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Lesson
No new lessons

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Internal LSE subsector cooperation and coordination. Some project activities required close cooperation among stakeholders. For example, campaigns promoting the importance of LSE among disadvantaged communities in remote areas, where young children contribute to the family income through employment, required committed engagement by Ministry of Education and Training (MOET), Department of Education and Training (DOET), Bureau of Education and Training (BOET), teachers, and others, to ensure that LSE awareness campaigns reached their target audience.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Capacity building for sustainability of project outcome and outputs. Project design strengthened the planning and management capacity of education planners and managers. This investment for the future is necessary to ensure sustainability of the project outcome and outputs over the longer term. In addition, one sub-output of the project introduced the concept of continuing professional development, to provide opportunities and support for teachers to systematically improve their knowledge and skills throughout their teaching careers.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Participatory approach to project design and implementation. Extensive consultation with and participation by key stakeholders from project formulation through implementation resulted in higher ownership of the project among stakeholders. It also led to realistic and implementable project design, and allowed for an effective response to challenges encountered by the LSE subsector. It also promoted good coordination and communication, which was necessary for a timely resolution of issues.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
The design monitoring framework would have better tracked improvements in the quality of LSE in the target regions if it had measured the impact of the inputs, rather than only the inputs. For example, instead of counting the number of ethnic minority upper secondary education (USE) graduates who received a scholarship, the indicator could have measured the number who received scholarships and who returned to their own communities to work, which was the project's original intention.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Relevant project design. The project's target identification methodology was relevant and sophisticated. Prior to this project, ADB support to disadvantaged provinces covered all parts of 22 provinces (determined by the government), which was nearly a third of the country. In contrast, the targeted support of the project resulted in focused investment on the poorest groups.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
No new lessons

Project Number: 37622-013
Project Name: Upper Secondary and Professional Teacher Development Project
Report Date:
Lesson
Consistency in project documents between the government and ADB. Some inconsistencies and ambitious targets between the government's feasibility study report and the RRP (Report and Recommendation of the President) required discussions and formal agreements between the MOET (Ministry of Education and Training) and ADB, resulting in delays in project implementation. At the design stage, project targets should be more realistic and attainable.

Project Number: 37622-013
Project Name: Upper Secondary and Professional Teacher Development Project
Report Date:
Lesson
Having teacher and school management training in local schools could result in engaging high-performing leaders and local managers as trainers.

Project Number: 28309-013
Project Name: Upper Secondary Education Development Project
Report Date:
Lesson
Requiring project preparatory technical consultants to coordinate closely with the government agencies to ensure compatibility of project design with the sector strategy of the government is a standard operating procedure, yet is often taken for granted.

Project Number: 28309-013
Project Name: Upper Secondary Education Development Project
Report Date:
Lesson
Pilot studies are a worthwhile project subcomponent as they map a path for introducing innovations and for building capacity within local agencies.

Project Number: 28309-013
Project Name: Upper Secondary Education Development Project
Report Date:
Lesson
There was some concern that the feasibility study report prepared by Ministry of Education and Training (MOET), which was the official appraisal document on the government side, was not sufficiently consistent with the report and recommendation of the President. Considerable discrepancies between the two key documents, due to limited communication between MOET and the project preparatory technical assistance (TA) consultants, were observed.

Project Number: 28309-013
Project Name: Upper Secondary Education Development Project
Report Date:
Lesson
The design of capacity building activities needs to be better structured with a model defining how knowledge and skills will be transferred and including pre- and post-training assessments to measure impact. Without a structure, capacity building activities are reduced to the number of persons trained.

Project Number: 33304-013
Project Name: Second Lower Secondary Education Development Project
Report Date:
Lesson
The procurement capacity of the executing and implementing agencies, as well as the context of the project, needs to be considered when determining procurement methods. Their procurement capacity needs to be developed in order for them to implement procurement methods and accurately follow procedures and guidelines. Tracking of project implementation becomes difficult if procurement documentation does not follow requirements.

Project Number: 33304-013
Project Name: Second Lower Secondary Education Development Project
Report Date:
Lesson
The recruitment of consultants by executing agencies remains time-consuming. This problem is not specific to the project, but common in all ADB-financed projects in Viet Nam. Delays in consultant recruitment result in delays in implementing the entire project. In the future, advance actions and project readiness filters should be applied to minimize start-up delays.

Project Number: 33304-013
Project Name: Second Lower Secondary Education Development Project
Report Date: