Search

Displaying 1 - 15 of 15

Lesson
Participatory approaches and stakeholder consultationsresult in widely accepted programs with a high potential for success. The design of the stipend program in this initiative followed extensive consultations and technical workshops with technical and vocational education and training (TVET) institutions, as well as development partners active in TVET. As a result of this participatory and collaborative approach, the stipend rate and disbursement mechanisms were widely accepted.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Stakeholder involvement in project design and advance preparation of the consultant terms of reference and procurement packages strengthen the effectiveness and efficiency potential of projects. Close involvement by the executing agency and project colleges allowed for an in-depth discussion of outcome and output indicators, as well as of the cost estimates reflecting the local context and implementation capacity of the executing agency and project colleges.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Capacity building in TVET needs to go hand-in-hand with industry progress as employment of TVET students is directly influenced by industry trends and capacity. Complementary elements, such as the purchase of equipment and training of instructors on the equipment, should be arranged more successively to allow the implementation of subsequent phases to proceed more seamlessly. Greater focus is needed in engaging the private sector to better understand the trends in hiring and updating of curricula and learning materials.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Ensuring the continuity of reforms until they are fully rexecuted requires the Implementation of a medium-term program framework, strong government commitment, and extensive consultation and engagement of key stakeholders. This program was designed when the massive K–12 reform was rolled out. The reform’s full Implementation was envisioned to go beyond the administrative tenure of Department of Education that initiated it.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
The choice of executing agency (EA) is critical to project success. The Minifstry of Finance, the project EA, provided strong leadership and was able to engage the private sector efficiently. Its broad, multisector overview of the economy helped ensure relevant outcomes from the project, and its central ministerial position facilitated effective coordination across multiple ministries.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Using well-established and reputable industry associations as primary implementing partner for training rather than directly contracted training providers is a strategically sound decision for scaling up sector-specific, job-ready training. The industry associations already had a working knowledge of the skills gaps and needs in their respective industries, which reduced the time needed to develop programs and deliver industry-required skills courses. Job placement was also made easier thus facilitating the attainment of the performance indicators.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
The multitranche financing facility (MFF) modality is appropriate for the phased Implementation of major reforms. It also proved suitable for the new training partnership model introduced by this investment program, which took time to take off within both the government and the private sector. This is because the stakeholders deemed it important to familiarize themselves first with the model— learn which aspects were working well, which ones did not. and subsequently modify or redesign those aspects that proved inappropriate or ineffective.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Results-based lending (RBL) is effective in strengthening government systems and fostering a whole-of-government approach to education reform. The Department of Education and education sector benefitted from the extensive engagement and discussions with oversight agencies on specific program results areas. The agencies provided a wider perspective on government financing, resource programming and prioritization, development planning, and program or project evaluation.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
Private sector participation in skills development is still limited at each stage of the skills development value chain. The limited enterprise support in such trainings may be caused by the lack of recognition and understanding of mutual benefits that could be derived by training institutes and enterprises.

Project Number: 47334-002
Project Name: Supporting Kerala's Additional Skill Acquisition Program in Post-Basic Education
Report Date:
Lesson
Lack of capacity in governmen to continue reforms without external support puts the sustainability of reform projects' outputs at risk. Reforming the sector requires strong ownership and commitment in terms of providing sufficient financing and policy changes to support the reform. Some project outputs—including the textbook rental scheme and textbook provision, online training modules and attestation for teachers, curricula review system, and financing of innovative schools' additional functions—are incomplete as the government still has not implemented them countrywide.

Project Number: 46537-002
Project Name: Strengthening Education System Sector Development Program
Report Date:
Lesson
Monitoring and evaluation is crucial to continually improving program design. ADB has provided valuable support to impact evaluations of the Philippines' CCT program since 2010. These have helped identify progress as well as challenges requiring attention. For example, the lack of impact on children’s immunization rates requires revisiting the health conditionalities for all CCT beneficiary children. Similarly, reported school attendance rates remain high without necessarily being affected by the program.

Project Number: 43407-013
Project Name: Social Protection Support Project
Report Date:
Lesson
Incomplete registration and compliance monitoring and unjustified ceilings on the number of eligible beneficiaries can limit the outreach and transformative potential of conditional cash transfer (CCT) programs. Unde the Philippines' CCT, all target beneficiaries and children within 4Ps households should be registered and monitored.

Project Number: 43407-013
Project Name: Social Protection Support Project
Report Date:
Lesson
Sound implementation arrangements and commitment and leadership are critical to project success. The project management office (PMO) was institutionalized in the Hunan Education Department (HED), the implementing agency. HED was fully committed to and engaged in project implementation, and with TVET sector development and reform a policy priority of the HED, all 13 TVET institutions were fully responsive to and in good compliance with PMO requirements.

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
Changing mindsets from traditional investment to RBL could take time, requiring all stakeholders to have an in-depth understanding of the RBL modality. The provincial government and education department’s strong commitment to the program has powered ts success.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
It is important for all stakeholders to have the same understanding of the expected project outputs to minimize issues during implementation. The volume of civil works required by the target school dormitories was higher than that calculated at appraisal. Hence, the executing agency, the Ministry of Education, Culture, Science and Sports (MECSS) and ADB had to revise the civil works allocations and reduce the number of target dormitories.

Project Number: 49168-001
Project Name: Improving School Dormitory Environment for Primary Students in Western Region Project
Report Date: