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Lesson
It is important to include relevant indicators to meaningfully assess the project’s results. At the outcome level, an indicator of transmission capacity in megavolt amperes and actual energy transmitted in megawatt- hours would have been more appropriate. The selection of indicators must consider results that are attributable directly to the project. At the impact level, indicators such as household access to electricity are also relevant to measure the project’s impact on development.

Project Number: 45224-003
Project Name: Rajasthan Renewable Energy Transmission Investment Program (Tranche 1)
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Lesson
It is important to effectively manage the timing of investment in transmission capacity particularly on energy generation investments that are undertaken to meet electricity demands. This will involve a careful sequencing of activities and investments. This requires having a longer-term perspective on the energy needs or gaps in the project area to facilitate better timing and project sequencing.

Project Number: 45224-003
Project Name: Rajasthan Renewable Energy Transmission Investment Program (Tranche 1)
Report Date:
Lesson
A multisector approach, backed by an implementation arrangement that addresses the logistical challenge of working in remote areas, is suitable for improving livelihoods in the protected areas. The project location within a protected area required a design that considered the links between communities, tourism, ecological values, park management objectives, and compliance with national and ADB safeguard requirements for protected areas.

Project Number: 48216-001
Project Name: Integrated Livelihoods Improvement and Sustainable Tourism in Khuvsgul Lake National Park Project
Report Date:
Lesson
It is important to take stock of and learn from other development partners’ experience and learnings in similar projects as they can share valuable lessons to inform project design. A failure to account for previous projects’ lessons can have significant costs in project effectiveness

Project Number: 45098-001
Project Name: Project Preparation and Start-Up Support Facility
Report Date:
Lesson
Transport projects typically involve a variety of risks in implementation and execution of activities. Formulating appropriate project design and risk assessment during preparatory phase is critical to minimize delays. This includes a systematic appraisal of the project’s technical scope and engineering design, costs and contingencies, safeguards, and financial and contractual risks. The institutional setup, internal review and approval process, and existing capacity and prior experience of the borrower and executing

Project Number: 37269-013, 37269-023
Project Name: Greater Mekong Subregion:
Rehabilitation of the Railway in Cambodia Project
Report Date:
Lesson
The participation of relevant agencies, effective communication of their role, and broader consultations on possible implementation arrangements at project design ensure effective and efficient inter-agency coordination and project implementation. Under the project, instead of taking full responsibility as the IPIU, UPJN only deployed some staff to the IPIUs and was charging administrative fees for their role including remuneration of their staff that ADB had refused.

Project Number: 39405-013
Project Name: Dhaka Water Supply Sector
Development Program
Report Date:
Lesson
Quality construction supervision has a price. All works contracts were supervised by consulting engineers who ensured detailed engineering designs were adopted, and contractors’ progress claims were legitimate, among others. But the quality of works varied, with indications of insufficient funding contributing to the poor quality of many completed works.

Project Number: 37097-013
Project Name: Integrated Rural Development Sector Project in the Central Provinces
Report Date:
Lesson
Climate change risks need to be carefully considered in the design of rural infrastructure. There was inadequate integration of disaster and climate change risks into the design of subprojects in the highly vulnerable project provinces. This was highlighted by the collapse of a 450-meter section of the Trieu Dai–Trieu Do commune road (Quang Tri) during severe storms and flooding in 2011.

Project Number: 37097-013
Project Name: Integrated Rural Development Sector Project in the Central Provinces
Report Date:
Lesson
Spreading a large number of subprojects in a wide geographical area can reduce implementation efficiency and negatively affect subproject documentation and approval. A set of selection criteria guided this sector project’s investment size of approximately $0.5 million–$4.0 million per subproject. This resulted in many small subprojects that were geographically dispersed and generally failed to complement other infrastructure and hence synergize development impacts in the provinces. This was more evident in Phase 1 than in Phase 2.

Project Number: 37097-013
Project Name: Integrated Rural Development Sector Project in the Central Provinces
Report Date:
Lesson
Consideration of future utilization patterns in the upgrading of roads can lead to higher design standards that may require more funds for operation and maintenance (O&M) but will help ensure the operational efficiency of upgraded roads. In Viet Nam, engineering designs are based on established standards that are determined by their levels of utilization. With the upgrading of roads likely to attract increased traffic volumes with an associated change in transport modes, the project carefully considered future utilization patterns in the design of the upgraded rural roads.

Project Number: 37097-013
Project Name: Integrated Rural Development Sector Project in the Central Provinces
Report Date:
Lesson
Rebuilding model schools provides opportunities to demonstrate their usefulness to the larger school program and to communities particularly in building disaster-resilient schools, and to develop knowledge and skills in disaster risk management. It also provides a space for greater social inclusion and increased ownership as local authorities and communities are mobilized for rebuilding and reconstruction.

Project Number: 49202-001
Project Name: Disaster Risk Reduction and Livelihood Restoration for Earthquake-Affected Communities
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Lesson
Subsidized credit when sourced from a grant may be used as an immediate and emergency response to the financing needs of those severely affected by disaster. However, it is not sustainable over time when grant funds are no longer available. It is basically a stop gap measure in an emergency. There are costs to the delivery of financial services that need to be considered in product pricing to help financial institutions sustain their operations and continue serving targeted households. These institutions need to price their loan products to allow for full cost recovery.

Project Number: 49202-001
Project Name: Disaster Risk Reduction and Livelihood Restoration for Earthquake-Affected Communities
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Lesson
Design flexibility is essential in the smooth implementation of an emergency response project. It allows the executing agency and project teams to make necessary changes in the project scope and helps in the alignment of project activities with the realities on the ground. The preparation of technical design and approval processes for an emergency assistance project needs to be developed on time to meet the immediate needs of households and communities for recovery.

Project Number: 49202-001
Project Name: Disaster Risk Reduction and Livelihood Restoration for Earthquake-Affected Communities
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Lesson
The series of interlinked sector development programs operating with the framework of the government’s education sector policies and plans has proven effective in supporting government secondary education reforms. This long-term approach has provided consistent support and certainty to a long and complex reform agenda that successfully extended the secondary school cycle while simultaneously supporting broadened access and improved quality and efficiency.

Project Number: 40368-022
Project Name: Secondary
Education Sector Development Program
Report Date:
Lesson
The program did not give sufficient emphasis to ethnicity and included no specific ethnicity expertise even though ethnic students were the main project beneficiaries. A detailed analysis of different ethnic minority areas would have yielded a fuller understanding of the factors influencing education choices and outcomes. Inclusion of specialistsin the program team could have deepened the analysis in EGP, strengthened the engagement of ethnic groups, and likely strengthened outcomes for ethnic communities

Project Number: 40368-022
Project Name: Secondary
Education Sector Development Program
Report Date: