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Lesson
No additional lessons

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Implementation of reforms takes time.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
Dedicated institutional arrangements facilitate the timely implementation of national reform programs.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
Capacity development requires coordinated institutional and funding mechanisms.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
Full compliance to covenants enhances program performance.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
Prioritized policy actions in the sector-wide approach (SWAp) need to be supported by sound public financial management and supervision, under the decentralized education system. The education quality outcomes hardly improved and fiduciary risk remains substantial. Numerous policies and guidelines were revised at the central level and disseminated at the local level, but they were not enforced in the field due to weak capacity and local politics.

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Program design needs to strike a balance between strategic selection of key policy and a holistic approach. Transformation of the education system needs a wide range of reforms and while the ESP included broad policy actions, initial policy dialogue suffered from lack of depth to induce critical policy changes. Sequenced strategic priorities need to be identified through the guidance of the highest ministerial committee, such as the Education Policy Committee (EPC).

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Capacity development requires coordinated institutional and funding mechanisms. The weak local enforcement can be addressed through a good mix of international best practice and contextual understanding. However, the program faced difficulties in the timely recruitment of experts using the country system. The Education Program Support Office (EPSO) partly addressed this issue but was eventually dissolved as a result of discontinued funding, and ad-hoc technical assistance (TA) from development partners increased transaction costs, which is against the spirit of the SWAp.

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
No additional lesson.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
Delivery of skills training through the private sector is a viable approach to skills development in Nepal.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
In order to avoid major initial delays in project implementation, procurement planning must be effective, and packaging of contracts needs to be carefully thought out. Project implementation should also have a provision for supporting government officials with management consultants. Advanced actions including retroactive financing provisions should be investigated during the project design and used in establishing the project office, training packages and management support consultant.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
Project implementation arrangements should be carefully assessed and necessary provisions made for effective project management. There should be strong ownership of and commitment to the project by all parties responsible for project implementation.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
Affirmative action policies could expand opportunities for skills development to members of marginalized groups. Without explicit targets for the disadvantaged groups, not as many trainees from the groups would have benefitted from skills training. However, the targets should not be uniform across all training areas but should vary according to type of trade, location of training, and density of marginalized groups in the area.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
The same project outcomes can often be achieved through a number of alternativetraining methodologies depending upon the prior qualifications of trainees.

Project Number: 32236-013
Project Name: Teacher Education Project
Report Date:
Lesson
Deliberately designing stakeholder participation and public debates on education policy reforms could have benefited implementation. The lack of broader stakeholder participation, particularly in the districts, risks losing ownership by implementing agencies.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date: