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CSV
Lesson
The conduct of a project preparatory technical assistance (PPTA) should be a necessary condition before undertaking a lending operation for technical education and vocational training. A PPTA could have helped to understand the institutional context, including possible political–economic factors that were in play.

Project Number: 36654-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (Balochistan)
Report Date:
Lesson
The lessons drawn by the PCR are valuable to ADB. ADB needs to seriously consider the socioeconomic and political environments in designing projects. Implementing a project in an unstable environment is not likely to yield positive outcomes. Proper timing is important in introducing a project especially when it entails a paradigm shift (i.e., from supply-led to demand driven). The experience with this project highlighted the need for greater coordination with other donors in addressing the country’s strategic development needs.

Project Number: 32541-013
Project Name: Fiji: Alternative Livelihoods Development Project
Report Date:
Lesson
There is a need to assess TVET’s linkages with basic education (elementary and secondary) and how it feeds into tertiary and voc-tech education and subsequently into the labor market to improve the quality and delivery of TVET. In particular, it is important to focus on the poor quality of education gained by students emerging from elementary and secondary levels. Before entering into any TVET project, it is essential to ensure quality basic education.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
A well-coordinated institutional arrangement among concerned agencies and institutions could have been in place before project appraisal. The institutional environment at that time was characterized by unclear mandates and overlapping roles and responsibilities and low staff absorption capacity for the planned activities. These led to uncoordinated and poorly planned trainings, improper sequencing of training programs, and duplication of efforts and use of resources.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
The establishment of skills standards was one of the main thrusts of the project which was not attained in view of weak capacity. As such, a phased approach could have been useful to take into account the limited technical capacity to formulate and implement skills standards, testing, and certification of trained workers. This could have been undertaken under a separate program prior to the project, covering a longer period of time and targeting priority employment areas.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
Implementation was hampered by inadequate training of teachers despite the conduct of local trainings and enrollment in a master’s degree program. At project completion, there was still a significant lack of qualified applicants to fill available teaching posts. These trainings lacked strategic direction. An institutionalized professional development program for TVET teachers could have been developed as part of project design instead of individualized and one-time training programs.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
Given provincial and district capacity limitations, a Program focusing on a single sector would have had a better chance of success. Sustained support in one sector can be less demanding for both the government and ADB. Multi-sector policy reform interventions involving governance reform are difficult to manage, and a new system of local political governance imposed by the federal government added further complications.

Project Number: 37218-013
Project Name: Balochistan Devolved Social Services Program
Report Date:
Lesson
No new lessons

Project Number: 38178-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (North-West Frontier Province)
Report Date:
Lesson
Capacity in the executing and implementing agencies was expected to be built through the accompanying TA loan. Program outputs like developing sector strategies, implementing expenditure tracking and service delivery surveys, training communities to manage and monitor social service delivery, and other outputs critical to achieving Program outcome depended on effective technical assistance (TA) loan administration. However, executing agency capacity to administer the TA loan was inadequate.

Project Number: 37218-013
Project Name: Balochistan Devolved Social Services Program
Report Date:
Lesson
The sequence of reforms in the policy matrix was such that all substantial results could be achieved only after the completion of second tranche actions. In addition, liberal assessment of compliance allowed the release of the first tranche without achieving much toward sustainable outputs. More result-oriented sequencing of policy actions for the first tranche could have achieved some sustainable improvements in social service delivery.

Project Number: 37218-013
Project Name: Balochistan Devolved Social Services Program
Report Date:
Lesson
No new lessons

Project Number: 29603-013
Project Name: Malakand Rural Development Project
Report Date:
Lesson
Weak capacity of project staff results in procedural lapses, possible violations of the loan agreement, and slow implementation. Moreover, stringent internal audit controls and close monitoring of expenditures bring more transparency in financial transactions.

Project Number: 36654-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (Balochistan)
Report Date:
Lesson
Inadequate review by ADB of the Planning Commission form 1 (PC-1) and inconsistencies between the PC-1 and the report and recommendation of the President (RRP) slow down project implementation. To ensure a thorough review of the PC-1 by ADB, the project officer should be required to prepare a comparative statement identifying both the similarities and differences between the PC-1 and the RRP and loan agreement, and the Planning and Development Department (PDD) should be advised on corrective measures before the loan is declared effective.

Project Number: 36654-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (Balochistan)
Report Date:
Lesson
In provincial projects, it is important to clarify the sector reforms that can be authorized at the provincial level. A number of the proposed reforms, such as the competency-based training (CBT) and on-the-job training, required changes in the curriculum, which fell under federal purview.

Project Number: 36654-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (Balochistan)
Report Date:
Lesson
Before a complex and innovative technical education and vocational training (TEVT) project is designed, particularly in a relatively less developed region like Balochistan, it is necessary to have extensive consultations with stakeholders directly involved with the TEVT system to develop realistic objectives and activities.

Project Number: 36654-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (Balochistan)
Report Date:
CSV