Search

Displaying 1 - 14 of 14

Lesson
The strategic oversight of funds is enhanced when their governance structure includes some form of third-party engagement. The original Board paper outlined the governance structure of CCF and included at its apex ADB and external financing partners, whose function would be to provide strategic direction to the CCF and to meet ADB for annual consultations and to review progress, administration, and the annual work program. Since there are no external financing partners, ADB sits alone at the apex of the governance structure.

Project Number: No PN
Project Name: Climate Change Fund, 2008–2019
Report Date:
Lesson
Technical assistance with a narrow focus, immediate policy relevance, and carried out with national champions with financial and/or planning authority was key to the successful integration of climate technologies in country investment plans. Careful and realistic planning is required for the production and dissemination of outputs, since this involves multiple institutions within a given timeframe.

Project Number: No PN
Project Name: Climate Change Fund, 2008–2019
Report Date:
Lesson
Institutional capacity development on climate change in ADB’s DMCs requires long-term engagement. Just over half of CCF resources went toward capacity development. The lack of basic climate data, technical expertise, and qualified local staff in many DMCs means that some processes, especially baseline studies, vulnerability assessments, and cost–benefit analysis of mitigation and adaptation measures, have to be adjusted to reflect realities on the ground.

Project Number: No PN
Project Name: Climate Change Fund, 2008–2019
Report Date:
Lesson
Clear delineation of country activities with transparent funding allocations in cross-border RCI TA projects involving several countries helps smooth implementation and increase project success. The transaction costs in cross-border RCI TA projects tend to be high both in terms of resources and the time required to achieve agreement among stakeholders in the participating countries. It takes much longer to negotiate and agree to a common proposal in a cross-border RCI TA project than in a usual TA project.

Project Number: No PN
Project Name: Regional Cooperation and Integration Fund, 2007–2019
Report Date:
Lesson
Active engagement of national stakeholders and ADB resident missions from the outset helps improve ownership and project success. The likelihood of success is greater when an RCIF TA project is designed with genuine consultation with concerned line ministries, national agencies, the private sector (if relevant), and ADB resident missions. Active engagement of in-country stakeholders helps ADB to identify binding constraints and solutions, and to internalize implementation challenges at the TA design stage. This makes clear the roles and responsibilities of each stakeholder.

Project Number: No PN
Project Name: Regional Cooperation and Integration Fund, 2007–2019
Report Date:
Lesson
The contracting approach has improved the access of smallholder farmers to agricultural support services and has strengthened the institutional capacities of the national and provincial DALs and support services providers in implementing contractual service delivery. The approach has gained acceptance with and beyond the project stakeholders. Other provinces and development agencies have already replicated the support services provider model.

Project Number: 31647-013
Project Name: Smallholder Support Services Pilot Project
Report Date:
Lesson
Consolidation of the private sector contracting process. The success of the pilot project approach provides a means to improve access to agricultural support services across PNG. More could have been done to capture the learning from the pilot activities and extend them nationwide in PNG. With replication of the pilot project and further devolution to provincial and district DAL's institutions, programs, and budgets, there is potential to improve agricultural quality, quantity, and local economic development.

Project Number: 31647-013
Project Name: Smallholder Support Services Pilot Project
Report Date:
Lesson
Investment in service provision in agriculture as an economic catalyst. This evaluation identified that post-project impact included additional benefits that had emerged from the catalytic effect of the pilot project’s initiatives. The introduction of a contracting mechanism generated capacity within the provincial government to engage more with the private sector. This resulted in other initiatives such as trade fairs for local producers, use of service providers for other agriculture sector activities, and use of improved recruitment processes in other sectors.

Project Number: 31647-013
Project Name: Smallholder Support Services Pilot Project
Report Date:
Lesson
Participatory planning provided a strong foundation for local development activities. The PRAP process was widely accepted by the targeted population. It was an effective mechanism for identifying required services but also served to identify local development needs. These included the formation of producer groups for higher level production, consolidation, and marketing. In addition, it led to broader economic support by local leaders for other requirements such as infrastructure and access to inputs.

Project Number: 31647-013
Project Name: Smallholder Support Services Pilot Project
Report Date:
Lesson
The trust fund mechanism facilitated flexibility. Prior to the pilot project, agricultural service provision suffered from bureaucratic delays that were not appropriate to the seasonal and market requirements for agricultural development. The trust fund modality allowed an accountable and responsive mechanism that is being continued and valued by the provincial DALs and service providers.

Project Number: 31647-013
Project Name: Smallholder Support Services Pilot 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
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: