Search

Displaying 16 - 30 of 33

Lesson
Initial implementation delays were mainly attributed to delays in: (i) government approval of subproject feasibility studies, and (ii) the engagement of consultants, suppliers, and contractors. These delays could be minimized if government approval procedures involving various ministries are streamlined and approval authority, at least for smaller contracts, is further delegated to the executing agency.

Project Number: 40007-013
Project Name: Surkhandarya Water Supply and Sanitation Project
Report Date:
Lesson
The project should take fully into account the condition of the power supply, which is critical for water supply services in the country. The availability of water supply relies exclusively on an uninterrupted power supply.

Project Number: 40007-013
Project Name: Surkhandarya Water Supply and Sanitation Project
Report Date:
Lesson
Successful activities need to be institutionalized and scaled up. The effectiveness of upgrading 100 secondary schools is a good example that school-based management builds ownership and accountability, and increases the quality of schooling as a result. The need for more good quality secondary schools is urgent for the country. The success of school grants is another example of small pilot activities. Such intervention yielded great returns and it needs to be sustained in order to receive greater benefits in the long run.

Project Number: 39293-013
Project Name: Education for Knowledge Society Project
Report Date:
Lesson
In addition, a more systematic design would give more scope to the executing agency to develop synergies among outputs and to make systematic changes. For instance, the EKSP offered many ad-hoc teacher training courses through different project activities. But there was no systematic approach to integrate these activities into a comprehensive and structured professional development plan. The core issue that influences the quality of teaching in Sri Lanka is the lack of clear career progression paths with proper professional development opportunities for both teachers and principals.

Project Number: 39293-013
Project Name: Education for Knowledge Society Project
Report Date:
Lesson
The need for further scaling up of the Education Sector Development Program (ESDP) became clear. The Education for Knowledge Society Project (EKSP) upgraded 100 secondary schools and one post-secondary school among many. At the end of the project, there is a clear need to strengthen capacity in more secondary schools, which should be done using a program approach. Specifically, it is necessary to ensure that students in disadvantaged and rural areas have equitable access to quality secondary education, sufficient training is given to teachers, and the needed resources are provided.

Project Number: 39293-013
Project Name: Education for Knowledge Society Project
Report Date:
Lesson
The government's and beneficiaries' in-kind contributions included in the project cost estimates should be quantifiable to ensure the proper monitoring and audit of the project's financial statements.

Project Number: 37536-013
Project Name: Land Improvement Project
Report Date:
Lesson
Cofinancing by Global Environment Facility (GEF) is particularly useful for agricultural projects with environment- sensitive issues like water and soil salinity, and water logging.

Project Number: 37536-013
Project Name: Land Improvement Project
Report Date:
Lesson
On-farm works requiring consultation with and contributions from beneficiaries require considerable time, efforts, and resources. Hence, their design, schedule, resource allocation, and implementation arrangements need to be planned carefully.

Project Number: 37536-013
Project Name: Land Improvement Project
Report Date:
Lesson
A thorough review of the project at the midterm review to identify key issues and prepare remedial measures was key to the adequate completion of the project.

Project Number: 37536-013
Project Name: Land Improvement Project
Report Date:
Lesson
Capacity development requires coordinated institutional and funding mechanisms. The weak local enforcement can be addressed through a good mix of international best practice and contextual understanding. However, the program faced difficulties in the timely recruitment of experts using the country system. The Education Program Support Office (EPSO) partly addressed this issue but was eventually dissolved as a result of discontinued funding, and ad-hoc technical assistance (TA) from development partners increased transaction costs, which is against the spirit of the SWAp.

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Prioritized policy actions in the sector-wide approach (SWAp) need to be supported by sound public financial management and supervision, under the decentralized education system. The education quality outcomes hardly improved and fiduciary risk remains substantial. Numerous policies and guidelines were revised at the central level and disseminated at the local level, but they were not enforced in the field due to weak capacity and local politics.

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Program design needs to strike a balance between strategic selection of key policy and a holistic approach. Transformation of the education system needs a wide range of reforms and while the ESP included broad policy actions, initial policy dialogue suffered from lack of depth to induce critical policy changes. Sequenced strategic priorities need to be identified through the guidance of the highest ministerial committee, such as the Education Policy Committee (EPC).

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
The Education Sector Plan is ambitious. Human capacity can easily be overloaded by attempting too many simultaneous reforms. Having fewer, but well-sequenced and phased priorities, is likely to have more impact.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
The loss of much of the evaluative work and studies done under the Education Sector Project II (ESPII) when key staff departed leaving no document archive and the inability to provide quality data for the project completion report highlight the importance of institutionalizing a strong system for monitoring, evaluation, and learning.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
The new curriculum provides a starting point for confident, capable teachers but is reportedly challenging for weak teachers. Developing the curriculum in the language the teachers use to plan and deliver their lessons (Samoan) would have lessened the risk of creating new vocabulary and provided a better base for weak teachers.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date: