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Lesson
ADB project teams need to have a realistic understanding of how long it takes host governments to secure internal approvals to avoid delays in completion thatcould impact project performance. Loan effectiveness took place about 5 months after loan signing, some 3 months behind schedule, “due to prolonged government approvals and parliamentary ratification procedures.” This put the project behind schedule almost from the beginning. Subsequent review missions “emphasized the need to accelerate implementation of all planned activities.

Project Number: 46535-001
Project Name: Strengthening Technical and Vocational Education and Training
Report Date:
Lesson
Poor quality of local talent can significantly hinder implementation, causing ADB to intensify implementation support to put projects on track. The executing agency asked the international consulting firm “to change six of the national experts to enhance the quality of expertise.” Delays in retaining architects to monitor construction had a knock-on impact on the procurement of civil works and equipment packages. The objective of setting up the Project Administration Group (PAG), among other implementation units, was to delegate project execution to locals, but this did not work.

Project Number: 46535-001
Project Name: Strengthening Technical and Vocational Education and Training
Report Date:
Lesson
Inadequate data collection can obstruct the documentation of project impact. The project implementation unit focused exclusively on disbursements to the detriment of other metrics in the design and monitoring framework. Government ministries do not collect data regarding TVET graduates, such as whether they are employed, in what capacity they are employed (i.e., whether they are employed in their field of study or not), and how much is their income. Information on historic and forecast budgets for TVET were not provided, nor were data on tuition collected from fee-paying students.

Project Number: 46535-001
Project Name: Strengthening Technical and Vocational Education and Training
Report Date:
Lesson
The TA was almost used as project preparation as the TA was the trigger to generate other resources for future TA or cofinancing for ADB loans. This is typical of project preparatory technical assistance but not of policy and advisory technical assistance.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
The TCR may have intended to mention in this section that the publication of these knowledge products increased the knowledge base of ADB on sector challenges, and provided government strategies on policy reforms, which led to the realization of two ADB loan projects in Pakistan. It was also vital in opening a dialogue between the governments of Sindh and Punjab for possible ADB assistance.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
This is external to ADB. The collaboration with two NGOs provided a platform to engage with key domestic stakeholders.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
This validation deems that the first sentence is not a lesson but a statement on TA’s relevance and contribution.

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:
Lesson
Partnership with nongovernment organizations (NGOs) was helpful to the success of the TA. The TA used two NGOs––the Karachi-based Aga Khan University Institute for Educational Development, and the Lahore-based Institute of Development and Economic Alternatives––to (i) organize and host workshops to solicit the views of sector stakeholders, and (ii) undertake peer review of the sector assessments produced under the TA.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
Other TA resources were allocated to support the preparation of the two projects identified as a result of the TA.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
The use of individual consultants allowed the selection of consultants with specific skills to successfully complete the work. The active participation of ADB’s headquarters-based staff was key to the TA’s success––headquarters staff were actively involved in the TA and joined for at least a part in all the missions.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
Extensive consultation with the government and sector stakeholders was important. This was done through workshops and meetings held during the missions. These allowed for a comprehensive discussion of challenges, government strategies, government reform directions, and possible ADB operations in the education sector.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
The general nature of the TA outputs was helpful as it allowed the specific area of focus for the sector assessments to be determined based on discussions with the respective provincial governments and with the federal government. TA extensions allowed the TA to be (nearly) fully utilized and contributed to the preparation of the SSEIP.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date:
Lesson
The TA provided a platform for the conduct of such assessments in other jurisdictions and other education subsectors. It also provides a replicable mechanism that can be used to identify sector challenges and scope opportunities for ADB operations in Pakistan and other developing member countries.

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