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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
No new lessons

Project Number: 34207-013
Project Name: Northwestern Rural Development Project
Report Date:
Lesson
Procurement reform. The government procurement policy of verifying price after finalizing a contract under ICB causes serious project implementation difficulties. This policy should be either discontinued or streamlined and made part of the bid evaluation process.

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
Clear understanding of government and ADB policies, guidelines, and procedures. Lack of familiarity with and understanding of policies, guidelines, and procedures of the government and ADB�particularly on procurement, accounting, and financial reporting�is often a source of confusion and delays. It is important that project implementation unit (PIU) staff, especially new ones where staff turnover is high, be given adequate orientation and hands-on training. PIU budgets should contain allocations for staff training.

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
Assessment of capacity of the executing agency. During project preparation a comprehensive assessment of the executing agency's procurement capacity should help identify possible challenges in project implementation. In case of weak capacity, technical assistance grants can help to strengthen procurement capacity, especially in projects where success is linked predominantly to fast- paced, transparent procurement involving international competitive bidding (ICB).

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
Competitive selection of beneficiaries. The competitive approach used in the selection of beneficiary schools (i) proved effective in identifying schools with committed management and supportive communities; (ii) fostered a strong sense of ownership among the school's stakeholders: and (iii) encouraged a cooperative effort among the school board, school management, teachers, and parents in identifying priority needs and corresponding improvement programs.

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
Developing an indicator to measure quality improvements during the life of the project could have assisted in focusing the quality improvement interventions. A national assessment of student achievement using international standards is part of the school sector reform program. Grades 3, 5, and 8 will be assessed.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
In the case of pool funding, efforts should be made to continue collaboration until the end, including a joint evaluation, to identify joint lessons and to maximize use of resources.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
Deliberately designing stakeholder participation and public debates on education policy reforms could have benefited implementation. The lack of broader stakeholder participation, particularly in the districts, risks losing ownership by implementing agencies.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
The dependence of reforms on proposed legal provisions should be analyzed. Both the development of the national curriculum framework and the decentralization of education could not be implemented fully because the legal provisions were not in place.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
Benchmarking education quality reforms with international and regional best practices, is important and could have contributed to strengthened reforms.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
Design flexibility, accommodating changes for better alignment with emerging development objectives, improved implementation and contributed to reaching the desired results. Clear and precise documentation regarding when and what changed, and how the project goal, outcomes, and output were revised and embedded in new modalities, should be a critical element of this mind set.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date: