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Lesson
1. Receptivity and capacity to adjust to changes in loan administration policy and procedures, and prompt action on recommended reforms in rural infrastructure rehabilitation works are important in designing and implementing projects.

Project Number: 40282-013, 40282-023
Project Name: Emergency Rehabilitation of Calamity Damage Project
Report Date:
Lesson
Secondary school teachers, especially in nongovernment secondary schools, having relatively weak academic and teacher training background may not acquire enough teaching competency for quality teaching from one-time training; rather, they need repeated trainings. _x005F_x000D__x005F_x000D_Cluster-based local training using indigenous training materials can ensure cost-effective teacher training. For secondary school teachers, expensive overseas study tours and training may not add appropriate skills and knowledge or represent good value for money.

Project Number: 26061-013
Project Name: Teaching Quality Improvement in Secondary Education
Report Date:
Lesson
The project yielded the following insights for similar, future community-driven development projects: (i) Inclusive involvement of community members in decision making and implementation of infrastructure projects is needed to ensure ownership and transparency. (ii) Community facilitators and consultants must be well selected so that only qualified and committed personnel are deployed to support communities in the empowerment process and on technical matters.

Project Number: 38385-013
Project Name: Rural Infrastructure Support to the PNPM Mandiri Project II
Report Date:
Lesson
Engaging Ministry of Education and Sports (MOES) units. The approach of engaging multiple MOES units as focal points for implementing particular interventions posed some challenges but proved advantageous on balance, enhancing ownership and building capacities to sustain benefits post-project. In addition to close coordination, careful specification of responsibilities and division of labor, clear unit and individual accountability, and sustained monitoring are critical in such a model.

Project Number: 32312-013
Project Name: Basic Education Sector Development Program
Report Date:
Lesson
Maintained strategic dialogue. The original project design's alignment with the government's objectives benefited from strong dialogue during the design phase, as well as from ADB's prior engagement in the country's education sector. Implementation also benefited from continuous close dialogue between the executing agency, consultants, and ADB (including on policy and technical dimensions), which allowed for recovery from initial delays and timely and flexible responses to emerging issues.

Project Number: 32312-013
Project Name: Basic Education Sector Development Program
Report Date:
Lesson
The Basic Education Sector Development Program demonstrated the efficacy of the sector development program (SDP) modality in providing complementary policy and implementation support, if well designed and supported. However, in future SDPs, it will be important to link program and project components more explicitly (e.g., identifying how the project will support achievement of policy actions) to maximize efficacy, while ensuring close alignment in the content of the Reports and Recommendations of the President and the design and monitoring framework.

Project Number: 32312-013
Project Name: Basic Education Sector Development Program
Report Date:
Lesson
No additional lesson.

Project Number: 36611-013
Project Name: Skills for Employment Project
Report Date:
Lesson
Selection of a consulting consortium that consisted of professional education institutions, both national and international, proved to be very effective in providing guidance on international best practices while aptly assessing local conditions so as to make assessments and recommendations.

Project Number: 43127-012
Project Name: Education for the Poor - Financial Crisis Response Project
Report Date:
Lesson
The studies under the project provided extremely useful insights into international best practices, raised issues about implementation, and made policy recommendations for consideration by the MEDS. The project implementation unit ensured that for each study, the draft findings were shared at a policy workshop that included MEDS officials and other stakeholders. Having these workshops built into the project design was very useful. This approach has helped to create a better education policy for Mongolia, one based on evidence and practical experience.

Project Number: 43127-012
Project Name: Education for the Poor - Financial Crisis Response Project
Report Date:
Lesson
The emphasis on capacity building helped to strengthen capacity for planning, implementation, and monitoring at the central, provincial, soum, village, and school levels. Stronger capacity ensured timely implementation and also contributed to greater awareness of the long-term impact of education sector programs.

Project Number: 43127-012
Project Name: Education for the Poor - Financial Crisis Response Project
Report Date:
Lesson
Having a project implementation unit that was well equipped with qualified, experienced staff also contributed to efficient project management and implementation. Training on disbursement and procurement procedures early on could help prevent deviation from appropriate institutional procedures.

Project Number: 43127-012
Project Name: Education for the Poor - Financial Crisis Response Project
Report Date:
Lesson
Strong government commitment to the education sector and the strategic leadership of the Ministry of Education and Science (MEDS), backed by a highly capable project implementation unit, were important for keeping the project on track. Their commitment and policy oversight ensured that the findings and recommendations from implementation and from the studies supported under the project were considered in the formulation of evidence-based policy.

Project Number: 43127-012
Project Name: Education for the Poor - Financial Crisis Response Project
Report Date:
Lesson
The growing evidence that community-driven development approaches deliver investments that greatly impact beneficiaries in a cost-effective manner is presumably applicable to situations where it is feasible and economical for beneficiaries to observe project activities.

Project Number: 40247-013
Project Name: Rural Infrastructure Support to the PNPM Mandiri Project
Report Date:
Lesson
Choose sustainable implementation arrangements. Although the same person headed the Agency for Vocational Education and the project implementation unit, there was a lack of integration between the two organizations. The project activities were separately implemented and managed by the project implementation unit without involving the staff of the Agency for Vocational Education. As a result, activities initiated under the project may slow down after the departure of the project implementation unit consultants.

Project Number: 38298-022
Project Name: Vocational Education and Skills Development Project
Report Date:
Lesson
All Pacific developing member countries, including Samoa, experience great difficulty implementing long-term structural adjustment policies. While demand-side, short-term price stabilization policies may be more readily implemented, longer-term changes to land tenure and state-owned enterprises and efforts to liberalize trade and investment regimes confront a very difficult political economy environment in the Pacific islands. Governments are comfortable with short-term price reforms that pose less of a challenge to the political economy.

Project Number: 43191-013, 43191-023
Project Name: Economic Recovery Support Program - Subprograms 1 and 2
Report Date: