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Lesson
Project asset ownership should be carefully discussed with relevant stakeholders during the design phase, and explicitly delineated in the implementation agreements to avoid misunderstandings and possible disruptions during implementation. The issue between Dili Institute of Technology and its subsidiary, could have been avoided if SEFOPE had signed an agreement with the parent institution. Formal arrangements between government and private entities should be made clear in advance.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
The use of advanced technology to analyze the evolving needs of the labor market will significantly contribute to cultivating talents based on industry development trends and foster TVET development. The labor market information (LMIS) developed under this project included a tracer study to obtain information on TVET graduates’ employment situations and trends, as well as employers’ feedback and degrees of satisfaction. The LMIS was the first TVET student labor market information system

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
Close alignment of sustainable campus and “3R” concepts with climate change mitigation and adaptation practices could enhance impacts. Since the “3R” concept was already incorporated as an output-level deliverable in the design and monitoring framework, more specifications could have been provided at the project design stage, so that the emissions reduction were reportable and verifiable. The concept could have been also closely linked with green job training and promotion to foster the province’s low-carbon economic transformation.

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
Factors that contributed to the overall success of the project include (i) the openness willingness, and flexibility of ADB and the government to respond positively to emerging need and demand; (ii) agreements by stakeholders to increase the number of MES representatives in the project steering commitee, which balanced the views and bargaining power of MES in the decision-making process; and (iii) the willingness of ADB to use its own resources to hire staff consultants when required to help resolve procurement bottlenecks and accelerate project implementation especially during critical per

Project Number: 45010-002
Project Name: Skills for Employment Project
Report Date:
Lesson
ADB’s Safeguard Policy Statement (2009) fits well with the RBL modality with comprehensive due diligence review conducted at appraisal and adequate action items integrated into a program action plan and implemented accordingly. The external resettlement Monitoring and evaluation arrangement proved essential to ensure implementation of the proposed actions and to assess the income and livelihood restoration of affected people.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
When ADB chooses to finance activities in a member country jointly with development partners, it needs to closely monitor their assessment, utilize their database, and build on their knowledge products as appropriate such that development cooperation reports on the mutual synergies and becomes genuinely “finance++”.

Project Number: 51129-002
Project Name: Human Development Enhancement Program
Report Date:
Lesson
Rebuilding model schools provides opportunities to demonstrate their usefulness to the larger school program and to communities particularly in building disaster-resilient schools, and to develop knowledge and skills in disaster risk management. It also provides a space for greater social inclusion and increased ownership as local authorities and communities are mobilized for rebuilding and reconstruction.

Project Number: 49202-001
Project Name: Disaster Risk Reduction and Livelihood Restoration for Earthquake-Affected Communities
Report Date: