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Lesson
ADB’s contribution to development may be unknown where ADB branding is not publicly visible to stakeholders. ICT equipment, science laboratories, and other physical infrastructure provided under the project were not accompanied by ADB branding (plaques, stickers, etc.). This approach is inconsistent with current practice among development partners and diminishes the visibility of ADB’s positive contributions to development.

Project Number: 39254-022
Project Name: Education Sector Reform Project
Report Date:
Lesson
Where ADB is recognized as the lead development partner in a sector ADB is often well placed to support the partner government with formal development partner coordination in that sector. ADB has been the lead development partner in the Mongolia education sector since 1996, and as such is well placed to support the government to recommence education sector development partner coordination.

Project Number: 39254-022
Project Name: Education Sector Reform Project
Report Date:
Lesson
The TA studies will lead to a loan project proposal from Gansu to the PRC central government and ADB. It is recommended that for other TA projects, the ADB team also explore such opportunities at a later stage of implementation to help synergize the loan and TA programs.

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
Having the best fit consulting team leader and team members who have rich network and resources is a big advantage for knowledge building and dissemination.

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
If time would have allowed, a national or multi-provincial knowledge-sharing workshop could have been held to further disseminate and scale up the TA findings.

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
It is essential to ensure quality of the TA consultants (TOR) when preparing the TA project, especially for the team leader so that communication requirements including reporting among the consultants and EA as well as ADB project officer are clearly specified and understood by all parties. When consultants are recruited on individual basis, it is important to have a strong team leader who plays a key role in managing the team and communicating with the EA. It is also important to have the team leader report to the project officer regularly as needed.

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
It is important to involve all key stakeholders for strong ownership of the project. For instance, the Gansu Development and Reform Commission, as a key stakeholder, could have been more actively involved to provide some useful information on priority sectors for medium- and long-term development in Gansu. The information would be very helpful in guiding TVET development in the province

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
The huge demand for civil works in the education sector of Bangladesh can better be met through a long-term, more systematic approach.

Project Number: 42122-013
Project Name: Third Primary Education Development Project
Report Date:
Lesson
Efforts need to step up to address the inadequate teacher training in primary education in Bangladesh.

Project Number: 42122-013
Project Name: Third Primary Education Development Project
Report Date:
Lesson
Toilet and water facilities in schools need to be constructed in areas where they can easily be accessed by students, teachers, and other users.

Project Number: 42122-013
Project Name: Third Primary Education Development Project
Report Date:
Lesson
A need-based approach to providing trainings as implementation progresses will more effectively support project success.

Project Number: 42122-013
Project Name: Third Primary Education Development Project
Report Date:
Lesson
Institutionalization of the school level improvement plans (SLIPs) and upazila (sub-district) primary education plans (UPEPs) will strengthen the decentralization of primary education in Bangladesh.

Project Number: 42122-013
Project Name: Third Primary Education Development Project
Report Date:
Lesson
Bringing all preprimary age children of Bangladesh to school requires the cooperation and support of parents, teachers, education authorities, local political leaders, and other influential sectors.

Project Number: 42122-013
Project Name: Third Primary Education Development Project
Report Date:
Lesson
The knowledge products were circulated in print form, and posted online on the ADB website, and at LinkedIn. A brown bag was held in ADB on the Education Management Organizations report. Copies of the report were also sent to government officials, development partners, and sector stakeholders in Pakistan. The two knowledge products are (i) Education Management Organizations Program in Sindh, Pakistan: Public– Private Partnership Profile,3 and (ii) School Education in Pakistan: A Sector Assessment

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
The TA was consistent with ADB’s desire to reengage with the education sector in Pakistan after a long absence and helped to influence the direction of the Country Partnership Strategy, 2020−2024, which is under preparation. The general nature of the TA provided flexibility and allowed ADB to be responsive in identifying the focus of the sector assessments prepared.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date: