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Lesson
Lack of baseline data hampered evaluation. Higher priority should have been given to ensuring that baseline data was collected and reported during project implementation. The data that should have been collected includes (i) benchmarking data, to provide MPAF management with objective reference points for impact evaluation corresponding with the needs of the port users and consumers; (ii) benefit monitoring data, to ensure that the project benefits actually accrue to the port users; and (iii) post-project performance evaluation data, to assess overall effectiveness of the project.

Project Number: 32525-013
Project Name: Fiji Ports Development Project (Loan 1902-FIJ)
Report Date:
Lesson
More rigorous risk assessment during project processing would have allowed for better monitoring of key assumptions during implementation. Related to the above lesson on better consultation, the project should have done a better risk assessment. A key impact assumption overlooked was elimination of the port service charge by shipping agents and companies.

Project Number: 32525-013
Project Name: Fiji Ports Development Project (Loan 1902-FIJ)
Report Date:
Lesson
More thorough stakeholder consultation during project processing could have led to a better project design. The project processing missions could have consulted the key project stakeholders more effectively. For example, a decrease in the port service charge by 50% in 2009 and its elimination by 2010 was cited as a project benefit, but this would have required agreement of the shipping agents and shipping companies to implement. The same applies to the Lautoka reclamation component, which should have been undertaken only after commitments by shipping companies and agents had been obtained.

Project Number: 32525-013
Project Name: Fiji Ports Development Project (Loan 1902-FIJ)
Report Date:
Lesson
The project could have benefited from more careful preparation. The project was prepared through a sequence of four processing missions, without the benefit of dedicated project preparatory TA. In retrospect, given the weaknesses in the DMF, the four departures from the original scope of work, and the methodological shortcomings in the EIRR calculation, the project could have benefited from more careful preparation.

Project Number: 32525-013
Project Name: Fiji Ports Development Project (Loan 1902-FIJ)
Report Date:
Lesson
Project implementation could have been improved with appropriate interagency coordination and support on civil works design and supervision. Following the restructuring of Public Works Department in the early phase of project implementation, a new mechanism was required to ensure proper supervision during subproject design and construction. As the midterm review for the ESP II noted, an education ministry cannot be expected to have the technical resources for this purpose.

Project Number: 30175-013
Project Name: Education Sector Project
Report Date:
Lesson
Studies of affordability and the cost and efficiency of school operations and community appreciation of economic issues were needed. The IEM's school survey highlighted the thin spread of limited resources across the formal education system, which was also noted in the 2006 National Human Development Report for Samoa. Undertaking economic analysis of the education sector with examination of affordability issues would encourage policy development toward a more efficient use of resources such as specialist teachers and modern educational technology, including computers in schools.

Project Number: 30175-013
Project Name: Education Sector Project
Report Date:
Lesson
Aid harmonization was difficult due to procedural issues. Lessons from the ESP PCR regarding harmonization of external inputs were applied to the ESP II under a sector-wide approach. While progress in harmonization of aid arrangements has been recognized in the recent evaluation of the implementation of aid effectiveness principles by the Government of Samoa, the funding agencies and government partners noted continuing problems, as arrangements require them to conform to ADB procurement systems, which are difficult to apply in a very small island country.

Project Number: 30175-013
Project Name: Education Sector Project
Report Date:
Lesson
Upfront work is needed to use the sector lending modality. Project management flexibility provided to the borrower or executing agency may negatively affect project implementation and, consequently, the achievement and sustainability of project outcomes.

Project Number: 30175-013
Project Name: Education Sector Project
Report Date:
Lesson
Integrated monitoring and evaluation system–management information system for higher education institutions. There is ongoing development of an integrated monitoring and evaluation system backed up by a management information system at the Directorate General of Higher Education (DGHE) that is linked to individual higher education institutions.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date:
Lesson
Institutionalizing linkages between educational entities and industries nationally and at the higher education institution level can be a good practice. For example, by having a forum through which employers can give advice on national and institution specific policies, plans and programs. Linkages between educational entities and industries by way of collaboration in curriculum design and partnerships in job orientation programs were observed during the IEM. However, the extent varies depending on the higher education institution.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date:
Lesson
Higher education institutions may also consider looking into strengthening English proficiency. This would include assistance to improve performance in the Test of English as a Foreign Language—not only for future dealings or links with foreign universities and polytechnics, but also as a predeparture intervention for those going abroad, whether for an overseas degree fellowship or for work.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date:
Lesson
Initiatives to link the higher education institutions to foreign universities and polytechnics, as well as international or regional networks in higher education have started at some institutions that could be encouraged in HEIs. Moves to engage in twinning arrangements and credit transfers, and to take part in international accreditation of study programs or international certification of lecturers are also some practices that have started.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date:
Lesson
The project’s decentralized implementation structure which created an subproject management unit at each participating higher education institution is an effective capacity building tool in project management. Prior to project implementation, management of the HEIs is still largely centralized when it comes to decisions on opening or closing of study programs, curriculum structure, hiring and firing of personnel, use of nonbudget revenue, etc. This constrains the initiative and flexibility of higher education institutions to respond to changing conditions.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date:
Lesson
Initiatives to link the higher education institutions to foreign universities and polytechnics, as well as international or regional networks in higher education have started at some institutions that could be encouraged in higher education institutions. Moves to engage in twinning arrangements and credit transfers, and to take part in international accreditation of study programs or international certification of lecturers are also some practices that have started.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date:
Lesson
Quality assurance can be further strengthened by complementing a component that verifies the quality of the product such as a national licensure examination system. The quality of education and training at the higher education institutions varies widely; it is better in the major cities, as indicated by the number and accreditation levels of the study programs. The project supported the strengthening of the Board of National Accreditation for Higher Education and the establishment of quality assurance units to ensure the quality of the study programs.

Project Number: 31081-013
Project Name: Technological and Professional Skills Development Sector Project
Report Date: