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Lesson
The lesson is that the demonstration of innovative pilots can help to ensure that these are taken up in design and implementation of ADB lending operations. Nevertheless, dissemination of knowledge to DMC stakeholders also provides an important avenue to bring local stakeholders on board.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
The key lesson for ADB is to assess partner capacity and provide detailed guidance on operational procedures to manage expectations and to make the partnership effective.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
The political economy is a key consideration and can result in significant delays especially if counterpart capacity is low.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
As continued financing of gender-projects can be a challenge, a key lesson for ADB is to consider options for financing continued support to sub-projects including from other ADB TA resources. ADB teams could also prepare solid gender project financing proposals and market these to other donors so that these can be scaled up

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
To avoid risk of failure, an umbrella TA should balance out the risk in the portfolio between highly innovative yet risky activities and those with firm disbursement schedules.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
The main lesson is that better planning of consultancy needs can help in more timely recruitment of international and national consultants. In this case, delays in start-up of TASF activities, and non-extension of the Future Cities Program to which TA project was linked, impacted project disbursement. Consultancy overcommitments subsequently required reallocation of cost categories under the TA project.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
Another lesson could be that regional conferences and study tours can also be a useful way to engage stakeholders, rather than relying on a one-way flow of information through dissemination of knowledge products.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
The validation agrees that this is an important lesson especially as this was a cross-cutting gender specific TA project, and especially as this Phase 2 was building on work already undertaken in Phase 1. The TA project thus potentially offers a rich set of lessons; the documentation of lessons of replication is important and could potentially inform approach to how gender can be mainstreamed or scaled up across ADB operations.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
The validation agrees with the TCR lesson on the importance of building ownership of in-country stakeholders.

Project Number: 48206-001
Project Name: Promoting Gender Equality and Women's Empowerment (Phase 2)
Report Date:
Lesson
Agree. However, the lesson should add that future TA projects for Bangladesh education sector should build on the capacities already established under PEDP III.

Project Number: 45317-001
Project Name: Support for the Third Primary Education Development Project
Report Date:
Lesson
Well-phrased as a lesson, assuming the lack of training was the main underlying issue. Given that audit observations presumably came in annually, there could have been time to adjust the TA project activities to address the identified issue. However, it is unclear from the TCR whether factors other than inadequate training contributed to the issue.

Project Number: 45317-001
Project Name: Support for the Third Primary Education Development Project
Report Date:
Lesson
The nature of the new post-TA project should be explained, e.g., its relationship with the existing TA project (for example, whether it was aimed to address the audit observations issue mentioned above), its funding sources, and whether the existing TA project was instrumental in leveraging the new resources.

Project Number: 45317-001
Project Name: Support for the Third Primary Education Development Project
Report Date:
Lesson
This is phrased as an achievement of the TA project. It can be rephrased as a lesson by emphasizing that preparing fiduciary and sector performance reports on a regular basis contributes to improved fiduciary and results management in primary education and this practice could be replicated in the secondary education sector.

Project Number: 45317-001
Project Name: Support for the Third Primary Education Development Project
Report Date:
Lesson
Also, as lack of capacity in fiduciary oversight is a common problem, the lesson can add that similar TA projects can be provided to ADB projects in other developing member countries.

Project Number: 45317-001
Project Name: Support for the Third Primary Education Development Project
Report Date:
Lesson
Clarity in project design particularly in identifying outcomes and outputs correctly with appropriate targets and indicators are essential in monitoring project achievements and determining how success will be assessed. A well-conceived results framework can effectively assess how economic resources and inputs (e.g., expertise, funds, etc.) are converted to results, for example. This could help facilitate a project’s focus on interventions and specific expected outcomes. Moreover, a program–logic diagram can help in this approach.

Project Number: 39452-013
Project Name: Strengthening Governance Management Project
Report Date: