Search

Displaying 121 - 135 of 722

Lesson
Trainings and in-person support are needed to strengthen financial management performance and full compliance, especially in cases where the government agencies are handling ADB projects for the first-time. As the first ADB project the Secretariat of State for Vocational Training and Employment (SEFOPE) oversaw, more thorough trainings and in-person support could have strengthened financial management performance and full compliance with the grant covenants.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
Changes in scope and implementation arrangements are often needed to make projects responsive to changes in government and policy directions. The changes in the ruling party and restructuring of the government in 2012 and 2016 led to changes in the policy directions on higher education. To remain responsive and aligned with the government’s policy, minor changes were made to the project scope and implementation arrangements.

Project Number: 43007-023
Project Name: Higher Education Reform Project
Report Date:
Lesson
Factors that contributed to the overall success of the project include (i) the openness willingness, and flexibility of ADB and the government to respond positively to emerging need and demand; (ii) agreements by stakeholders to increase the number of MES representatives in the project steering commitee, which balanced the views and bargaining power of MES in the decision-making process; and (iii) the willingness of ADB to use its own resources to hire staff consultants when required to help resolve procurement bottlenecks and accelerate project implementation especially during critical per

Project Number: 45010-002
Project Name: Skills for Employment Project
Report Date:
Lesson
Limited baseline data could lead to unrealistic performance Indicators and targets. Because this was ADB’s first TVET grant project in Timor-Leste, which introduced a new area of formalized skills development, baseline data for the targets were limited. This led to some unrealistic performance Indicators and targets. For example, the number of students and trainers to be trained appeared to be modest, whereas the target of 65% of graduates to find employment within 3 months of graduation was overambitious.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
Establishment of formal partnerships to strengthen public–private partnerships (PPPs) will enhance the involvement of industries and employers in TVET. PPP plays an important role in helping TVET providers to improve the quality and relevance of TVET programs and in increasing the employment of TVET graduates.

Project Number: 45010-002
Project Name: Skills for Employment Project
Report Date:
Lesson
The use of advanced technology to analyze the evolving needs of the labor market will significantly contribute to cultivating talents based on industry development trends and foster TVET development. The labor market information (LMIS) developed under this project included a tracer study to obtain information on TVET graduates’ employment situations and trends, as well as employers’ feedback and degrees of satisfaction. The LMIS was the first TVET student labor market information system

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
An innovative campaign may be needed to attract women to nontraditional TVET training programs. The project emphasized providing opportunities for women, especially those from poor families and rural areas, to attend the TVET programs and to help them find employment after graduation. Campaign activities that proved effective included scholarships and a detailed outreach and communications plan targeting both female candidates and employers.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
It is important to include individual startup consultants in the project design to assist and help avoid delays during the early implementation stages. The project experienced some startup delays, particularly in procurement and capacity building. The experience demonstrates the importance of including individual startup consultants in the project design to assist the executing and implementing agencies and avoid delays during early-stage implementation.

Project Number: 45511-006
Project Name: Hunan Technical and Vocational Education and Training Demonstration Project
Report Date:
Lesson
Shortage of qualified national consultants could delay implementation and increase project costs . The intention at design was to work with the support of national consultants. However, the lack of national consultants with technical qualifications and TVET experience as required by the project hampered timely recruitment and mobilization of these technical experts. Consequently, some national positions had to be converted to international positions or contracts of qualified national consultants extended to enable them to complete the tasks.

Project Number: 45139-001
Project Name: Mid-Level Skills Training Project
Report Date:
Lesson
A well-designed RBL can make program implementation more efficient and reduce transaction costs during program implementation. This came about in this program with the disbursement-linked Indicators (DLIs) focusing on the main elements of the results chain and framework in the process highlighting the importance of teachers’ and managers’ capacity building and competency-based curriculum (CBC) development, which built a solid foundation for TVET’s sustainable development in Guizhou.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
The results-based lending (RBL) modality provided an integrated arrangement for the provincial government to improve the provincial TVET system. The comprehensive program results framework and management information allowed the government to closely monitor and evaluate the progress of the development of demonstration TVET institutions and accelerated their development.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
ADB’s Safeguard Policy Statement (2009) fits well with the RBL modality with comprehensive due diligence review conducted at appraisal and adequate action items integrated into a program action plan and implemented accordingly. The external resettlement Monitoring and evaluation arrangement proved essential to ensure implementation of the proposed actions and to assess the income and livelihood restoration of affected people.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
Support from experts in safeguards, financial management, procurement, and other aspects was necessary to implement this first RBL in the country. Although the overall fiduciary system of the program was sound, some schools had weak capacity and needed extra support during program implementation.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
Changing mindsets from traditional investment to RBL could take time, requiring all stakeholders to have an in-depth understanding of the RBL modality. The provincial government and education department’s strong commitment to the program has powered ts success.

Project Number: 48101-003
Project Name: Guizhou Vocational Education Development Program
Report Date:
Lesson
Appropriately designing the project performance monitoring system during design stage would ensure that it captures accurate and necessary baseline and monitoring data for better tracking and assessing project performance.

Project Number: 49215-001
Project Name: Earthquake Emergency Assistance Project
Report Date: