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Lesson
The need for further scaling up of the Education Sector Development Program (ESDP) became clear. The Education for Knowledge Society Project (EKSP) upgraded 100 secondary schools and one post-secondary school among many. At the end of the project, there is a clear need to strengthen capacity in more secondary schools, which should be done using a program approach. Specifically, it is necessary to ensure that students in disadvantaged and rural areas have equitable access to quality secondary education, sufficient training is given to teachers, and the needed resources are provided.

Project Number: 39293-013
Project Name: Education for Knowledge Society Project
Report Date:
Lesson
Capacity development requires coordinated institutional and funding mechanisms. The weak local enforcement can be addressed through a good mix of international best practice and contextual understanding. However, the program faced difficulties in the timely recruitment of experts using the country system. The Education Program Support Office (EPSO) partly addressed this issue but was eventually dissolved as a result of discontinued funding, and ad-hoc technical assistance (TA) from development partners increased transaction costs, which is against the spirit of the SWAp.

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Prioritized policy actions in the sector-wide approach (SWAp) need to be supported by sound public financial management and supervision, under the decentralized education system. The education quality outcomes hardly improved and fiduciary risk remains substantial. Numerous policies and guidelines were revised at the central level and disseminated at the local level, but they were not enforced in the field due to weak capacity and local politics.

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
Program design needs to strike a balance between strategic selection of key policy and a holistic approach. Transformation of the education system needs a wide range of reforms and while the ESP included broad policy actions, initial policy dialogue suffered from lack of depth to induce critical policy changes. Sequenced strategic priorities need to be identified through the guidance of the highest ministerial committee, such as the Education Policy Committee (EPC).

Project Number: 35174-013, 35174-022, 35174-023, 35174-032
Project Name: Education Sector Program (Subprograms I–III)
Report Date:
Lesson
The Education Sector Plan is ambitious. Human capacity can easily be overloaded by attempting too many simultaneous reforms. Having fewer, but well-sequenced and phased priorities, is likely to have more impact.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
The loss of much of the evaluative work and studies done under the Education Sector Project II (ESPII) when key staff departed leaving no document archive and the inability to provide quality data for the project completion report highlight the importance of institutionalizing a strong system for monitoring, evaluation, and learning.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
The new curriculum provides a starting point for confident, capable teachers but is reportedly challenging for weak teachers. Developing the curriculum in the language the teachers use to plan and deliver their lessons (Samoan) would have lessened the risk of creating new vocabulary and provided a better base for weak teachers.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
Although capacity has been developed (though not always retained) at an individual level, the benefits are less evident within MESC or more broadly. Capacity development could have been greater had MESC capacity been thoroughly assessed during design or had design fully considered the absorptive capacity of a small ministry. High staff turnover at the management level also contributed to challenges in building capacity.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
Greater flexibility in design and adherence to targets might have enabled more discussion and better communication and decision making within an ambitious time frame, especially during the first year. The design and monitoring framework (DMF) could have been revised early on, reducing the pressure on the Ministry of Education, Sport, and Culture (MESC) and alleviating the sense that they were not achieving results.

Project Number: 34285-013
Project Name: Education Sector Project II
Report Date:
Lesson
The decentralization of DSHE (Directorate of Secondary and Higher Education) at all levels needs political will and supportive top level administrative decision to bring efficiency and transparency through bottom-up management. Without an effective and meaningful decentralization, DSHE may find difficulty in implementing the secondary education sector development plans in the future.

Project Number: 37307-013
Project Name: Secondary Education Sector Development Program
Report Date:
Lesson
Implementing reforms under a project loan is generally difficult and less effective in accomplishing outcome than having a dedicated separate program loan meant for pursuing reforms.

Project Number: 37307-013
Project Name: Secondary Education Sector Development Program
Report Date:
Lesson
Increasing the number of female teachers in secondary schools, particularly in the rural and especially in remote areas is difficult, but for quality of education, this is needed.

Project Number: 37307-013
Project Name: Secondary Education Sector Development Program
Report Date:
Lesson
Strengthening the role and capability of the head teacher as a mentor is a key to improving the school performance.

Project Number: 37307-013
Project Name: Secondary Education Sector Development Program
Report Date:
Lesson
Many project implementation support staff were recruited and trained. These staff gained valuable experience under SESDP (Secondary Education Sector Development Program) but could not be retained in the follow-up SESIP (Secondary Education Sector Improvement Program). Although it will benefit the education sector broadly, it is more efficient for the project to retain the trained officials.

Project Number: 37307-013
Project Name: Secondary Education Sector Development Program
Report Date:
Lesson
Where implementation delays are inevitable, advance actions, proactive project management, and effective progress monitoring are helpful to achieve timeline and targets.

Project Number: 37307-013
Project Name: Secondary Education Sector Development Program
Report Date: