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Lesson
Providing for continuous consulting team leadership, by an international team leader along with a national deputy team leader, is advisable for efficient project management. The lack of continuous leadership under Education Sector Development Program II to some extent hindered the effective implementation of some project activities. [Main text, para. 59]

Project Number: 34388-013
Project Name: Second Education Sector Development Program
Report Date:
Lesson
The project supported the development of district-based education information systems to strengthen district-based planning. Although most districts were still producing annual education statistics, there is room to improve data quality and the use of data in planning and management. Central Ministry of National Education maintains education statistics for the provinces; in the districts, all data are accessible through the districts themselves.

Project Number: 31137-013, 31137-032
Project Name: Decentralized Basic Education Project
Report Date:
Lesson
It is important to establish and maintain a network for cooperation in competency standards development within the region where similar issues and problems regarding the promotion of technical and vocational education and training and development of competency standards prevail. Benefits from this approach include facilitated adoption and adaptation of established standards, which may be applicable to Maldivian requirements, as well as the mutual sharing of ideas, processes, competency standards, and materials on skills training.

Project Number: 33217-013
Project Name: Employment Skills Training Project
Report Date:
Lesson
Supervision of procurement could have been stronger. ADB's project procurement-related review cited potential conflicts of interest, inappropriate prequalification, misleading and incomplete contract documentation, payments not accompanied by adequate documentation, lack of proper evidence and onsite inspection reports accompanying progress payment claims, and poor retention of contract documentation by the school support committees and school construction committees. [Main text, para. 58]

Project Number: 34388-013
Project Name: Second Education Sector Development Program
Report Date:
Lesson
The experience of the project indicates the importance of systematic record keeping in addition to ongoing monitoring and evaluation. Although implementation was generally satisfactory, there was poor documentation and recording at the central and district levels of activities and updated data relating to project activities, output, and outcomes.

Project Number: 31137-013, 31137-032
Project Name: Decentralized Basic Education Project
Report Date:
Lesson
Stakeholder support is essential for increasing awareness and acceptance of technical and vocational education and training (TVET). To ensure the sustainability of the project's achievements, the government must provide continuing financial and human resources support to increase awareness and acceptance of TVET, particularly in the form of career guidance and social marketing.

Project Number: 33217-013
Project Name: Employment Skills Training Project
Report Date:
Lesson
Strong construction supervision and monitoring systems are vital in education projects that emphasize civil works. The quality of school construction and furnishings was a continual concern during project implementation, stemming from inadequate monitoring and enforcement of quality standards. Lower secondary school construction relied on a community participation modality manual prepared by Ministry of Education, Youth and Sport, but there was no orientation or training for community members that enabled them to monitor the construction process.

Project Number: 34388-013
Project Name: Second Education Sector Development Program
Report Date:
Lesson
Flexible management by the government and ADB allowed a complex project to be implemented successfully in a rapidly changing environment. Good communication from the project management team, together with flexible support from ADB, allowed project implementation to adapt to the changing legal and administrative environment while retaining the basic project rationale and objectives. ADB project supervision would have been enhanced if there had been greater continuity of project officers.

Project Number: 31137-013, 31137-032
Project Name: Decentralized Basic Education Project
Report Date:
Lesson
Timely selection and training of project staff is essential for effective implementation. The delayed establishment and operationalization of the project implementation unit prevented activities from being properly sequenced during the first 2 years of project implementation.

Project Number: 33217-013
Project Name: Employment Skills Training Project
Report Date:
Lesson
Policy reforms require monitoring beyond disbursement of the final tranche and closure of the program loan. A number of the Education Sector Development Program II policy initiatives may have lapsed since implementation, but without proper independent monitoring these are difficult to track. [Main text, para. 56]

Project Number: 34388-013
Project Name: Second Education Sector Development Program
Report Date:
Lesson
The inclusion of a gender and ethnic minority action plan (GEMAP) in the project design does not guarantee its implementation, even when GEMAP monitoring is included in consultant terms of reference. Without reporting systems and designated focal persons the GEMAP does not get fully implemented. Good practice would have been to report in detail against GEMAP targets with gender-disaggregated data in all projects reports, including quarterly and annual progress reports, with any follow-up issues flagged for the next mission.

Project Number: 34388-013
Project Name: Second Education Sector Development Program
Report Date:
Lesson
An important lesson is the importance of integrating project funds and activities into government processes, wherever possible. The separation of Decentralized Basic Education Project funds for districts from district government budget mechanisms weakened the link between district education development plans and the annual budgeting process, and made district capacity building less effective.

Project Number: 31137-013, 31137-032
Project Name: Decentralized Basic Education Project
Report Date:
Lesson
The establishment of a dynamic labor management information system would have been useful in gathering relevant information for guiding the employment sector councils in identifying high demand occupations and developing competency-based skills trainings that are demand driven. Also, such as a system would have provided important information to support policy-related decision making, planning, and interagency cooperation and coordination and helped determine and quantify project achievements.

Project Number: 33217-013
Project Name: Employment Skills Training Project
Report Date:
Lesson
Extending project closing dates can result in stronger outcomes. The final review mission agreed to the use of bank guarantees so Ministry of Education, Youth and Sport (MOEYS) could issue contractor checks for work extending beyond loan closing, including payments for amounts withheld during the defects liability period. With some activities occurring after project completion, there was a lack of adequate oversight by MOEYS, resulting in quality issues in building construction and finishing.

Project Number: 34388-013
Project Name: Second Education Sector Development Program
Report Date:
Lesson
Development of textbooks and related teaching aids needs to be meticulously synchronized with the new curriculum development in order to avoid any delays and lost time.

Project Number: 36510-013
Project Name: Second Textbook Development Project
Report Date: