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Lesson
he use of consultant support with an evolving design requires flexibility. Therefore, packaging all consultant support in large lots through firms is not the best option. Institutional capacity development strategies should consider twinning between Bangladeshi and international institutions to developed capacity in the Directorate of Primary Education (DPE) and other local institutions. The international institutions can continue supporting the DPE after program completion.

Project Number: 30216-013
Project Name: Second Primary Education Development Program
Report Date:
Lesson
Balancing the combined roles of development partners, as agency staff providing oversight on behalf of the agency and as experts providing technical advice, requires constant attention and reflection to ensure that the government remains in the lead during implementation and that development partners get sufficient information to exercise oversight.

Project Number: 30216-013
Project Name: Second Primary Education Development Program
Report Date:
Lesson
A systemic approach to reforming the primary education system is required to address the complexity, complementarity and dependency of issues and organizations in primary education. To design such an integrated approach, a comprehensive subsector analysis to guide the scoping of the program and adopting realistic targets is necessary. The baseline study conducted by Directorate of Primary Education for the midterm review mission performed this function.

Project Number: 30216-013
Project Name: Second Primary Education Development Program
Report Date:
Lesson
Assessment of executing agency capacity is critical when embarking on an ambitious sector-wide approach and particularly so in a large, complex primary education system like that in Bangladesh with development partners cofinancing the project. The high number of vacancies and limited capacity of the Directorate of Primary Education were acknowledged during the design phase, which should have prompted a need to consider a preparatory phase to get minimum preconditions in place before beginning the implementation.

Project Number: 30216-013
Project Name: Second Primary Education Development Program
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:
Lesson
Positive outcomes in terms of cost and quality were associated with using market prices in cost estimates for civil works and involving local communities in the management of works. This fact was appreciated by the government, which valued ADB's flexibility in this aspect of the project's operation. Escalation of civil works costs has been a major delaying factor in numerous ADB-funded projects in Viet Nam.

Project Number: 28309-013
Project Name: Upper Secondary Education Development Project
Report Date:
Lesson
The project could have avoided some implementation difficulties had the project manager been appointed earlier and assisted with the design of project details. Compared with the size of the project, the consultant services package was too small. The national project implementation unit (NPIU) had to take on too much of the work.

Project Number: 28309-013
Project Name: Upper Secondary Education Development Project
Report Date:
Lesson
Delivery of skills training through the private sector is a viable approach to skills development in Nepal.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
In order to avoid major initial delays in project implementation, procurement planning must be effective, and packaging of contracts needs to be carefully thought out. Project implementation should also have a provision for supporting government officials with management consultants. Advanced actions including retroactive financing provisions should be investigated during the project design and used in establishing the project office, training packages and management support consultant.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
Project implementation arrangements should be carefully assessed and necessary provisions made for effective project management. There should be strong ownership of and commitment to the project by all parties responsible for project implementation.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
Affirmative action policies could expand opportunities for skills development to members of marginalized groups. Without explicit targets for the disadvantaged groups, not as many trainees from the groups would have benefitted from skills training. However, the targets should not be uniform across all training areas but should vary according to type of trade, location of training, and density of marginalized groups in the area.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
By underpinning some of the most important policy issues in the social sector, the Social Sectors Support Program (SSSP) maintained ADB's position at the center of social sector policy reform in Mongolia. Further modernization of the social protection system, including wider and better use of targeting, will require continuous external technical and capacity development support to strengthen institutions and human resources.

Project Number: 43096-013
Project Name: Social Sectors Support Program
Report Date: