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Lesson
An exogenous shock such as the COVID-19 pandemic can significantly affect TA execution and associated plans and government priorities. When that happens, it will be useful to pause TA implementation, revisit the processing timeline, take sufficient time to observe and discuss with the executing agency, and make adjustment where possible. The TA was well aligned with strategy documents at national and ADB level.

Project Number: 52013-001
Project Name: Research University Sector Development Program
Report Date:
Lesson
It is important for projects engaging many consultants to have a clear record of what was delivered and why the scope of contracts was changed or reduced. The firm’s final report should summarize the key deliverables and their usage. It is also important to undertake a structured turnover process especially to submit TA documentation sharing insights, best practices, and lessons from the TA experience.

Project Number: 52013-001
Project Name: Research University Sector Development Program
Report Date:
Lesson
Despite odds, it is not impossible for TA projects to collect the necessary information to prepare ensuing projects. The TA scope and implementation arrangements had been changed to adapt to the changing context arising from the COVID-19 pandemic. Nonetheless, it was able to gather all the requisite information to prepare the ensuing project.

Project Number: 52013-001
Project Name: Research University Sector Development Program
Report Date:
Lesson
While cross-project collaboration are potentially powerful tools to achieve multiple objectives and reduce costs, it requires thought and planning, and the benefits are not automatic.

Project Number: 36513-032
Project Name: SchoolNet and Community Access Project
Report Date:
Lesson
A complex and ambitious project needs to be built on solid analysis, otherwise the potential innovation is likely to fail.

Project Number: 36513-032
Project Name: SchoolNet and Community Access Project
Report Date:
Lesson
Technology is important but its use is dependent on, and not a substitute for, teachers using student-centered pedagogy.

Project Number: 36513-032
Project Name: Schoolnet and Community Access Project
Report Date:
Lesson
The name of a project, which could set expectations, has to be carefully thought out.

Project Number: 36513-032
Project Name: Schoolnet and Community Access Project
Report Date:
Lesson
Starting small and phasing activities is likely to deliver more sustainable results in improving learning outcomes through ICT.

Project Number: 36513-032
Project Name: Schoolnet and Community Access Project
Report Date:
Lesson
A focus on years 12 and 13 is too late to improve learning significantly.

Project Number: 36513-032
Project Name: Schoolnet and Community Access Project
Report Date:
Lesson
A strong theory of change that articulates how learning is to improve is key.

Project Number: 36513-032
Project Name: Schoolnet and Community Access 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
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: