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Lesson
Regional projects, wherein overall project outputs are achieved through the interconnecting outputs of individual countries, should provide for an overarching, hands-on, and flexible mechanism to ensure timely execution of project activities within all the countries as well as coordination across countries.

Project Number: 40054-013
Project Name: South Asia Subregional Economic Cooperation (SASEC) Information Highway Project
Report Date:
Lesson
For projects involving many stakeholders, maximum consideration should be given in the project design to efficient and streamlined implementation arrangements. Also, in the design of projects in highly time-sensitive sectors, an institutional set-up is needed that will help to expedite implementation schedules, provide flexibility in adapting to market changes, and engage private sector stakeholders who are generally more active in such sectors.

Project Number: 40054-013
Project Name: South Asia Subregional Economic Cooperation (SASEC) Information Highway Project
Report Date:
Lesson
In a highly time-sensitive sector such as ICT, high project readiness could help prevent start-up delays and enforce the commitment of the executing agencies.

Project Number: 40054-013
Project Name: South Asia Subregional Economic Cooperation (SASEC) Information Highway Project
Report Date:
Lesson
No new lessons

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
The design monitoring framework would have better tracked improvements in the quality of LSE in the target regions if it had measured the impact of the inputs, rather than only the inputs. For example, instead of counting the number of ethnic minority upper secondary education (USE) graduates who received a scholarship, the indicator could have measured the number who received scholarships and who returned to their own communities to work, which was the project's original intention.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Relevant project design. The project's target identification methodology was relevant and sophisticated. Prior to this project, ADB support to disadvantaged provinces covered all parts of 22 provinces (determined by the government), which was nearly a third of the country. In contrast, the targeted support of the project resulted in focused investment on the poorest groups.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Internal LSE subsector cooperation and coordination. Some project activities required close cooperation among stakeholders. For example, campaigns promoting the importance of LSE among disadvantaged communities in remote areas, where young children contribute to the family income through employment, required committed engagement by Ministry of Education and Training (MOET), Department of Education and Training (DOET), Bureau of Education and Training (BOET), teachers, and others, to ensure that LSE awareness campaigns reached their target audience.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Capacity building for sustainability of project outcome and outputs. Project design strengthened the planning and management capacity of education planners and managers. This investment for the future is necessary to ensure sustainability of the project outcome and outputs over the longer term. In addition, one sub-output of the project introduced the concept of continuing professional development, to provide opportunities and support for teachers to systematically improve their knowledge and skills throughout their teaching careers.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Participatory approach to project design and implementation. Extensive consultation with and participation by key stakeholders from project formulation through implementation resulted in higher ownership of the project among stakeholders. It also led to realistic and implementable project design, and allowed for an effective response to challenges encountered by the LSE subsector. It also promoted good coordination and communication, which was necessary for a timely resolution of issues.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
The project’s main objective is to improve the quality, relevance, and equitable access to basic education in Uzbekistan by using ICT. However, the RRP and the PCR had limited discussions on this main objective, presumably because the project was being implemented alongside other projects in the education sector. Notwithstanding, achieving an enhanced access and higher quality of basic education was an essential accomplishment of the project that should have been highlighted.

Project Number: 37698-013, 37698-012
Project Name: Information and Communications Technology in Basic Education Project
Report Date:
Lesson
The project design should have focused primarily on components 1 and 2, and only those parts of components 3 and 4 that were doable, by taking into account the capacity of the executing agency in implementing these components. A more accurate assessment of its capacity should have been conducted at project preparation stage.

Project Number: 37698-013, 37698-012
Project Name: Information and Communications Technology in Basic Education Project
Report Date:
Lesson
E-learning is as important for teachers as it is for their students. Information and communications technology (ICT) is not a translation of textbook materials into electronic textbooks, but requires pedagogical skill in identifying how the technology strengthens student understanding of core concepts and encourages self-directed learning. It is a transition from teacher-centered to student-centered pedagogy. It also requires more creative e-learning materials.

Project Number: 37698-013
Project Name: Information and Communications Technology in Basic Education Project
Report Date:
Lesson
The cluster leader school (CLS) model supported by a decentralized training cascade is an effective model for delivering continuous professional development training.

Project Number: 37698-013
Project Name: Information and Communications Technology in Basic Education Project
Report Date:
Lesson
The executing agency needs to monitor the project more closely. Without timely monitoring and evaluation, an opportunity to demonstrate improved sector performance was missed. Early mobilization of consultants is necessary for effective implementation of the project. Consideration could be given to a short, results-based consulancy to assist the executing agency and project implementation unit (PIU) agree on the baseline, commence procurement, and clarify any implementation issues, as well as short- to medium-term consultancies to implement specific project components.

Project Number: 37698-013
Project Name: Information and Communications Technology in Basic Education Project
Report Date:
Lesson
Assessment of the procurement capacity of the executing agency and ensuring development of adequate capacity of the PIU and executing agency would help implementation of the project and ensure efficient procurement and consultant engagement.

Project Number: 37698-013
Project Name: Information and Communications Technology in Basic Education Project
Report Date: