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Lesson
Tapping into existing broad women's networks has the potential of involving the most number of women in projects.

Project Number: 54265-001
Project Name: COVID-19 Solidarity Fund for Kazakhstan
Report Date:
Lesson
More formal and comprehensive systems, supported by the TA, are needed to track and validate compliance with gender-based performance targets. The first two subprograms were classified effective gender mainstreaming, and subprogram 3 was classified gender equity as a theme. Explicit targets were set to prioritize women in multiple areas, including entry into labor activation programs and training, and covering both job seekers and government staff. Yet, tracking was less than robust and required significant follow-up to evaluate program performance.

Project Number: 49117-002, 49117-003, 49117-004
Project Name: Facilitating Youth School-to-Work Transition Program (Subprograms 1, 2, and 3)
Report Date:
Lesson
There is a need to provide employability training and support to enhance the employment prospects of women even in non-skilled jobs. During project implementation, many employment positions were created, primarily benefiting ethnic minorities, including minority women. These positions mainly involved infrastructure work with lower technical skill requirements and cleaning work. While these opportunities were valuable, experience from the project highlighted the need for employability training and support to these groups.

Project Number: 47009-002
Project Name: Guangxi Baise Vocational Education Development Project
Report Date:
Lesson
Sex-disaggregated data need to be accurate and usable for in-depth analyses to support policy development and program planning and implementation. The government has increased its focus on gender equality and has made significant progress on gender data tracking and transparency. Although there are a few publicly available national resources, they lack qualitative information.

Project Number: 55073-001
Project Name: COVID-19 Active Response and Expenditure Support Program
Report Date:
Lesson
Ensuring the sustainability of skills development programs requires (i) continually upgrading training programs, modules, curricula, and trainers' skills; and (ii) maintaining and upgrading training equipment and facilities. All of these require considerable resources and can hardly be borne by the implementing institutions. Basic government support, along with resource mobilization, is important to sustain the quality and relevance of skills development programs.

Project Number: 47334-002
Project Name: Supporting Kerala's Additional Skill Acquisition Program in Post-Basic Education
Report Date:
Lesson
The concerns of women and family members regarding their safety during travel and within the work environment—especially in jobs that involve migration, working on the shop floor, or extensive field visits—are barriers to hiring women. The challenges highlight the need for focused interventions, such as building women's confidence, providing self-defense training, and counseling family members.

Project Number: 47334-002
Project Name: Supporting Kerala's Additional Skill Acquisition Program in Post-Basic Education
Report Date:
Lesson
Introducing new courses, updating existing ones based on market response, and strengthening quality assurance meant to increase workforce participation and improve employment prospects will enhance the relevance and effectiveness of the program.

Project Number: 47334-002
Project Name: Supporting Kerala's Additional Skill Acquisition Program in Post-Basic Education
Report Date:
Lesson
An innovative campaign may be needed to attract women to nontraditional TVET training programs. The project emphasized providing opportunities for women, especially those from poor families and rural areas, to attend the TVET programs and to help them find employment after graduation. Campaign activities that proved effective included scholarships and a detailed outreach and communications plan targeting both female candidates and employers.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
Useful to conduct a stakeholder analysis and ensure that all key groups are included. It would have also been useful to add more details with regard to the actual participation of the enterprises during TA implementation.

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
Stakeholder participation and engagement were critical, especially for multi development partners funded projects because it boosts coordination among various parties, which eventually helps the project achieve its intended outcome and outputs. The co-financers and development partners were fully engaged throughout the TA implementation.

Project Number: 45317-001
Project Name: Support for the Third Primary Education Development Project
Report Date:
Lesson
It is important to involve all key stakeholders for strong ownership of the project. For instance, the Gansu Development and Reform Commission, as a key stakeholder, could have been more actively involved to provide some useful information on priority sectors for medium- and long-term development in Gansu. The information would be very helpful in guiding TVET development in the province

Project Number: 50034-001
Project Name: Vocational Education-Enterprise Collaboration for Student Employment-Based Poverty Reduction in Gansu
Report Date:
Lesson
Extensive consultation with the government and sector stakeholders was important. This was done through workshops and meetings held during the missions. These allowed for a comprehensive discussion of challenges, government strategies, government reform directions, and possible ADB operations in the education sector.

Project Number: 50311-001
Project Name: Education Sector Assessment
Report Date: