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Lesson
The design and monitoring framework (DMF) and monitoring and reporting mechanism need to be carefully developed at the planning stage. The outcome statement of the TA was not appropriate as it is too narrow and should be more focused on the TA benefits to Maldives. Outcome targets were too ambitious since there were several contributing factors outside the scope of the TA that affected their achievements. With a small country portfolio, unexpected delays in one or two projects will make the target unachievable. Having an outcome indicator at the broader level could help avoid that.

Project Number: 52006-001
Project Name: Capacity Building for Country Programming and Portfolio Management
Report Date:
Lesson
Establishing a comprehensive coordination unit for rural health transformation is a gargantuan and complex task requiring dedicated programming and targeted resources. A feature of the intended design, where the project support unit would be integrated into the Department of Health (DOH) to establish a comprehensive coordination unit for rural health transformation, was not realized. The ambition was relevant, and the government’s capability to manage projects to improve primary health care and coordinate partner programs should be strengthened.

Project Number: 41509-013
Project Name: Rural Primary Health Services Delivery Project
Report Date:
Lesson
Adequate consideration of the legal and administrative contexts of projects and the need for participatory democratic processes is a must to ensure that the timelines for achieving compliance with tariff-related reform covenants are not ambitious, as the case with this project.

Project Number: 38254-013, 38254-063
Project Name: North Karnataka Urban Sector Investment Program (Tranche 4 and Multitranche Financing Facility)
Report Date:
Lesson
Setting a high job placement target to qualify for the final milestone payment can can create a negative incentive for training providers to inflate the training costs so as to cover for all their costs regardless of whether or not they meet the job placement target. This lesson, arising from a similar project in Nepal, was heeded by the tranche 1 project that lowered the job placement target from 70% to 60% to ensure that the training providers do not to lose their focus on job placement.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Replacing higher-level skills courses with in-demand entry-level courses can raise the job placement performance of projects. Industry associations initially expected a strong demand for mid- or higher-level technical skills; however, job placements from these courses were more challenging than those from more entry-level courses. Therefore, the outcome indicator related to increased shares of higher-level skills was not increased, and was instead pegged at just about 18%l, which proved more realistic.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
Better coordination and the Preparation of a consolidated project financial statement for projects being implemented by multiple agencies will facilitate the timely submission of annual project financial statements (APFSs) which in turn will help avoid delays in loan disbursements. In this program, the Preparation by the two EAs of separate annual project financial statements, both audited by an external auditor, created an unnecessary administrative overload for ADB.

Project Number: 35290–013, 35290–043
Project Name: North Eastern Region Capital Cities Development Investment Program (Tranche 3 and Multitranche Financing Facility)
Report Date:
Lesson
The objectives and implementation period for sector reform projects need to be well-aligned with the government’s long-term vision and carefully consider existing capacities. This project's overall objective was ambitious as sector reforms require long-term and sustainable interventions, adequate resources, and sufficient time. Increasing student enrollment and rural higher education institutions offering distance education programs were not achievable through a single project intervention.

Project Number: 43007-023
Project Name: Higher Education Reform 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
Program design and implementation in least developed (and fragile) countries need to take account of the limited administrative capacity of the government. While ADB designed a program which supported the government in undertaking reforms and sufficient consulting services resources to help bridge capacity gaps, the timeframe for the program was too ambitious and ADB did not provide adequate continuity in the staff providing project supervision. These deficiencies contributed to the underperformance in program outcomes.

Project Number: 46059-001, 46059-002
Project Name: Governance and Capacity Development in Public Sector Management Program - Subprogram 2
Report Date: