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Lesson
One key lesson is the importance of providing sustained, well-designed, and consistent support to sector development. In this case, sustained support enabled the thoughtful evolution of a successful system for delivering large-scale, demand-driven, community-based, nonformal programs. A second lesson learned is that the introduction of new approaches, such as introducing competency-based training (CBT) to a fledgling system, requires significant effort and resources. More time and money was needed to develop the skills standards, curricula, assessment tools, and learning packages.

Project Number: 40555-012
Project Name: Strengthening Technical and Vocational Education and Training Project
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
Internal LSE subsector cooperation and coordination. Some project activities required close cooperation among stakeholders. For example, campaigns promoting the importance of LSE among disadvantaged communities in remote areas, where young children contribute to the family income through employment, required committed engagement by Ministry of Education and Training (MOET), Department of Education and Training (DOET), Bureau of Education and Training (BOET), teachers, and others, to ensure that LSE awareness campaigns reached their target audience.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Realistic estimation of unit costs is crucial for effective project design and achievement of originally planned outputs. Underestimation of the unit cost of Secondary Resource Centers (SRCs) at appraisal resulted in modifying the number of SRCs that could be constructed under the project.

Project Number: 38559-022
Project Name: Enhancing Education Quality Project
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
Capacity building for sustainability of project outcome and outputs. Project design strengthened the planning and management capacity of education planners and managers. This investment for the future is necessary to ensure sustainability of the project outcome and outputs over the longer term. In addition, one sub-output of the project introduced the concept of continuing professional development, to provide opportunities and support for teachers to systematically improve their knowledge and skills throughout their teaching careers.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Adequate capacity within the executing agency to be able to (i) recruit qualified and experienced consultants to support it in procurement work and in contract management, and (ii) select contractors and suppliers that are able to perform satisfactorily on contracts, is critical for minimizing deficiencies in procurement during project implementation. In this project, MoEYS could have more effectively utilized the project management and implementation support consultants to assist it in recruiting individual procurement consultants and in contract management.

Project Number: 38559-022
Project Name: Enhancing Education Quality Project
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
Participatory approach to project design and implementation. Extensive consultation with and participation by key stakeholders from project formulation through implementation resulted in higher ownership of the project among stakeholders. It also led to realistic and implementable project design, and allowed for an effective response to challenges encountered by the LSE subsector. It also promoted good coordination and communication, which was necessary for a timely resolution of issues.

Project Number: 36008-013
Project Name: Lower Secondary Education for the Most Disadvantaged Regions Project
Report Date:
Lesson
Slow decision-making within the executing agency for procurement and contract management can affect project implementation. More attention to understanding and streamlining review and approval procedures in the Ministry of Education, Youth and Sport (MoEYS) during project preparation would have helped minimize implementation delays.

Project Number: 38559-022
Project Name: Enhancing Education Quality Project
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
Importance of re-thinking the SWAP modality, that it is not treated simply as a modality for pooled financing for common objectives that are managed as a mega project.

Project Number: 30216-013
Project Name: Second Primary Education Development Program
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Lesson
It is essential that the DMF in the RRP accurately presents the outcomes, outputs, and indicators that will be used to evaluate the performance of the program. Monitoring systems should be specified in the RRP and established at implementation and that responsible staff are identified at central and local levels for monitoring key activities.

Project Number: 32312-013
Project Name: Lao People’s Democratic Republic: Basic Education Sector Development Program
Report Date:
Lesson
There was value gained by engaging MOES units as implementing partners to help build institutional capacity and ensure sustainability at post-project. This is often discussed in the design of development aid programs but is rarely evident in the final implementation. In this program, the careful identification of responsibilities and division of labor, clear unit and individual accountability, and sustained monitoring were critical to its success.

Project Number: 32312-013
Project Name: Lao People’s Democratic Republic: Basic Education Sector Development Program
Report Date:
Lesson
Provision of consultants and stability of PIU staff. In situations and certain types of projects where there are expected changes in government and PIU staff, larger consultant inputs is warranted during strategic planning and implementation. Achieving institutional reforms always presents particular challenges and when there is a change of government during implementation, then it should be anticipated that progress is likely to be interrupted.

Project Number: 39254-022
Project Name: Education Sector Reform Project
Report Date: