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Lesson
Regular involvement of country teams from resident missions and with external partner experts in the field are crucial in ensuring the continued relevance and significance of TA support. For this TA, the design and planning were also informed by discussion with relevant department leading country programming work.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
Involving relevant stakeholders within ADB and in DMCs in the design and implementation phases enhances the relevance and impact of the TA outputs. IPCC was ideally placed to manage consultant engagement, prepare and complete the Synthesis Report of the Sixth Assessment Report, and disseminate findings. ADB can collaborate with IPCC further in other climate change-related activities

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
The relevance of a TA could attract interest from other resident missions and lead to changes in scope and implementation arrangements to accommodate requests for support. Initially, this TA was designed to provide quick response to developing member countries' (DMCs) need to improve development planning.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
Leveraging regional platforms is essential in ensuring that the knowledge generated from a TA is widely disseminated to the intended users, as it fosters collaboration among various stakeholders and promotes continuous learning across DMCs. Noting the urgency and importance of the Intergovernmental Panel on Climate Change’s (IPCC)) report and its implications, it was appropriate to organize dissemination workshops for ADB Staff (including ADB Board members), and for DMC government officials and civil society organizations, so that mutual understanding could lead to integrated activities.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
The knowledge team (formerly Knowledge Advisory Services Center) from the former Sustainable Development and Climate Change Department administered the TA and supervised consultants until the TA was transferred to the Partner Funds Division. Managing consultants through external resources should be based on a clear understanding of ADB procedures and guidelines and should be adopted only if necessary.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
The development of specialized expertise requires careful selection and the engagement of qualified consultants and proper management of expectations from all parties. Future thinking and foresight is a specialized expertise. It is crucial to identify and engage consultants with proven experience to ensure they can provide the necessary guidance and insights. It is also a new approach for ADB and thus, clear onboarding, communication, and setting expectations for both Staff and consultants who were critiical to the success of the TA.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
Hands-on involvement of ADB Staff in the conduct of capacity building workshops and documentation allows for rapid learning and upscaling of new technologies being introduced and further developed. The future thinking and foresight activities were implemented by ADB Staff and individual consultants. ADB Staff were ands-on in the conduct of the workshop and the documentation. This facilitated rapid learning and scaling up of future thinking and foresight approaches under other TA projects.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
Establishing robust partnerships with country teams in resident missions is essential for designing capacity-building initiatives with DMCs and for generating buy-in to new approaches to engage with DMCs. ADB can use future thinking and foresight to engage with DMC agencies to develop interdisciplinary scenarios relevant to futures planning. The futures scenarios enable conversations beyond the most preferred futures which are normally described in national development plans.

Project Number: 52299-001
Project Name: Demonstrating Future Thinking and Foresight in Developing Member Countries
Report Date:
Lesson
No new lessons

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 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
To improve ownership, state governments should be closely involved in project monitoring and evaluation.

Project Number: 33312-013
Project Name: Basic Social Services Project
Report Date: