Search

Displaying 1 - 9 of 9

Lesson
Close coordination among key stakeholders is especially required in complex and large-scale projects. Bolstered by strong partnership with and regular involvement and oversight from ADB, the executing agency and the project implementation unit’s professional and technical staff would have contributed to the delivery of the intended outcome and outputs. Professional and technical support was particularly important as the municipality of Ulaanbaatar MUB lack in capacity to effectively manage and coordinate the program.

Project Number: 39256-024
Project Name: Urban Transport Development Investment Program Imultitranche Financing Facility and Tranche 1)
Report Date:
Lesson
A holistic approach, which can lead to overambitious scope and targets, needs to be carefully weighed during the project design stage. This program and its numerous outputs adopted a holistic approach, which might now seem overly ambitious, particularly for the first urban transport undertaking in Ulaanbaatar. A phased approach could have been considered to focus resources on clearly identified priorities and to develop capacity.

Project Number: 39256-024
Project Name: Urban Transport Development Investment Program Imultitranche Financing Facility and Tranche 1)
Report Date:
Lesson
Complex and large-scale investment programs demand more rigorous front-end analyses to identify appropriate implementation arrangements and timelines. Drawn-out government approval processes, lack of qualified and experienced consultants, and inadequate high-level support and guidance obstructed the implementation of this investment program. Being a complex and the first-generation bus rapid transit investment in Mongolia, the program required a longer implementation period.

Project Number: 39256-024
Project Name: Urban Transport Development Investment Program Imultitranche Financing Facility and Tranche 1)
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
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 need to enhance the capacity of ADB staff to quickly assess changing project circumstances and adjust project parameters to ensure greater use of ADB loan funds and better attainment of project objectives. The PCR identified some other important lessons.

Project Number: 28201-013
Project Name: Rural Finance Project [Loan 1848-MON]
Report Date:
Lesson
The need to lay down a firm legal, regulatory, and supervisory foundation prior to embarking on promotion of financing institutions, such as SCCs. In this case, ADB attempted to establish the regulatory structure in parallel to project implementation, which did not work well. The two activities should have been better prepared, and sequenced as separate projects.

Project Number: 28201-013
Project Name: Rural Finance Project [Loan 1848-MON]
Report Date: