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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
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
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
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: