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Lesson
Results-based lending (RBL) is effective in strengthening government systems and fostering a whole-of-government approach to education reform. The Department of Education and education sector benefitted from the extensive engagement and discussions with oversight agencies on specific program results areas. The agencies provided a wider perspective on government financing, resource programming and prioritization, development planning, and program or project evaluation.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
The multitranche financing facility (MFF) modality is appropriate for the phased Implementation of major reforms. It also proved suitable for the new training partnership model introduced by this investment program, which took time to take off within both the government and the private sector. This is because the stakeholders deemed it important to familiarize themselves first with the model— learn which aspects were working well, which ones did not. and subsequently modify or redesign those aspects that proved inappropriate or ineffective.

Project Number: 42466-015
Project Name: Skills for Employment Investment Program - Tranche 1
Report Date:
Lesson
ADB needs to continue the RBL modality for the school education SWAp and expand to other education subsectors to leverage sequencing of results, add value to government programs, sustainably strengthen institutions, and harmonize development partners. The RBL modality encouraged substantive policy discussion and critical analysis geared towards common agreement on the key results. The government internalized the aim of achieving targets in a set time frame and linking disbursements to achieved results.

Project Number: 49424-001
Project Name: Supporting School Sector Development Plan
Report Date:
Lesson
Experience with this program validated the four reasons for the choice the policy-based lending (PBL) programmatic approach as most suitable for the development of the finance sector of Cambodia. First, financial sector development is a gradual process that requires proper sequencing. Key foundational reforms of the banking subsector must be in place before progressing to more complex reforms of the nonbank subsector.

Project Number: 44263-013, 44263-015, 44263-016
Project Name: Inclusive Financial Sector Development Program
Report Date:
Lesson
Ensuring the continuity of reforms until they are fully rexecuted requires the Implementation of a medium-term program framework, strong government commitment, and extensive consultation and engagement of key stakeholders. This program was designed when the massive K–12 reform was rolled out. The reform’s full Implementation was envisioned to go beyond the administrative tenure of Department of Education that initiated it.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
The existence of a national sector strategy that serves as a blueprint to identify progress and near-term and future reforms needed to grow the sector is another reason for the suitability of the PBL programmatic approach. Government coordination and ownership of reforms articulated through a series of national sector strategies are necessary to ensure that financial sector development is based on predetermined steps, with each one supported by interagency coordination to achieve broad support for reforms.

Project Number: 44263-013, 44263-015, 44263-016
Project Name: Inclusive Financial Sector Development Program
Report Date:
Lesson
Safeguard actions required for non-RBL projects are largely unsuitable for RBL programs, and this needs to be considered to improve the safeguard system assessments and categorization of future RBL programs. While safeguard concerns were satisfactorily resolved in the program, some actions in the safeguard action plan were more appropriate for a typical investment project than for an RBL program. For example, the safeguard action plan indicated the disclosure of environmental documents of senior high school classroom construction.

Project Number: 45089-002
Project Name: Senior High School Support Program
Report Date:
Lesson
Selection of the most suitable modality to support institutional development requires adequate consideration of the various factors intricately linked to it, including the prevailing political dynamics, incentive structures in public administration, and commitment of the relevant development agencies. In the case of this project, frequent changes in the senior management of the Erdenes Mongol jeopardized project ownership and seriously affected implementation.

Project Number: 49409-001
Project Name: Strengthening Institutional Framework and Management Capacity Project
Report Date:
Lesson
ADB's COVID-19 Pandemic Response Option (CPRO) modality was effective. The CPRO program established a model for ADB to channel timely support to developing member countries to address major health and economic challenges. The speed of delivery, efficient implementation, and strong development impact achieved validate the success of this model, which can be deployed to further assist countries in their economic recovery.

Project Number: 54180-001
Project Name: COVID-19 Active Response and Expenditure Support Program
Report Date:
Lesson
Shock-responsive social protection mechanisms are effective in responding to the severe socioeconomic impact of global pandemics. Topping up existing benefits (known as vertical expansion) and using existing benefit delivery mechanisms allowed the government to respond quickly, ultimately reaching 80% of the population with cash support. This approach has also been adopted for pandemic response in other ADB developing member countries.

Project Number: 54214-001
Project Name: Shock-Responsive Social Protection Project
Report Date:
Lesson
The CPRO modality is deemed relevant, appropriate, and efficient for this program, as it allows DMCs to address spending requirements for health, social, and economic measures in response to the pandemic. Discussions with the government to align the modality with response measures facilitated critically needed fiscal stimulus to better manage the immediate economic and financial shocks created by the rapidly unfolding COVID-19 pandemic and an overwhelmed health care system.

Project Number: 54182-001
Project Name: COVID-19 Active Response and Expenditure Support Program
Report Date:
Lesson
ADB's long standing engagement in the country, especially in the health and public finance sectors and in fiscal and macroeconomic policy developed its readiness to respond effectively and quickly. The One ADB approach and the application of the streamlined business processes under the CPRO policy also worked well for Mongolia, as it clearly demonstrated that cutting several bureaucratic layers in the approval process does not necessarily compromise the quality of the end product.

Project Number: 54174-001
Project Name: COVID-19 Rapid Response Program
Report Date:
Lesson
The CPRO experience highlighted three main lessons. First, it confirmed Mongolia's solid precrisis record in structural reforms and macroeconomics, which put the country in a strong position to effectively respond to the multifarious impact of the pandemic. Second, the fast approval of the CPRO policy and lending modality enabled ADB to provide critical emergency support to eligible client countries in times of exceptional need, clearly showcasing the importance of institutional

Project Number: 54174-001
Project Name: COVID-19 Rapid Response 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
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: