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Lesson
If the project deals with a particular type of education institution (e.g., government-aided private schools), its representatives should bemore actively involved in designing and implementing the project.

Project Number: 46166-001
Project Name: Supporting Human Capital Development in Meghalaya
Report Date:
Lesson
As school graduates compete for employment opportunities with students from other states in India, it is the comparative quality of education that determines their access to jobs and likely benefits from the project investments. Hence, focus on education quality should be a requisite in designing similar projects.

Project Number: 46166-001
Project Name: Supporting Human Capital Development in Meghalaya
Report Date:
Lesson
The economic downturn triggered by COVID-19 pandemic presented an unmet opportunity for the project . Additional stipend funds could have enabled the enrollment of unemployed youth in TVET institutions. This would have transformed a period of low economic activity into a skills development opportunity. A recommended strategy is for the borrowing government to earmark funds in an escrow account, ensuring continued disbursement to beneficiaries after project closure by ADB.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Stakeholder involvement in project design and advance preparation of the consultant terms of reference and procurement packages strengthen the effectiveness and efficiency potential of projects. Close involvement by the executing agency and project colleges allowed for an in-depth discussion of outcome and output indicators, as well as of the cost estimates reflecting the local context and implementation capacity of the executing agency and project colleges.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Capacity building in TVET needs to go hand-in-hand with industry progress as employment of TVET students is directly influenced by industry trends and capacity. Complementary elements, such as the purchase of equipment and training of instructors on the equipment, should be arranged more successively to allow the implementation of subsequent phases to proceed more seamlessly. Greater focus is needed in engaging the private sector to better understand the trends in hiring and updating of curricula and learning materials.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Short-term training courses have many advantages that make them more preferable than longer bachelor- and masters-level courses. The project colleges' management, teachers, and trainers expressed their preference for short-term training courses over the longer bachelor- and masters-level courses the project provided. This reflects their desire to receive specific subject training that can be achieved in more focused and shorter courses.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Inadequate documentation, including irretrievability and non-updating of project documents, reduces the level of scrutiny possible during project completion review and subsequent evaluations. Discrepancies in project assessments and progress reports, which tend to obscure actual results, make it difficult to establish project performance across the results chain. Non-availability in English of important documents, such as tracer studies, impedes the depth and comprehensiveness of project completion reviews and other evaluations.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
Participatory approaches and stakeholder consultationsresult in widely accepted programs with a high potential for success. The design of the stipend program in this initiative followed extensive consultations and technical workshops with technical and vocational education and training (TVET) institutions, as well as development partners active in TVET. As a result of this participatory and collaborative approach, the stipend rate and disbursement mechanisms were widely accepted.

Project Number: 42278-024
Project Name: Second Strengthening Technical and Vocational Education and Training Project
Report Date:
Lesson
The choice of executing agency (EA) is critical to project success. The Minifstry of Finance, the project EA, provided strong leadership and was able to engage the private sector efficiently. Its broad, multisector overview of the economy helped ensure relevant outcomes from the project, and its central ministerial position facilitated effective coordination across multiple ministries.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Teacher Preparation and professional development programs need to be revisited. Because of their low effectiveness, teacher professional development programs in the country urgently need to be revisited, including from the gender equityy and social inclusion perspective. Teacher Preparation courses at universities need to be reviewed, existing education training centers to be expanded and equipped to deliver modern pedagogy, and school-based teacher support systems to be instituted.

Project Number: 49424-001
Project Name: Supporting School Sector Development Plan
Report Date:
Lesson
Results-based lending (RBL) is effective in strengthening government systems and fostering a whole-of-government approach to education reform. The Department of Education and education sector benefitted from the extensive engagement and discussions with oversight agencies on specific program results areas. The agencies provided a wider perspective on government financing, resource programming and prioritization, development planning, and program or project evaluation.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
Using well-established and reputable industry associations as primary implementing partner for training rather than directly contracted training providers is a strategically sound decision for scaling up sector-specific, job-ready training. The industry associations already had a working knowledge of the skills gaps and needs in their respective industries, which reduced the time needed to develop programs and deliver industry-required skills courses. Job placement was also made easier thus facilitating the attainment of the performance indicators.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Interventions to strengthen sector resilience need to be broadened to improve system readiness for future challenges to learning continuity. After the 2015 earthquake, significant effort was directed towards improving school sector resilience against disasters triggered by natural hazards and climate change. The COVID-19 pandemic highlighted new challenges that can impinge on learning continuity, with disproportionate effects on students from poor socioeconomic backgrounds and deprived communities.

Project Number: 49424-001
Project Name: Supporting School Sector Development Plan
Report Date:
Lesson
Ensuring the continuity of reforms until they are fully rexecuted requires the Implementation of a medium-term program framework, strong government commitment, and extensive consultation and engagement of key stakeholders. This program was designed when the massive K–12 reform was rolled out. The reform’s full Implementation was envisioned to go beyond the administrative tenure of Department of Education that initiated it.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
Continuous monitoring of training results and job placement is required to ensure the integrity of the training data provided. The online training management system (TMS) was set up to track large-scale training outputs from numerous training providers, which also became a basis of milestone payments. The Skills Development Coordination and Monitoring Unit (SDCMU) carried out several types of monitoring and verification activities. Rigorous monitoring and regular field checks were essential for the payment system based on milestone achievement, especially with respect to job placement.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date: