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Lesson
Comprehensive mid-course correction and timely revision to the design and monitoring framework are opportunities that should be seized to improve the measurement of the project’s achievements.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
Technical and vocational education and training is a complex subsector having multiple interfaces with development issues related to socioeconomic development, production technology, and public policy. ADB needs a sector road map to guide its operations, especially when investments interface with the private sector.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
For interventions in a new country, it is important to assess the capacity of the government’s financial management system thoroughly before launching a project, especially when investing valuable grant resources.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
Development partners, such as the World Bank, Australian Department of Foreign Affairs, and United Nations Children’s Fund (UNICEF), have been working alongside ADB in supporting the 4Ps program that has led the Department of Social Welfare and Development to request for joint review missions.

Project Number: 43407-013
Project Name: Social Protection Support Project
Report Date:
Lesson
The Pantawid Pamilyang Pilipino Program (4Ps) program did not increase the number of children fully immunized before 1 year of age or collect complete data during the impact evaluation rounds on the share of beneficiary children aged 6–14 years of age who were working. It is recommended that future support to the 4Ps program include technical assistance to support the government to identify key issues preventing immunization before 1 year of age and ensure robust M&E of children’s attendance in school and participation in work and labor activities.

Project Number: 43407-013
Project Name: Social Protection Support Project
Report Date:
Lesson
It is all right to have a project that focuses on a limited number of TVET institutions, but the project should describe their interlinkages with tother TVET institutions, including the private TVET institutions. Despite the project’s category C for indigenous peoples safeguards, ethnic minority participation rates increased significantly by 132%. The project should have described how this was achieved given the project’s strategic agenda to support inclusive growth and social development.

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
When debt servicing and repayment burden is placed on TVET institutions, as was the case under this project, the TVET insitutions should have a greater role in the project design and determining their liability

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
This was the first ADB project in the technical and vocational education and training (TVET) sector in the PRC. A number of institutional issues related to financing TVET were neither fully known nor examined for leveraging sustainable development of the subsector in such a situation. The project should have been accompanied by a broader technical assistance to study and share the findings with the government, including enabling elements necessary for replication and/or upscaling in the PRC.

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
Changes in scope could cause a lack of alignment between outcomes and outputs in the project’s results chain. The outcome target indicator for the increased number of disadvantaged students enrolled in HEIs was not linked to the output activity and indicator that the project design intended. By associating an outcome target with a potential output activity that can contribute to its achievement, project implementation activities would be purposeful.

Project Number: 43007-023
Project Name: Higher Education Reform Project
Report Date:
Lesson
Inadequate risk assessments can prevent projects from achieving results. The design and monitoring framework was designed with more assumptions made than risks identified. Overall project implementation was impacted by changes in government, although higher education institutions (HEIs) remained a priority for the government. Identification of risks related to unforeseen changes in government would have informed ADB and the project implementation unit of factors that could prevent the achievement of project results.

Project Number: 43007-023
Project Name: Higher Education Reform Project
Report Date:
Lesson
Budget allocations and actual expenditures to continually achieve project objectives are an indication of its sustainability. As there was a general lack of a strong legal framework or related reform to support the sustainability of the project, ADB should have used information on budget allocations and actual expenditure for the higher education sector after project implementation to more substantially confirm the sustainability of the project’s results.

Project Number: 43007-023
Project Name: Higher Education Reform Project
Report Date:
Lesson
It is important to include in the design and monitoring framework (DMF) the extent to which capacity-building activities improve trainees' perception of their capacity to perform project-related tasks to gauge the effectiveness of such activities. Most project activities were capacity building. However, DMF targets measuring capacity-building activities were limited to the number of trainees reached which was purely informational for project accountability.

Project Number: 43007-023
Project Name: Higher Education Reform Project
Report Date:
Lesson
As was done in this project, drawing from other ADB experiences and lessons in other developing member countries is a good practice that needs to be encouraged and utilized more proactively. Such practices help strengthen ADB’s value-add and deliver quality programs and projects.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
Most of the results were output based. There was limited evidence on the impact that the program was expected to have on reducing skill gaps in the labor market. A closer focus on the employability of students (through tracer studies) would help demonstrate program effectiveness.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
The unit cost of technical and vocational education and training (TVET) is usually higher than that of general school education. Hence, to protect the program’s benefits, TVET output stream must be coordinated closely with the job market preferences of employers.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date: