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Lesson
The technical assistance (TA) attached to the program proved to be crucial to achieving the policy reforms. The TA inputs ensured the technical quality and overall sustainability of the policy measures and contributed significantly to the success of the program. The experience points to the need to back up program loans with strong technical assistance.

Project Number: 43096-013
Project Name: Social Sectors Support Program
Report Date:
Lesson
Adequate coordination, supported by an appropriate mix of program loan, project loan, and advisory TA from ADB, is needed for the effective implementation of sector-wide approaches.

Project Number: 33396-012, 33396-013, 33396-023
Project Name: Education Sector Development Program
Report Date:
Lesson
No additional lessons

Project Number: 29586-013
Project Name: North-West Frontier Province Barani Area Development Project (Phase 2)
Report Date:
Lesson
The overall design of a sector development program should be well considered to ensure that outputs will lead to the intended outcomes, and that the design is based on a realistic assessment of the government’s capacity to meaningfully implement the entire reform agenda.

Project Number: 33396-012, 33396-013, 33396-023
Project Name: Education Sector Development Program
Report Date:
Lesson
The lessons drawn by the PCR are valuable to ADB. ADB needs to seriously consider the socioeconomic and political environments in designing projects. Implementing a project in an unstable environment is not likely to yield positive outcomes. Proper timing is important in introducing a project especially when it entails a paradigm shift (i.e., from supply-led to demand driven). The experience with this project highlighted the need for greater coordination with other donors in addressing the country’s strategic development needs.

Project Number: 32541-013
Project Name: Fiji: Alternative Livelihoods Development Project
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Lesson
The same project outcomes can often be achieved through a number of alternativetraining methodologies depending upon the prior qualifications of trainees.

Project Number: 32236-013
Project Name: Teacher Education Project
Report Date:
Lesson
Effective program loan implementation requires political stability, strong ownership and commitment on the part of the government to implement reforms in education.

Project Number: 33396-012, 33396-013, 33396-023
Project Name: Education Sector Development Program
Report Date:
Lesson
Aid agencies need to make the criteria for their support clear to the government counterpart, while understanding why the government is seeking assistance in the first place. In the case of Danida, they held the funding as they wanted TESDA to (i) receive an adequate budget allocation, and (ii) seek reimbursement from Danida after spending their own budgetary resources. However, the government had a budget problem. Danida spent 2 years trying to encourage the budget allocation for TESDA, but that did not happen. Danida eventually canceled their portion after 2 years.

Project Number: 23229-013, 23229-023
Project Name: Technical Education and Skills Development Project and Fund for Technical Education and Skills Development
Report Date:
Lesson
A well-coordinated institutional arrangement among concerned agencies and institutions could have been in place before project appraisal. The institutional environment at that time was characterized by unclear mandates and overlapping roles and responsibilities and low staff absorption capacity for the planned activities. These led to uncoordinated and poorly planned trainings, improper sequencing of training programs, and duplication of efforts and use of resources.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
The establishment of skills standards was one of the main thrusts of the project which was not attained in view of weak capacity. As such, a phased approach could have been useful to take into account the limited technical capacity to formulate and implement skills standards, testing, and certification of trained workers. This could have been undertaken under a separate program prior to the project, covering a longer period of time and targeting priority employment areas.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
Implementation was hampered by inadequate training of teachers despite the conduct of local trainings and enrollment in a master’s degree program. At project completion, there was still a significant lack of qualified applicants to fill available teaching posts. These trainings lacked strategic direction. An institutionalized professional development program for TVET teachers could have been developed as part of project design instead of individualized and one-time training programs.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
There is a need to assess TVET’s linkages with basic education (elementary and secondary) and how it feeds into tertiary and voc-tech education and subsequently into the labor market to improve the quality and delivery of TVET. In particular, it is important to focus on the poor quality of education gained by students emerging from elementary and secondary levels. Before entering into any TVET project, it is essential to ensure quality basic education.

Project Number: 33166-013
Project Name: The Marshall Islands: Skills Training and Vocational Education Project
Report Date:
Lesson
No additional lessons

Project Number: 31039-013
Project Name: Teacher Training Project
Report Date:
Lesson
Assessment of the procurement capacity of the executing agency and ensuring development of adequate capacity of the PIU and executing agency would help implementation of the project and ensure efficient procurement and consultant engagement.

Project Number: 37698-013
Project Name: Information and Communications Technology in Basic Education Project
Report Date:
Lesson
E-learning is as important for teachers as it is for their students. Information and communications technology (ICT) is not a translation of textbook materials into electronic textbooks, but requires pedagogical skill in identifying how the technology strengthens student understanding of core concepts and encourages self-directed learning. It is a transition from teacher-centered to student-centered pedagogy. It also requires more creative e-learning materials.

Project Number: 37698-013
Project Name: Information and Communications Technology in Basic Education Project
Report Date: