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Lesson
Setting a high job placement target to qualify for the final milestone payment can can create a negative incentive for training providers to inflate the training costs so as to cover for all their costs regardless of whether or not they meet the job placement target. This lesson, arising from a similar project in Nepal, was heeded by the tranche 1 project that lowered the job placement target from 70% to 60% to ensure that the training providers do not to lose their focus on job placement.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Urban–rural disparity in training outcomes can be wide, partly because of unequal access to industries and the wage labor market. The national apprenticeship scheme and industrial training institutes are closely linked with employers; the scheme has resulted in impressive employment rates. Skills training providers who cater to rural areas have the greatest challenge in creating jobs. Disadvantaged social groups are normally less involved in skills training.

Project Number: 47334-002
Project Name: Supporting Kerala's Additional Skill Acquisition Program in Post-Basic Education
Report Date:
Lesson
Building systems and organizational capacity is critical to the success of social assistance programs. Moving beyond a pilot to a national CCTprogram requires establishing project management structures, robust systems for information management, accountability mechanisms, and significant human resources. Despite impressive growth, the Philippines' CCT program faced challenges as it expanded nationally.

Project Number: 43407-013
Project Name: Social Protection Support 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
Support from experts in safeguards, financial management, procurement, and other aspects was necessary to implement this first RBL in the country. Although the overall fiduciary system of the program was sound, some schools had weak capacity and needed extra support during program implementation.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
To improve the project’s environmental performance, the design should ensure (a) early mobilization of environment specialists and consultants; and (b) clarity on safeguards requirements among the project staff, consultants, and contractors from commencement to closure. Some subproject works commenced without the required ADB-cleared initial environmental examination (IEE) reports, in response to which, a corrective action plan was agreed between ADB and the executing agency.

Project Number: 46166-001
Project Name: Supporting Human Capital Development in Meghalaya
Report Date: