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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:
Lesson
Technical assistance for capacity building. The PCR suggested that the lack of capacity to prepare bidding documents, evaluate bids, and monitor contract execution delayed project implementation. Technical assistance directed toward building such capacity, along with support in procuring technical equipment and materials (e.g., natural science laboratory equipment, didactic books for TTIs, and ICT learning objects) could have prevented procurement delays due to capacity constraints.

Project Number: 39254-022
Project Name: Education Sector Reform Project
Report Date:
Lesson
Cost-effective, cluster-based local training using indigenous training materials was economical and better value for money. More value is derived from short study tours that allow senior teachers and administrators to see how other systems set and regulate teaching standards, and provide recognition to those teachers who meet those standards.

Project Number: 26061-013
Project Name: Teaching Quality Improvement in Secondary Education Project
Report Date:
Lesson
Extensive dialogue is needed, particularly for reforms that meet resistance, to facilitate better cooperation and implementation.

Project Number: 41544-022, 41544-082, 41544-084
Project Name: Investment Climate Improvement Program
Report Date:
Lesson
No new lessons

Project Number: 37622-013
Project Name: Upper Secondary and Professional Teacher Development Project
Report Date:
Lesson
The delayed start of establishing EMIS (Education Management Information System) across model vocational schools prevented the adequate gathering of data throughout the project duration. Although an M&E specialist was also recruited to independently monitor and evaluate project activities, the project performance management system and specific measures for key output and outcome indicators were not all adequately developed. This makes it difficult to fully assess the progress of some indicators or the quality of outputs achieved.

Project Number: 33409-013
Project Name: Vocational Education Strengthening Project
Report Date:
Lesson
Since major project activities were managed by the schools themselves, a specific approach should have been designed to provide remedial support to relatively poor performing schools such as additional capacity development programs, especially in planning and management practices, monitoring and evaluation.

Project Number: 33409-013
Project Name: Vocational Education Strengthening Project
Report Date:
Lesson
Given the complexity of the project activities that were implemented across 90 model and 230 alliance schools throughout the nation, the project design could have considered more efficient implementation arrangements in procuring equipment for all the schools. The initial arrangement of central procurement through NCB (national competitive bidding) method turned out to be very time-consuming and less effective. More thorough due diligence for procurement arrangements would have facilitate smoother implementation of project activities at lower costs.

Project Number: 33409-013
Project Name: Vocational Education Strengthening Project
Report Date:
Lesson
Given the range of physical, nonphysical, and capacity building activities throughout the project duration, the formulation of appropriate indicators measuring the project's outcomes should have been more realistic in line with the sequencing of project implementation activities. Much of the quality impacts, such as improved exam scores and employment rates, were beginning to take effect only toward the end of project implementation, following the completion of upgrading physical facilities, improvement of teachers' qualifications, and adoption of new teaching methods.

Project Number: 33409-013
Project Name: Vocational Education Strengthening Project
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:
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: