data do documento


  • TIpo de documento

    Conclusão da Implementação e Relatórios sobre Resultados

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  • Total Volume(s)


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  • Região

    Leste Asiático e Pacífico,

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  • Nome do documento

    Vietnam - Targeted Budget Support for National Education for All Plan Implementation Program Project

  • Palavras-chave

    Comprehensive Poverty Reduction and Growth Strategy;Basic Education;improvement of education quality;ip disbursements archived;economic and financial analysis;gender parity index;drop out rate;gross intake rate;access to primary education;quality of education;institutional strengthening;budget support;universal basic education;net enrollment rate;quality at entry;Public Administration Reform;institutional environment;central state;educational outcome;transaction cost;results framework;pool of fund;service delivery standard;information on education;capacity building strategy;national education goal;ethnic minority groups;universal primary education;upper secondary education;high primary completion;basic social service;quality and efficiency;expenditure per student;school age population;adequate financial resources;state budget expenditures;bureau education;Bureau of Finance;Technical Assistance Fund;quality of supervision;provision of teacher;department of education;department of finance;construction of classroom;child in school;socio-economic development;outputs by components;adequate human resources;incidence of poverty;total public expenditure;cost of education;special needs child;barrier to education;primary net enrolment;process of decentralization;quality assurance mechanism;control of expenditures;Financial Management System;government procurement procedure;public procurement process;effectiveness of education;total education budget;primary level;core indicator;government system;Education Planning;Ethnic Minorities;disadvantaged child;community participation;community contribution;allocative efficiency;inclusive education;budgetary support;financial reporting;school construction;management capacity;Social organizations;result indicator;financial statement;fiduciary risk;teaching staff;disadvantaged regions;mitigation measure;compensatory program;indigenous people;Education Management;pupil-teacher ratio;inherent risk;strategic framework;instructional material;Indigenous Peoples;non-governmental organization;census data;vernacular language;poor child;



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