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Lesson
More innovative cost sharing arrangements should be developed to ensure that very poor local government units (which find it difficult to provide counterpart equity) are not hindered from participating in programs similar to SEDIP.

Project Number: 25182-013
Project Name: Secondary Education Development and Improvement Project
Report Date:
Lesson
Capacity in the executing and implementing agencies was expected to be built through the accompanying TA loan. Program outputs like developing sector strategies, implementing expenditure tracking and service delivery surveys, training communities to manage and monitor social service delivery, and other outputs critical to achieving Program outcome depended on effective technical assistance (TA) loan administration. However, executing agency capacity to administer the TA loan was inadequate.

Project Number: 37218-013
Project Name: Balochistan Devolved Social Services Program
Report Date:
Lesson
Design flexibility, accommodating changes for better alignment with emerging development objectives, improved implementation and contributed to reaching the desired results. Clear and precise documentation regarding when and what changed, and how the project goal, outcomes, and output were revised and embedded in new modalities, should be a critical element of this mind set.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
Procurement reform. The government procurement policy of verifying price after finalizing a contract under ICB causes serious project implementation difficulties. This policy should be either discontinued or streamlined and made part of the bid evaluation process.

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
Developing an indicator to measure quality improvements during the life of the project could have assisted in focusing the quality improvement interventions. A national assessment of student achievement using international standards is part of the school sector reform program. Grades 3, 5, and 8 will be assessed.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
The need for better planning and coordination between all ministries and agencies that have a potential stake in a project's outputs. In the case of this project, NODES can be of relevance and use to the training and education programs offered and governed by various ministries and agencies - e.g., Ministry of Education, Vocational Training Authority.

Project Number: 33251-013
Project Name: Distance Education Modernization Project
Report Date:
Lesson
Clear understanding of government and ADB policies, guidelines, and procedures. Lack of familiarity with and understanding of policies, guidelines, and procedures of the government and ADB�particularly on procurement, accounting, and financial reporting�is often a source of confusion and delays. It is important that project implementation unit (PIU) staff, especially new ones where staff turnover is high, be given adequate orientation and hands-on training. PIU budgets should contain allocations for staff training.

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
In the case of pool funding, efforts should be made to continue collaboration until the end, including a joint evaluation, to identify joint lessons and to maximize use of resources.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
No new lessons

Project Number: 38178-013
Project Name: Restructuring of the Technical Education and Vocational Training System Project (North-West Frontier Province)
Report Date:
Lesson
An important lesson regards the nature of the courses that were offered and if they were the most appropriate ones for an online distance-learning platform.

Project Number: 33251-013
Project Name: Distance Education Modernization Project
Report Date:
Lesson
Assessment of capacity of the executing agency. During project preparation a comprehensive assessment of the executing agency's procurement capacity should help identify possible challenges in project implementation. In case of weak capacity, technical assistance grants can help to strengthen procurement capacity, especially in projects where success is linked predominantly to fast- paced, transparent procurement involving international competitive bidding (ICB).

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date:
Lesson
Deliberately designing stakeholder participation and public debates on education policy reforms could have benefited implementation. The lack of broader stakeholder participation, particularly in the districts, risks losing ownership by implementing agencies.

Project Number: 34022-013
Project Name: Secondary Education Support Project
Report Date:
Lesson
The sequence of reforms in the policy matrix was such that all substantial results could be achieved only after the completion of second tranche actions. In addition, liberal assessment of compliance allowed the release of the first tranche without achieving much toward sustainable outputs. More result-oriented sequencing of policy actions for the first tranche could have achieved some sustainable improvements in social service delivery.

Project Number: 37218-013
Project Name: Balochistan Devolved Social Services Program
Report Date:
Lesson
Another lesson arises from the novelty and innovation of the project - a higher priority should have been placed on social marketing and awareness raising among potential partner institutions and students, to ensure broad-based demand and a strong supply of market- oriented courses. There is great potential for self-sustainability in this model if its management is outsourced or it is transformed into a corporate entity, but inclusion of social marketing will be key to its success.

Project Number: 33251-013
Project Name: Distance Education Modernization Project
Report Date:
Lesson
Competitive selection of beneficiaries. The competitive approach used in the selection of beneficiary schools (i) proved effective in identifying schools with committed management and supportive communities; (ii) fostered a strong sense of ownership among the school's stakeholders: and (iii) encouraged a cooperative effort among the school board, school management, teachers, and parents in identifying priority needs and corresponding improvement programs.

Project Number: 40049-013
Project Name: Rural Basic Education Project
Report Date: