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Lesson
Policy dialogue required on-the-ground support from ADB. Establishment of the ADB development coordination office in November 2011 played a key role in forging policy dialogue, although this was undertaken issue-by-issue (expenditure management, taxation, and state-owned enterprise reform) rather than through a holistic approach. Other development partners also provided substantial support for public sector reform in the Republic of Marshall Islands, but the coordinated dialogue with government that has been used successfully in programs elsewhere in the Pacific was missing.

Project Number: 43321-013, 43321-023
Project Name: Public Sector Program - Subprograms 1 and 2: Program Completion Report
Report Date:
Lesson
All Pacific developing member countries, including the Republic of Marshall Islands (RMI), have great difficulty implementing policies to support long-term adjustments. The program included several line expenditure conditions under output 2 that the government struggled to implement and monitor (para. 16). In the end, the government decided to make across-the-board expenditure cuts rather than the targeted cuts proposed under the program. The condition targets were related to budget estimates rather than budget outturns.

Project Number: 43321-013, 43321-023
Project Name: Public Sector Program - Subprograms 1 and 2: Program Completion Report
Report Date:
Lesson
The program's DMF was overambitious (para. 8) and, based on ADB guidelines for DMF preparation could have been correctly recast to make the outcome the intended impact and output 1 the intended outcome. The outcome and impact statements and indicators and targets in a DMF need to be realistic and take into account the country context. [Main text, para. 38]

Project Number: 43321-013, 43321-023
Project Name: Public Sector Program - Subprograms 1 and 2: Program Completion Report
Report Date:
Lesson
A thorough funds disbursement analysis should have been conducted during project implementation to determinesufficiency or insufficiency of funds from all sources to finance all project components. While the actual cost for theproject civil works sections increased by 50%, the project still ended with unutilized loan proceeds of $9.65 million (Loan 2205) and $1.40 million (Loan 2206 [Special Funds]). These were more than sufficient to continue implementing the local roads component estimated to cost $3.8 million, of which $3.0 million was to be funded from the loan.

Project Number: 35457-013
Project Name: East–West Highway Improvement Project
Report Date:
Lesson
No new lessons.

Project Number: 35087-013
Project Name: Urban Water Supply and Sanitation Project
Report Date:
Lesson
The project constructed a two-lane road. Subsequent to the start of the project, the government decided to widen the road to four lanes by constructing another two-lane road alongside the project road. The widening works are scheduled for completion by December 2013. The ADB-financed two-lane road was completed in December 2012.

Project Number: 39176-033
Project Name: Road Network Development Program (Project 2)
Report Date:
Lesson
Realistic estimation of project and contract duration is important. Inclement weather seriously hampered physical progress in project implementation, especially from August 2011 to February 2012. The contractor had difficulty coping with it, which significantly delayed the completion of works. A more realistic timeframe for implementing a road project should be formulated allowing for unpredictable local weather conditions and other contingencies so that resources can be deployed effectively and efficiently.

Project Number: 39176-033
Project Name: Road Network Development Program (Project 2)
Report Date:
Lesson
More robust due diligence is needed during project design and formulation to enable the closest possible cost estimates and to set aside enough resources to cover contingencies. This can save considerable time. The scope of the ADB-financed East-West Highway Improvement Project, approved in 2005, included two sections of the east-west highway

Project Number: 39176-033
Project Name: Road Network Development Program (Project 2)
Report Date:
Lesson
The project experienced start-up delays, because the contractor mobilized slowly and was unable to tie up with suitable local subcontractors. The contractor was also unfamiliar with conditions in the country at the start, which caused implementation delays. The subcontractors contributed significantly, and without them it would have been difficult for the contractor to successfully complete the project.

Project Number: 39176-033
Project Name: Road Network Development Program (Project 2)
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
Use phased reform programs. Radical reform programs, especially if they carry political risks, are likely to result in government resistance, unless the government strongly supports the concept. A phased long-term reform program is more likely to gain government support, especially if each stage is aligned with government objectives.

Project Number: 35087-013
Project Name: Urban Water Supply and Sanitation Project
Report Date:
Lesson
National M&E remains a challenge due to lack of capacity and minimal regional support to assist participating DMCs. While regional evaluations of some activities have taken place, they need to focus on impact or outcome indicators rather than on the process of implementation.

Project Number: 38599-022
Project Name: HIV/AIDS Prevention and Capacity Development in the Pacific
Report Date: