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Lesson
Limiting the number of policy actions and reform areas could help to tighten future policy-based loans and adopt deeper policy actions. It would also allow sufficient time to implement the attached TA effectively, further strengthening potential impact. The program included a large number of policy actions, spread over five different reform areas, and some of its policy actions lacked the depth required to bring about structural change.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
A policy-based loan needs a clearly articulated policy matrix and performance indicators with direct linkages to the design and monitoring framework (DMF) to allow results to be attributed to policy actions. In many instances, it was difficult to attribute reported achievements to policy actions supported by the program. This affected the understanding of the program’s effectiveness. The results chain of a policy-based loan should be explicitly presented in the project documents and the DMF indicators should fully reflect intended outcomes of the selected policy actions.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
Results-based lending may be more suitable than policy-based lending for sector-wide approach, as they require a broad range of interventions implemented step by step and with appropriate incentives. When the program was approved, results-based lending was not yet available at ADB. The decision to opt for a policy-based lending modality was adequate, as it was the most suitable modality available at the time. However, the School Sector Reform Plan involved different types of initiatives, ranging from policy reforms to specific ground-level interventions.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
The intensive involvement of the resident mission is crucial to the successful implementation of a program supporting a sector-wide approach (SWAp). Close coordination with development partners and regular consultations with government counterparts take on greater importance in a SWAp, as was illustrated under the program. Appointing a focal person at the resident mission can help in addressing issues as they emerge, and in ensuring ongoing participation in policy dialogue and joint review meetings.

Project Number: 35174-082
Project Name: School Sector Program
Report Date:
Lesson
The government’s strong capacity and diligent response enabled the quick and smooth processing of the program. The stakeholders met by the evaluation mission indicated that before the 2008 conflict Georgia’s economy was relatively well-managed by the government. The government had a good track record with development partners and this was instrumental in securing substantial support after the twin crises.

Project Number: 42529-013, 42529-023
Project Name: Growth Recovery Support Program
Report Date:
Lesson
The quick response of the development partners and their good collaboration were vital to engaging the government. The 2008 conflict caused the development partners to engage collectively with the government in designing the crisis response and policy discussions. The NBG said this collective engagement encouraged the government to discuss the crisis response measures and policy actions seriously. As this was an emergency situation, the discussions, negotiations, approvals, and transfers happened quickly.

Project Number: 42529-013, 42529-023
Project Name: Growth Recovery Support Program
Report Date:
Lesson
Under the program implementation arrangements, a regional TA was envisaged to help the government (and other countries in the region such as Armenia and Tajikistan) implement its crisis budget effectively by improving public expenditure monitoring and developing and maintaining sound audit trails. However, the regional TA was not implemented and the envisaged fiduciary arrangements were no longer monitored under the GRSP. Nevertheless, other development partners have taken related initiatives.

Project Number: 42529-013, 42529-023
Project Name: Growth Recovery Support Program
Report Date:
Lesson
Continued engagement and reforms are necessary. For the envisaged impact to be fully achieved, the government should be encouraged to engage with ADB and other development partners. The IDP housing that the evaluation team visited was intact and in good condition, based on a cursory inspection. Schools, banks, and stores, among other support facilities, have since been established and appear to be functioning well. A more in-depth assessment of the resettlement sites would help to determine the overall success of the resettlement program.

Project Number: 42529-013, 42529-023
Project Name: Growth Recovery Support Program
Report Date:
Lesson
Limited capacity of government staff should be considered in designing reform programs. The 34 policy actions for a crisis response operation stretched out the government’s capacity in absorbing a substantial reform agenda. Constraints to capacity were reflected in the delays in complying with the policy actions, in particular with the policy action on financial ratios, which resulted in waiver of this action.

Project Number: 43152-012
Project Name: Economic Support Program
Report Date:
Lesson
Reform prioritization and sequencing could lead to more durable results. A steady, step-by-step pace of reforms may be more suitable in the Tongan context, given prevailing capacity constraints. The process of implementing reforms takes time, especially for reforms that require specialized skills, such as those in PFM and those that are structural in nature; these types of reforms take time to implement and cannot be completed by a single quick-disbursing stand-alone program.

Project Number: 43152-012
Project Name: Economic Support Program
Report Date:
Lesson
Effective capacity building efforts are contingent on consistent supervision and support. High staff turnover among ADB’s project officers and district governments tended to hamper effective communication and rapport-building among stakeholders. Consequently, this disrupted efforts to promote decentralized basic education management. Means of effective transfer and sharing of knowledge through, for instance, continued training are imperative.

Project Number: 31137-013
Project Name: Decentralized Basic Education Project
Report Date:
Lesson
Good technological infrastructure at the school and district levels can help address concerns about data management. MONE has implemented the Dapodik online school database system. Schools are required regularly to submit data to this system. However, many schools do not have access to the internet to accomplish this task. School staff must also be capacitated to utilize this online database effectively. 102.

Project Number: 31137-013
Project Name: Decentralized Basic Education Project
Report Date:
Lesson
Decentralization of basic education can be bolstered through strong collaboration between MORA and MONE. To address the structural misalignment between MONE and MORA, the role of provincial governments in decentralized basic education should be strengthened, particularly in monitoring and evaluation. The Indonesian government appears to be moving toward intensifying the delegation of authority to provincial governments in basic education.

Project Number: 31137-013
Project Name: Decentralized Basic Education Project
Report Date: