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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 main driver of the project was improving the quality of USE to enhance productivity and employability in Viet Nam’s growing economy. However, the revision of curriculum and instructional material preparation was not within the sphere of the project. Instead, the project assumed that curriculum revision and new instructional material will be introduced within the project time frame, but outside the project scope. ADB should have properly identified such a project risk and adequately reflected it in project risk

Project Number: 42275-013
Project Name: Second Upper Secondary Education
Development Project
Report Date:
Lesson
The project aimed to help improve the employability of the young labor force in Viet Nam. It is important that the government ensures that its policy and investment in USE linked clearly with demand for skills in the job market and business development in the economy.

Project Number: 42275-013
Project Name: Second Upper Secondary Education
Development Project
Report Date:
Lesson
The DMF missed some essential data that were important in measuring project effectiveness. As this was a follow-up project, both executing agency and ADB should have had up-to-date data and information. To avoid such issues, ADB needs to make a rigorous assessment of the institutional arrangements, and database benchmarks in the case of long-term commitments and preparation of additional follow-on projects.

Project Number: 42275-013
Project Name: Second Upper Secondary Education
Development Project
Report Date:
Lesson
Mainstreaming gender in teachers and other stakeholder training materials, in addition to providing focused gender training, is effective in advancing gender equality in education sector interventions.

Project Number: 42275-013
Project Name: Second Upper Secondary Education Development Project
Report Date:
Lesson
Using performance targets that are specific, measurable, and with generally available indicators and backed by adequate baseline data is key to the reliable assessment of project results.

Project Number: 42275-013
Project Name: Second Upper Secondary Education Development Project
Report Date:
Lesson
Careful assessment of the need for adjustments and making the most appropriate adjustments thereafter will enable projects to adapt or respond to changing circumstances.

Project Number: 42275-013
Project Name: Second Upper Secondary Education Development Project
Report Date:
Lesson
The lack of upstream donor coordination can lead to the duplication of efforts, as seen on the decision to switch skills standards to Victorian model.

Project Number: 41339-013
Project Name: Skills Enhancement Project
Report Date:
Lesson
It is best to have fewer and simpler procurement packages, especially when dealing with new implementing agencies.

Project Number: 41339-013
Project Name: Skills Enhancement Project
Report Date:
Lesson
It is important to consider the institutional differences between public and private providers and to incorporate these differences into project design.

Project Number: 41339-013
Project Name: Skills Enhancement Project
Report Date:
Lesson
Possible control groups need to be identified to measure benefits attributable to the project.

Project Number: 42080-013
Project Name: Strengthening Water Management and Irrigation Systems Rehabilitation Project
Report Date:
Lesson
It is important to have a clear results chain logic when designing the DMF to extract valuable lessons from the project.

Project Number: 42080-013
Project Name: Strengthening Water Management and Irrigation Systems Rehabilitation Project
Report Date:
Lesson
The introduction of participatory approaches and the transfer of management of large irrigation schemes to irrigation management companies can promote sustainable irrigation services.

Project Number: 42080-013
Project Name: Strengthening Water Management and Irrigation Systems Rehabilitation Project
Report Date: