Fiscal Year;Region;Country;Project Name ;Description;URL
FY13;Africa;Chad;TD-Edu Sec Reform SIL (FY03);Ratings for the Education Sector Reform Project (ESRP) for Chad were as follows: outcomes were moderately unsatisfactory, the risk to development outcome was low or substantial, the Bank performance was moderately unsatisfactory, and the Borrower performance was also moderately unsatisfactory. Some lessons learned included: the Chad ESRP original results framework was weak with only one Project Development Objective (PDO) indicator out of seven specific to the project intervention (the other six were meant to measure increases on a national scale) and the intermediate outcome indicators included some measures of activities that were not funded by the Project. Overall, this resulted in the adoption of indicators which were not well-aligned with project components, hindering the Bank and the Government's ability to effectively measure progress of the Project. Improving capacity requires training on a continuous basis and a strong Technical Assistance (TA) sub-component. The ESRP provided sound TA and training to the CNC (Centre National des Curricula - National Curricula Center) technical staff which was supported over an extended period of time. This increased the impact of the training and has had a lasting influence on improved capacity. The challenge being faced now is limiting staff turn-over and renewal of staff contracts to ensure continuity and sustainability. Although design problems were identified earlier and discussed extensively with the Government, it was only two years after the Mid-Term Review (MTR) that restructuring was finalized when 74 percent of the funds were already disbursed. Project restructuring might have been undertaken earlier which would have provided a greater opportunity to achieve better outcomes.;http://documents.worldbank.org/curated/en/2012/12/17131971/chad-education-sector-reform-project
FY14;Africa;Ethiopia;General Educ Quality Improv. (FY09);N/A;
FY14;Africa;Congo, Republic of;Additional financing for Support to Basic Education Project;N/A;
FY14;Africa;Nigeria;Science & Technical Education at Post-Basic Levels;"Ratings for the Science and Technology Education Post-Basic Project for Nigeria were overall satisfactory. While the borrower's performance was deemed to be moderately satisfactory, the Bank's performance was considered satisfactory.. All the project development objective indicators as well as the intermediate outcome indicators were fully achieved, with many results surpassing the target by a significant margin. Significant lessons learned during the course of implementing the project are: 1) quality reforms and those involving institutional capacity building need extended periods of time to firmly take root in changed thinking and practice, and to have an attributable effect on institutional reform through changed staff and student thinking; 2) ownership of the project and continued political commitment at national and decentralized levels is critical for successful project implementation; 3) project effectiveness is considerably enhanced when ongoing technical assistance by zonal consultants is provided to ensure timely and direct assistance to institutions in areas of procurement, financial management and monitoring and evaluation; 4) competitive and merit-based allocation of funds based on clearly identified performance criteria is beneficial to raise motivation and standards and increase innovation; and 5) to leverage relevant knowledge sharing and research and development in science and technology linked to current industry needs, the development of industry and sector partnerships is critical.";http://documents.worldbank.org/curated/en/2013/12/18765507/nigeria-credit-science-technology-education-post-basic-project
FY14;Africa;Uganda;Millennium Science Initiative (FY06);"Ratings for the Millennium Science Initiative Project for Uganda had an overall satisfactory outcome, with satisfactory performances by both the Bank and the borrower. The project remains highly relevant in objectives, design and implementation. The project efficacy is rated as substantial, as is its efficiency. Most of the intermediate outcome indicators are deemed to have been achieved completely, while the remaining indicators are partially achieved. Critical lessons learned during the implementation of the project were: 1) proposals from departments and institutions should go through a very rigorous selection process to assure the effective utilization of resources and the quality of outcomes; 2) a project exit policy such as gradual financial contribution from the government is needed; 3) competitive funding should remain highly selective to maintain the overall quality of research; 4) recognition of the need for a long term strategy to establish a partnership with the private sector; and 5) projects with competitive funding need to consider a more efficient way of handling procurement activities.";http://documents.worldbank.org/curated/en/2013/12/18714211/uganda-credit-millennium-science-initiative-project
FY14;Europe and Central Asia;Moldova;Additional Financing for the Quality Education in the Rural Areas of Moldova Project;N/A;
FY13;Africa;Cote d'Ivoire;CI-Edu & Training Supt (FY98);Ratings for the Education and Training Support Project for Cote d’Ivoire were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned include: approved projects should not be closed due to suspensions. Government ownership is essential for ensuring implementation quality and progress. Oversight bodies with the overall picture of system play an invaluable role in advising sub-sector ministries. Task team leaders based in post-conflict fragile state countries is essential for ensuring the implementation of bank-supported projects. Project implementation, in a post-conflict environment, may benefit from having a Project Implementation Unit (PIU) outside the government structure.;http://documents.worldbank.org/curated/en/2013/02/17425576/cote-divoire-education-training-support-project
FY14;Europe and Central Asia;Kosovo;Institutional Development for Education Project;Ratings for the Institutional Development for Education Project for Kosovo were as follows: outcomes were satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: close supervision of day-to-day project management makes a difference in contexts of limited capacity. A balance between the levels of complexity and ambitiousness of project design and institutional and administrative capacities is essential. Building in flexibility in project design may help address challenges of projects prepared for countries in conflict-affected contexts. An accurate assessment of both enabling conditions and implementation readiness is paramount.;http://documents.worldbank.org/curated/en/2014/06/19759396/kosovo-institutional-development-education-project
FY13;Africa;Burundi;BI-Educ. Sector Reconstr. (FY07);Ratings for the Education Sector Reconstruction Project for Burundi were as follows: outcomes were moderately satisfactory, the risk to development outcome was moderate, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: multiple levels of organizational management with vertical and horizontal lines of authority can become unwieldy when even a single element undergoes modification. Fundamental changes at the ministerial level (twice) led to confusion in the lines of authority and ultimately led to delays in implementation. Simpler structures can mitigate such issues, even if they can't prevent them entirely. Indicators that measure outcomes at a level different than that of an intervention can mask shortcomings or miss the opportunity to highlight progress. By setting the primary completion rate indicator at the national level, rather than at the level of the nine targeted regions, the project missed an opportunity to record the more impressive rate of achievement in these areas. Data from the nine regions indicate the primary completion rate more than doubled from 23 percent to 46.6 percent, compared to the country as a whole where the rate increased from 38 percent to 51.4 percent. This is particularly impressive given the fact these were disadvantaged regions in a post-conflict environment. Thus, linking indicators directly with activities produces a better measure of impact. Both government officials and SEO (Executive Operations Secretariat - Secretariat Executif Operationnel) staff remarked on the multiple changes in Task Team Leader (TTL), and the lack of a more permanent presence in the field by the Bank. Particularly in the middle period of project implementation there was a perception of disengagement, which weakened the Bank's position with the government and other development partners. Staff movement in the Bank is unavoidable, but changes in TTL should be kept to a minimum, and joint handover missions (including the sector manager, if possible) should be the norm.;http://documents.worldbank.org/curated/en/2012/12/17132001/burundi-education-sector-reconstruction-project
FY13;Africa;Cameroon;CM-Edu Dev CB (FY05);Ratings for the Education Development Capacity Building Project for Cameroon were as follows: outcomes were moderately unsatisfactory, risk to development outcome was moderate, Bank performance was moderately unsatisfactory, and Borrower performance was moderately unsatisfactory. Some lessons learned include: the preparation of a risks and mitigation framework to accompany the political economy assessment is important. The rationale, timing, and the imperative to restructure rather than close a project need to be more closely examined. The World Bank needs to find ways to deal with the challenges of implementing projects in contexts where multiple ministries are involved, like those that will be found in sector wide approaches. A permanent technical unit equipped with a minimum amount of resources and appropriate human resources needs to be put in place in country for the implementation of similar projects. Task team leaders (TTLs) should be commended for designing projects but also in equal measure for staying with a project and seeing that its implementation is successful. Institutional capacity-building requires a coherent plan with measurable indicators. Appropriate governance and anti-corruption measures to accompany the lending instruments will enable timely and efficient monitoring of fiduciary challenges.;http://documents.worldbank.org/curated/en/2013/02/17410566/cameroon-education-development-capacity-building-project
FY13;Africa;Senegal;SN-Quality EFA APL 2 (FY07);N/A;
FY13;Africa;Burkina Faso;BF-Post Primary Education SIL (FY06);"Ratings for the Second Post-Primary Education Project (PPEP2) for Burkina Faso were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: provide a more detailed and comprehensive performance (outcome) framework with adequate alternatives when political and or technical course corrections are needed. Provide adequate technical analysis of the management and implementation capacity at local levels of the education system where the reforms or changes really ought to happen and analyze if appropriate incentives for strong ownership are in place or planned. Provide sufficient resources and management supervision for government-led procurement processes and set realistic goals for the results and timeframe of the procurement activities. When public-private partnerships are involved in construction and or school management the preparation process should ensure detailed procedural agreements and goals for performance by the private sector stakeholders, notably when this is happening at the local level. In (sub) sector reform project more detailed standards for measuring school performance in terms of quality of learning and teaching, and of the overall performance of the school, should be developed. More attention should be given in the Bank's project preparation process to the need for sustainability after project closure. Project that aim to improve the quality of learning and teaching at primary and or secondary levels should define: to have a realistic lead-time and sufficiently-detailed indicator for ""quality of learning and teaching effects"" to emerge and that are measurable, and can (preferably) be ""cross-checked"" against other pedagogic indicators. Donor harmonization was important for PPEP2 overall quality.";http://documents.worldbank.org/curated/en/2013/06/17924221/burkina-faso-second-post-primary-education-project
FY13;East Asia and Pacific;Indonesia;ID-BOS KITA Project (Add'l Financing);Ratings for the School Operational Assistance (BOS) Knowledge Improvement for Transparency and Accountability Project for Indonesia were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: good and reliable data are essential for monitoring and evaluating new approaches to the delivery of education services. Results must also be synchronized with the end-of the project so that achievements are measured with the most up-to-date information. The efficient and timely BOS disbursements to schools are contingent upon establishing and maintaining a clear funds flow mechanism. Adequate capacity building at both institutional and staff levels, is critical if major shifts are to be made in how money flows from the center to local levels in a major national program such as BOS. On-budget Bank support for a government program allows leveraging limited Bank financing into overarching national sector investments. Bank technical assistance and guidance on the BOS operations manual had greatest impact on improved existing fiduciary arrangements, funds flow, school-based management and increased community participation in BOS activities throughout Indonesia.;http://documents.worldbank.org/curated/en/2013/06/17996627/indonesia-school-operational-assistance-knowledge-improvement-transparency-accountability-project
FY13;Europe and Central Asia;Turkey;SEC EDUC; Ratings for the Secondary Education Project in Turkey were as follows: outcomes were unsatisfactory, the risk to development outcome was substantial, the Bank performance was unsatisfactory, and the Borrower performance was moderately unsatisfactory. Some lessons learned included: ownership of the implementing agency remains the single most important factor in determining the success of a project. Clearance and support from central Government agencies are a necessary but not sufficient condition for success. Better understanding and increased awareness of the political economy surrounding a specific program or operation is likely to positively affect its ultimate outcome. From a Government perspective, carving out a relevant role for the Bank in a sophisticated country needs careful discussion of where the Bank's value-added is, and how it can be maximized. Remaining engaged in non-performing operations should be carefully evaluated against longer-term implications. Incentives and information dissemination are needed to spread the benefits of school projects beyond the individual institution.;http://documents.worldbank.org/curated/en/2012/12/17171935/turkey-secondary-education-project
FY14;East Asia and Pacific;Indonesia;Early Childhood Education and Development Project;Ratings for the Early Childhood Education and Development Project (ECED) for Indonesia were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: the parallel financing provided by the Royal Netherlands Government allowed the project implementation team to hire needed technical assistance prior to signing and effectiveness. This ensured that people were in place to support critical project components when the project became effective. Moreover, the block grants could also begin right as the project became effective so that villages could begin their ECED programs quickly. The Project's interventions were provided in a package that included facilitation, block grants (for operation) and teacher training that proved to be very effective. Moreover, each village group received facilitation under the Project during three years, long enough for them to be made aware of the ECED services. This period was important to generate demand for ECED at the village level and also to build ownership by the local population by providing incentives for them to establish and operate ECED centers. Together, these design features were important for obtaining positive achievements and to ensure sustainability at the community and district levels.;http://documents.worldbank.org/curated/en/2014/06/19767957/indonesia-early-childhood-education-development-project-eced-indonesia-early-childhood-education-development-project-eced
FY14;East Asia and Pacific;Indonesia;BERMUTU-Better Education through Reformed Management and Universal Teacher Upgrading;Ratings for the Better Education through Reformed Management and Universal Teacher Upgrading (BERMUTU) Project for Indonesia were as follows: outcomes were satisfactory, risk to development outcome was low or negligible, Bank performance was satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: improving teaching quality and performance requires an articulated, focused, and holistic approach, just like the one included in BERMUTU. Ministry of Education and Culture (MoEC) being in the driver seat owning and implementing the program without the need of parallel structures greatly contributed to the satisfactory achievement of the stated project development objectives (PDOs) and ensured technical, institutional, and financial sustainability of BERMUTU's key interventions after the closing date. BERMUTU-follow up programs currently implemented by MoEC and some districts, largely navigating in new and unchartered territory will greatly benefit from a continued technical support from international and multilateral donors providing sound technical advice and linkages with worldwide best practices.;http://documents.worldbank.org/curated/en/2014/06/19789951/indonesia-better-education-through-reformed-management-universal-teacher-upgrading-bermutu-project
FY14;East Asia and Pacific;Lao People's Democratic Republic;Second Education Development;Ratings for the Second Education Development Project for Lao People's Democratic Republic were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was satisfactory, and Borrower performance was satisfactory. Some lessons learned included: decentralization of school construction to remote rural communities increases ownership and commitment to education. Mainstreaming implementation within government agencies requires ongoing capacity building. Strong financial management systems are critical for ensuring the efficient use and accounting of resources.;http://documents.worldbank.org/curated/en/2014/02/19203321/lao-peoples-democratic-republic-second-education-development-project
FY14;East Asia and Pacific;Mongolia;Rural Education and Development -READ;"Ratings for the Rural Education and Development Project for Mongolia were as follows: outcomes were satisfactory, risk to development outcome was moderate, Bank performance was satisfactory, and Borrower performance was satisfactory. Some lessons learned included: simple innovative project designs that focus on quality, when administered well, can have substantial impact. Focus on project implementation during preparation can have a highly positive impact on the quick start-up of project implementation. It helped the government meet all conditions of effectiveness on time and allowed the Project Management Unit (PMU) to: (i) contract the firm to manage the book selection process; (ii) sign a contract with the International Children's Digital Library (ICDL) to jump start the digital library component activities; and (iii) hold a local publishers workshop to explain the book submission process. The procurement of the XO laptop computers will have proceeded more quickly had there been an early understanding on the part of One Laptop Per Child (OLPC) that they will be required to use Bank standard bidding documents.";http://documents.worldbank.org/curated/en/2013/08/18226008/mongolia-rural-education-development-project
FY14;East Asia and Pacific;Timor-Leste;Education Sector Support;"Ratings for the Education Sector Support Project for Timor-Leste were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: ensuring quality at entry during project preparation is a determinant for an early and sustained good physical and financial implementation progress. Ensuring a functional Monitoring and Evaluation (M&E) system, including an appropriate project Results Framework (RF), as a means to make informed policy decisions and budget allocations, and gauge achievement of project outcomes and component targets. Institutionalization (mainstreaming) of parallel projects into MoE requires a time-bound capacity building and skills transfer plan and strategy, explicitly laid out as part of consultant ToRs. Some principles to be reflected in such ToRs include: (a) recruitment of qualified local staff (mentees) to be paired to consultants (mentors); (b) a clear mentoring/coaching program for local staff; (c) clear intermediate and final measurable targets to ascertain skills/competencies acquisition; and (d) a simple verification mechanism by a qualifying third party. This skills transfer plan and strategy was absent in ESSP and it is still absent today in MoE. An approximation to the above was the transformation experienced by Infrastructure Facilities Unit, or IFU, from being a parallel project unit heavily dependent on international consultants to a MoE department with some local consultant support.";http://documents.worldbank.org/curated/en/2014/01/18900123/timor-leste-education-sector-support-project
FY13;Europe and Central Asia;Kyrgyz Republic;FTI-CATALYTIC FUND 2ND YEAR ALLOCATION;N/A;
FY13;East Asia and Pacific;Vietnam;VN-2ND HIGHER EDUCATION;Ratings for the Second Higher Education Project for Vietnam were as follows: overall outcome was satisfactory, the risk to development outcome was low to moderate, and both the Bank and the borrower performance were satisfactory. Some important project lessons learned were: (1) the key ingredients for project success always go beyond the sphere of project itself. The Bank's support strategy at both the country level and for the higher education sub-sector was in full alignment with the government's agenda. Sustained political support and a relatively stable implementation environment were also key factors in the project success. (2) A proper combination of lending instruments is crucial to consolidate complex reform processes. (3) Sequential operations offer great learning potential. (4) Active project management is a key ingredient for successful project implementation. (5) Monitoring and Evaluation (M&E) systems have to be conceived as a critical element of an operation’s design. (6) Strong field presence, continuity and a sector-wide view on the part of the Bank teams give operations a substantial implementation advantage. (7) It is important to ensure the full alignment between the Project Development Objective (PDO) and the actions supported under the operation, as well as the alignment between the PDO and the Key Performance Indicators. (8) A project’s design can, in itself, reinforce its underlying strategic objectives. (9) Balancing efficiency and equity targeting criteria can have multiple advantages.;http://documents.worldbank.org/curated/en/2012/12/17659698/vietnam-second-higher-education-project
FY13;East Asia and Pacific;Indonesia;ID-HIGHER EDUCATION;Ratings for the Managing Higher Education for Relevance and Efficiency Project for Indonesia were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: institutional autonomy of higher education institutions is a complicated goal, requiring substantial and often difficult and always lengthy legal, financial and accreditation changes. Instead of focusing on autonomy as a goal, the monitoring framework could have explored indicators related to governance and accountability instead. Project outcome indicators should not be based on the results of a political process over which the project has no control. Clear definitions of indicators and the data to be collected, and the methods of collections have to be established early and consistently used during the implementation of the project. Scholarships to disadvantaged students require accurate and effective targeting strategies in identifying good candidates. In this project, inadequate thought was given at preparation as to the target of such scholarships and the mechanism to be followed to identify and support such disadvantaged students.;http://documents.worldbank.org/curated/en/2013/06/18027165/indonesia-managing-higher-education-relevance-efficiency-project
FY13;East Asia and Pacific;Philippines;NPS for Basic Education;"Ratings for the National Program Support for Basic Education Project for Philippines were as follows: outcomes were moderately satisfactory; risk to development outcome was moderate; Bank performance was moderately satisfactory and borrower performance was also moderately satisfactory. Some lessons learned includes: the institutionalization of reforms requires a long- term commitment on the part of government and the donor community to support the reform agenda. School Based Management (SBM) is an important tool for decentralizing an education system and improving learning outcomes. Public private partnerships are important for ensuring the long-term availability of adequate resources to support community schools. Solid analytical studies on system reforms during the implementation period are essential for making appropriate decisions on the elimination of bottlenecks to the reform agenda. Strong financial management systems are critical for ensuring the efficient use and accounting of resources. A report-based disbursement system is more efficient than a statement of expenses disbursement system for a large education bureaucracy. Bank support can play an important role in leveraging money for government policy reforms.";http://documents.worldbank.org/curated/en/2013/06/17996809/philippines-national-program-support-basic-education-project
FY13;East Asia and Pacific;Indonesia;ID-BOS KITA Project;Ratings for the School Operational Assistance (BOS) Knowledge Improvement for Transparency and Accountability Project for Indonesia were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: good and reliable data are essential for monitoring and evaluating new approaches to the delivery of education services. Results must also be synchronized with the end-of the project so that achievements are measured with the most up-to-date information. The efficient and timely BOS disbursements to schools are contingent upon establishing and maintaining a clear funds flow mechanism. Adequate capacity building at both institutional and staff levels, is critical if major shifts are to be made in how money flows from the center to local levels in a major national program such as BOS. On-budget Bank support for a government program allows leveraging limited Bank financing into overarching national sector investments. Bank technical assistance and guidance on the BOS operations manual had greatest impact on improved existing fiduciary arrangements, funds flow, school-based management and increased community participation in BOS activities throughout Indonesia.;http://documents.worldbank.org/curated/en/2013/06/17996627/indonesia-school-operational-assistance-knowledge-improvement-transparency-accountability-project
FY14;Europe and Central Asia;Moldova;Quality Education in Rural Areas of Moldova Project;Ratings for the Quality Education in Rural Areas of Moldova Project for Moldova were as follows: outcomes were moderately unsatisfactory, risk to development outcome was low, Bank performance was moderately unsatisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: project design must be based on a well-defined results framework (RF), allowing capturing key results influenced by the project. Top-down and bottom-up approaches are needed for the efficiency reforms to be successful. The assessment showed that school autonomy provides a number of advantages as part of a comprehensive strategy for school and education system improvements, including the incentive to use funds more efficiently. Adequate resourcing for capacity-building activities is fundamental. The risks section emphasized that the ambitious plan of school network rationalization can impact the ministry of education's (MoEd's) capacity to implement the project. ;http://documents.worldbank.org/curated/en/2014/05/19698677/moldova-quality-education-rural-areas-moldova-project
FY13;Latin America and Caribbean;Uruguay;UY- BASIC EDUCATION 3;"Ratings for the Third Basic Education Quality Improvement Project for Uruguay were as follows: outcomes were moderately satisfactory; risk to development outcome was low to negligible; bank performance was moderately satisfactory; and borrower performance was satisfactory. Some lessons learned included: incremental implementation over time contributes to sustainability. It is important to clearly align the Key Performance Indicators (KPI's) operational definitions with a Project's Project Development Objective (PDO) and target population. Ensuring that Full-time school (FTSs) are not just regular schools operating for extended hours is the single most important challenge ahead to ensure the sustainability of the project's outcomes, It is critical to ensure the comparability of learning assessment results despite changes in the underlying methodologies, A more focused targeting on disadvantaged and very disadvantaged students will further enhance the efficiency of the FTS model, It is important to build user friendly tools to enhance data-driven decision making at both the policy and the operational levels.";http://documents.worldbank.org/curated/en/2013/06/17991190/uruguay-third-basic-education-quality-improvement-project
FY13;Latin America and Caribbean;Haiti;HT (APL1) Education For All;"Ratings for the Additional Financing for the First Phase of the Education for All Project for Haiti were as follows: outcomes were moderately satisfactory; risk to development outcome was substantial; Bank performance was moderately satisfactory; and borrower performance was also moderately satisfactory. Some lessons learned includes: demand driven interventions can work well in achieving greater access to education and offer good opportunities for up scaling project activities in countries where provision of public services is limited. With the dominance of private schools in Haiti, the payment of primary school tuition and providing school meals removed two of the most critical obstacles to attending class. Donor coordination is critical in a fragile state whose institutions may not be able to program efficiently all of the aid available to them. Achieving quick wins in a fragile state may necessitate Project Coordination Unit (PCU)-oriented project management. The Government of Haiti (GOH) wanted quick wins in the service sector in part to demonstrate that the government could deliver important social services, yet its institutions were weak. Outsourcing provision of basic services can be an effective form of implementation in a fragile state. Provision of school nutrition is important to encouraging attendance. Focus groups of parents reported that the provision of snacks and lunches at school was one of the main reasons that they sent their children to school. If capacity cannot be built as quickly as planned, other capacities in-country may be available to implement project activities. When the School Management Committees (SMCs) could not provide the use of funds reports on which the tuition subsidies were based, the project was able to rely on local technical audit capacity to verify compliance with the subsidy program.";http://documents.worldbank.org/curated/en/2012/11/17063646/haiti-additional-financing-first-phase-education-all-project
FY14;Europe and Central Asia;Tajikistan;Additional Financing for the Education Modernization Project;N/A;
FY13;Latin America and Caribbean;Haiti;HT Meeting Teacher Needs for EFA;Ratings for the Meeting Teacher Needs for Education for All Project for Haiti were as follows: overall outcome was moderately satisfactory, the risk to development outcome was substantial, and both the Bank and the borrower performance were moderately satisfactory. Some important project lessons learned were: (1) Accelerated teacher training is an effective approach in the Haitian context in which there is an undersupply of qualified teachers. One important advantage of the program was that student teachers were actively educating primary students after only one year of pedagogical training. (2) If there is a stipend for student-teachers, it is critical to ensure at the outset that that stipend can and will be paid. The Bank and the recipient need to ensure that the institutions with decision-making power regarding the stipend are on-board with its timely payment. Failure to regularly disburse the stipend can demoralize and disillusion the student teachers and jeopardize the program. (3) A progressive implementation of stipends may provide a solution to fiscal constraints and to retention of student-teachers. (4) Implementation of a teacher training program should be coordinated with the academic year to ensure greater efficiency and less disruption to the training institutes. The teacher training program began its first cohort in March of 2009 which misaligned graduation of student-teachers with the beginning of the next school year. This meant that graduates would be released from the program with a long hiatus. It also was disruptive to the Teacher Preparation Institutes who had ongoing programs and had to suddenly accommodate the influx of new students.;http://documents.worldbank.org/curated/en/2012/12/17186989/haiti-meeting-teacher-needs-education-for-all-project
FY13;Latin America and Caribbean;Uruguay;UY (AF-C) Education MECAEF;"Ratings for the Third Basic Education Quality Improvement Project for Uruguay were as follows: outcomes were moderately satisfactory; risk to development outcome was low to negligible; bank performance was moderately satisfactory; and borrower performance was satisfactory. Some lessons learned included: incremental implementation over time contributes to sustainability. It is important to clearly align the Key Performance Indicators (KPI's) operational definitions with a Project's Project Development Objective (PDO) and target population. Ensuring that Full-time school (FTSs) are not just regular schools operating for extended hours is the single most important challenge ahead to ensure the sustainability of the project's outcomes, It is critical to ensure the comparability of learning assessment results despite changes in the underlying methodologies, A more focused targeting on disadvantaged and very disadvantaged students will further enhance the efficiency of the FTS model, It is important to build user friendly tools to enhance data-driven decision making at both the policy and the operational levels.";http://documents.worldbank.org/curated/en/2013/06/17991190/uruguay-third-basic-education-quality-improvement-project
FY13;Middle East and North Africa;West Bank and Gaza;GZ-Tertiary Education Project;N/A;
FY13;South Asia;India;SSA II Additional Financing;Ratings for the Second Elementary Education Project for India were as follows: outcomes were moderately satisfactory, risk to development outcome was substantial, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned include: strong political commitment and ownership are critical for successfully steering a centrally sponsored scheme. Sarva Shiksha Abhiyan (SSA) provided development partners (DPs) with a viable platform to provide consistent and concordant support to the program under a common results framework, jointly designed with the Government. A realistic assessment of the capacity is important to inform the design and sequencing of the reform programs for optimal impact. Regular diagnostic assessments for tracking student achievement are good initial steps towards improving student learning outcomes. Availability of timely and reliable data is essential for choosing the results indicators to measure the achievement of the development objectives. Communication is a key to successful interventions.;http://documents.worldbank.org/curated/en/2013/03/17517587/india-second-elementary-education-project-second-sarva-shiksha-abhiyan-ssa-ii
FY13;Latin America and Caribbean;Haiti;HT: Emergency School Reconstruction;Ratings for the Emergency School Reconstruction Project for Haiti were as follows: outcomes were moderately satisfactory, the risk to development outcome was high, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: in natural disaster-afflicted areas, it is important to build for quality even if it requires that fewer schools be built. Although Haiti suffered from devastating natural disasters and fundamentally agreed on the need for greater safety in schools, it has still proven difficult to develop a comprehensive National Action Plan for Safer Schools. This difficulty can be traced to the fact that ownership and commitment from MENFP (Ministere de L'Education Nationale et de la Formation Professionelle - Ministry of Education) was lacking from the beginning. Although implementing agencies had the capacity to build and supervise the building of schools, there needed to be a closer review of designs for schools. The Bank could make greater use of its skills and resources in reviewing and improving local designs. The MENFP did not maximize the opportunity for the demonstration effect of the construction of new schools. In particular, it was not clear to other stakeholders whether the Project was presenting a new model for construction of schools that would be financed by other donors, or whether the new schools were simply a demonstration of what could be built with local capacity.;http://documents.worldbank.org/curated/en/2012/11/17046792/haiti-emergency-school-reconstruction-project
FY13;Latin America and Caribbean;Haiti;HT (AF) Education for All APL1;"Ratings for the Additional Financing for the First Phase of the Education for All Project for Haiti were as follows: outcomes were moderately satisfactory; risk to development outcome was substantial; Bank performance was moderately satisfactory; and borrower performance was also moderately satisfactory. Some lessons learned includes: demand driven interventions can work well in achieving greater access to education and offer good opportunities for up scaling project activities in countries where provision of public services is limited. With the dominance of private schools in Haiti, the payment of primary school tuition and providing school meals removed two of the most critical obstacles to attending class. Donor coordination is critical in a fragile state whose institutions may not be able to program efficiently all of the aid available to them. Achieving quick wins in a fragile state may necessitate Project Coordination Unit (PCU)-oriented project management. The Government of Haiti (GOH) wanted quick wins in the service sector in part to demonstrate that the government could deliver important social services, yet its institutions were weak. Outsourcing provision of basic services can be an effective form of implementation in a fragile state. Provision of school nutrition is important to encouraging attendance. Focus groups of parents reported that the provision of snacks and lunches at school was one of the main reasons that they sent their children to school. If capacity cannot be built as quickly as planned, other capacities in-country may be available to implement project activities. When the School Management Committees (SMCs) could not provide the use of funds reports on which the tuition subsidies were based, the project was able to rely on local technical audit capacity to verify compliance with the subsidy program.";http://documents.worldbank.org/curated/en/2012/11/17063646/haiti-additional-financing-first-phase-education-all-project
FY14;Latin America and Caribbean;Argentina;Rural Education Improvement (PROMER) Project;Ratings for the Rural Education Improvement (PROMER) Project for Argentina were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: embedding the project into the national education policy is key to achieving results. Project design should be flexible enough to allow staying the course and not slowing down progress. Bi-lateral agreements provide the flexibility necessary to stimulate ownership, to adapt education policy to different contexts, and to promote innovations at the provincial level. Ensuring smooth implementation requires not only significant technical assistance for the provinces but also a monitoring instrument that can quickly diagnose the issues, trigger a rapid response, and increase accountability. Educational statistics are key for programming and annual monitoring. Dramatic improvements to the monitoring and evaluation system have begun through the project financed improvement of the federal education information network. ;http://documents.worldbank.org/curated/en/2014/05/19746115/argentina-rural-education-improvement-promer-project
FY14;Latin America and Caribbean;Argentina;Lifelong Learning and Training Project;Ratings for the Lifelong Learning and Training Project for Argentina were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned included: getting the system's structure and technical content right was a process that took time and involved some trial and error. The ministry of labor's (MoL's) commitment to learning and improving before scaling up was a key factor to success, and contributed to the strong results for project activities. Employment and training policy became a priority given the resumption of economic growth, employment creation, and improved fiscal performance after the decline of competiveness during the 1990's and the economic crisis of 2001-02. Without the recognition of the training program as part of government's policy to improve the employability and employment outcomes of low skilled and unemployed workers, it is unlikely that an effort of the current magnitude will have emerged (as is the case in most countries where efforts to cover vulnerable populations tend to resemble a patchwork of projects rather than a structured program). To sustain the interest of industry and employers, the MOL worked with sector councils to ensure they had flexibility to tailor training programs to fit industry needs (that is, course duration, training length, trainer profile, training location, etc.) while meeting overall competency-based training and certification standards. Implementing a competency-based training and certification system that truly reflects industry demands is a complex task that requires working with a multiplicity of sectors and many stakeholders within each sector. The output based disbursement mechanism proved effective for financing agreed outputs that the MoL decided to move the payments for evaluation and certification services to disbursement modality.;http://documents.worldbank.org/curated/en/2014/05/19759402/argentina-lifelong-learning-training-project
FY14;Latin America and Caribbean;Bolivia;Municipality of La Paz Secondary Education Transformation Project;"Ratings for the Municipality of La Paz Secondary Education Transformation Project for Bolivia were as follows: outcomes were moderately satisfactory; risk to development outcome was moderate; Bank performance was moderately satisfactory and borrower performance was also moderately satisfactory. Some lessons learned includes: overly ambitious Project Development Objectives (PDOs) do not do justice to a project's achievements. Understanding local legal context and jurisdictional issues can facilitate project design and avoid implementation problems. The project's implementation strategies were not adequate for La Paz and required change from the very beginning. The design will have benefited from the views and knowledge of local counterparts and staff in Bolivia to better identify the most appropriate strategies to the country's context. Project restructuring is an opportunity to address shortcomings in design. Building strategic alliances with key actors is essential to a program's success. Upgrades in school infrastructure can improve neighborhood quality of life. Phased construction enables the improvement of techniques. Three phases of construction allowed for incorporation of lessons learned in each phase. ";http://documents.worldbank.org/curated/en/2013/09/18410712/bolivia-municipality-la-paz-secondary-education-transformation-project
FY14;Latin America and Caribbean;Colombia;Second Student Loan Support Project;"Ratings for the Second Student Loan Support Project for Colombia were as follows: outcomes were satisfactory; risk to development outcome was moderate; Bank performance was satisfactory and borrower performance was also satisfactory. Some lessons learned includes: the Project Development Objective (PDO) should be expressed in a way that the objectives are expressed upfront, followed by project results which are expected to contribute to their achievement. Including PDO indicators in the PDO as a means of achieving project objectives should be avoided to prevent confusion and clarify aims. The financial terms of the Bank loan under the project were developed in close collaboration between the Bank and ICETEX (Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior - Colombian Institute for Educational Credit and Technical Studies Abroad) were important to reduce ICETEX's financial risk. The agreements with Higher Education Institutions (HEIs) and more specifically the implementation of affirmative actions to reduce dropout rates have proved to be effective and should be pursued and monitored carefully. The collaboration between the Ministry of National Education (MEN) and ICETEX is critical to ensure that a plan including the implementation of quality standards and incentives be in place to increase the number of accredited HEIs. Leveraging ICETEX resources with funds from other sources, including municipalities, universities, and/or departments, through alianzas and through the sustainability funds has been more successful than raising financing from the private market. It is possible, through incremental changes to the formula used to allocate student loans, to reconcile the different methodologies used to target students from low income families to improve the targeting and make it compatible with the reduction of risks.";http://documents.worldbank.org/curated/en/2013/12/18718826/colombia-second-student-loan-support-project
FY13;Middle East and North Africa;Egypt, Arab Republic of;EG Secondary Education Enhancement Proj;Ratings for the Secondary Education Enhancement Project (SEEP) for Egypt were as follows: outcomes were moderately unsatisfactory, the risk to development outcome was high, the Bank performance was moderately unsatisfactory, and the Borrower performance was also moderately unsatisfactory. Some lessons learned included: in this first venture into the secondary education subsector, goals for change in content and processes should have been much more modest. Project teams and sector management need to resist the temptation to try to fix all problems in a single operation, particularly, in a first operation in a subsector. The errors and inconsistencies in presentation of the project development objective (PDO) and the gaps in performance indicators obscured the links between interventions and objectives in the SEEP, and hindered project implementation. Statements of a project's development objective should be clear, logical, and consistent, ideally, repeated verbatim across project documentation and throughout the course of project implementation. Key performance indicators should reflect all of the main elements of the PDO. The 2010 project restructuring was seriously late in reflecting changing implementation circumstances. Even then it did not address disconnect between the new activity, upgrading general secondary schools, and the project description and PDO instruments. The restructuring was also directed to senior management, without a documented consideration of whether circumstances may have warranted Board approval. In order to be the constructive tool that it is meant to be, project restructuring needs to be timely and appropriately directed.;http://documents.worldbank.org/curated/en/2013/06/17961791/egypt-secondary-education-enhancement-project-seep-egypt-secondary-education-enhancement-project-seep
FY14;Latin America and Caribbean;Costa Rica;Equity and Efficiency of Education Project;"Ratings for the Equity and Efficiency of Education Project for Costa Rica were as follows: outcomes were moderately satisfactory, the risk to development outcome was moderate, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: when a risk cannot be mitigated, the activity should be either dropped or substantially modified. Experiences or good practices from other countries can be transferred, provided two conditions are fulfilled: (i) there is Government ownership; and (ii) a careful institutional analysis demonstrates that the conditions for this transfer are favorable. It is extremely risky to carry out a project with a participatory approach in a complex institutional context, particularly when the project design does not define decision-making power regarding school investment and contents of the subprojects to be financed. In rural areas, it is possible to propose a pedagogical model and teaching conditions for secondary education which provide the same opportunities to children from low income families and promote equity. The participatory approach is appropriate to adapt the curriculum to the indigenous culture and infrastructure to the needs and local customs. 76. The environmental safeguards could be used as a tool and framework to implement and monitor a National indigenous policy. Construction processes through community participation or managed by a competitively-selected third party can be effective and cost-efficient.";http://documents.worldbank.org/curated/en/2014/06/19801752/costa-rica-equity-efficiency-education-project
FY14;Latin America and Caribbean;Grenada;OECS (Grenada) Skills for Inclusive Growth Project ;Ratings for the Grenada Skills for Inclusive Growth Project were as follows: outcomes were satisfactory, the risk to development outcome was moderate, the Bank performance was moderately satisfactory, and the Borrower performance was satisfactory. Some lessons learned included: all government-sponsored internship programs operating in Grenada should have consistent sets of incentives. As originally conceive, internships under the project required employers to pay for the stipend. This requirement, together with the fact that it targeted less educated, unemployed youth, obviously put the project at a disadvantage with respect to other publicly sponsored internship programs, such as the one from the community college, which seeks to place college-educated trainees in internships at no cost to employers. There are opportunities to eliminate duplications and ensure the most effective and efficient use of the country's limited institutional and technical resources. For example, career counseling under skills development programs could be strengthened by utilizing the already installed capacity within the Ministry of Education, or MoE and individual schools. Likewise, performance under the project by individual training providers could be used as selection criteria under other skills development projects. ;http://documents.worldbank.org/curated/en/2014/02/19231954/oecs-countries-grenada-skills-inclusive-growth-project
FY14;Latin America and Caribbean;Honduras;Education Quality, Governance and Institutional Strengthening Project;Ratings for the Education Quality, Governance and Institutional Strengthening Project for Honduras were as follows: outcomes were moderately satisfactory, the risk to development outcome was significant, the Bank performance was satisfactory, and the Borrower performance was moderately satisfactory. Some lessons learned included: more frequent training on fiduciary procedures is needed for Project Management Unit (PMU) staff in countries with known capacity constraints, such as Honduras. Project design should consider these when allocating funds to Project administration, and explore alternatives for more efficient administration. Trainings should not be limited to PMU staff, and should also include line unit staff, with yearly refresher courses in light of high turnover. Training should also include planning and budgeting. Complicated projects with associated high risks require intense supervision, ideally through a locally-based Task Team Leader (TTL). Similarly, project design in these contexts should remain simple and focused, with fewer activities that are more clearly tied to fewer and narrower objectives and outcomes. Donor coordination as seen in this Project is highly beneficial to donors and beneficiaries alike. The potential return of project funds is leveraged through coordination, and activities can be taken to scale to encompass more beneficiaries.;http://documents.worldbank.org/curated/en/2013/12/18781658/honduras-education-quality-governance-institutional-strengthening-project-honduras-education-quality-governance-institutional-strengthening-project
FY14;Latin America and Caribbean;St. Lucia;OECS (St Lucia) Skills for Inclusive Growth Project;Ratings for the OECS Skills for Inclusive Growth Project for St Lucia were as follows: outcomes were satisfactory, the risk to development outcome was moderate, the Bank performance was moderately satisfactory, and the Borrower performance was satisfactory. Some lessons learned included: targeting the most vulnerable sectors of the population, particularly poor at-risk youth who tend to have structurally less access to labor markets than their peers from other socio-economic groups, is a clear priority from an equity perspective. The argument for also including more educated, unemployed youth is supported on the grounds of both equity and efficiency, particularly in times of high unemployment. Both employers and trainees appear to value them greatly. Under the project, soft skills were emphasized throughout the training, including the technical training and the internship. The success of the training programs is highly susceptible to operational factors such as amount and timeliness of stipends. The remarkable decrease in drop-out rates as a result of fine-tuning operational details attest to their importance. ;http://documents.worldbank.org/curated/en/2014/03/19273957/st-lucia-oecs-skills-inclusive-growth-project-st-lucia-oecs-skills-inclusive-growth-project
FY13;Middle East and North Africa;Yemen, Republic of;RY-Basic Education Development Program;Ratings for the Basic Education Development Program Project for Yemen were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was satisfactory. Some lessons learned included: demand-side interventions such Conditional Cash Transfers (CCTs) can be effective in raising the school attendance of vulnerable populations, particularly girls, as evidenced by the findings of the Hodeidah Governorate CCT evaluation of February 2010. Third-party monitoring can be an effective mechanism of oversight in contexts where direct follow-up is not possible. It is important to carefully design the monitoring instruments used, and to ensure that the third-party monitors fully understand the project. Ensuring a quality results framework based on reliable data during preparation will decrease the need for future restructurings, increasing the quality of supervision and overall efficiency. When innovative approaches such as CCTs or Rural Female Teacher (RFT) components are newly introduced in a country context, additional technical assistance and time should be allocated as a part of project design in order to provide the needed support to implement the activities effectively. Keeping designs as simple as possible and designing for existing sector capacity can avoid lengthy delays at start-up.;http://documents.worldbank.org/curated/en/2013/06/18063624/yemen-basic-education-development-program-project
FY13;Middle East and North Africa;West Bank and Gaza;WBG: Tertiary Education Project;"Ratings for the Additional Financing for the Tertiary Education Project for West Bank and Gaza were as follows: outcomes were satisfactory; risk to development outcome was moderate; Bank performance was satisfactory and borrower performance was also satisfactory. Some lessons learned includes: well-structured and designed quality improvement funds for tertiary education can be a powerful instrument and force to promote quality improvement and stimulate innovation. The Bank, borrower, and implementing teams' continuity and skills mix are crucial to effective implementation. The project's overall implementation success was positively affected by the quality and consistency of the Bank technical and supervision staff and the Project Coordination Unit's (PCU's) personnel and leadership. It was negatively affected by some staffing and institutional decisions for other project-related government entities-such as the Quality Improvement Fund (QIF) support team. If designed and implemented properly, well-planned study visits and ongoing collaboration with external technical experts and institutions are an important part of an overall strategy to build capacity of actors in the tertiary education system. Numerous program participants indicated that the close and ongoing interactions with external professional colleagues provided them with critical knowledge and experience they will almost certainly not have received any other way than through the project.";http://documents.worldbank.org/curated/en/2013/06/17965712/west-bank-gaza-additional-financing-tertiary-education-project
FY13;Middle East and North Africa;Yemen, Republic of;RY-Second Vocational Training Project;"Ratings for the Second Vocational Training Project for Yemen were as follows: outcomes were not applicable; risk to development outcome was not applicable; Bank performance was moderately unsatisfactory; and borrower performance was also moderately unsatisfactory. The Yemen Second Vocational Training Project transitioned through five distinct phases during the period from project appraisal to cancellation. These phases included: 1) project appraisal and effectiveness; 2) political constraints on meeting effectiveness conditions; 3) activities undertaken while awaiting effectiveness; 4) slow implementation progress leading to a request to restructure the project; and 5) cancellation of the project. Key events associated with each phase are provided in the following paragraphs.";http://documents.worldbank.org/curated/en/2013/02/17451051/yemen-second-vocational-training-project
FY13;Middle East and North Africa;Morocco;MA Education DPL1 (CLOSED);Ratings for the First Education Development Policy Loan Project for Morocco were as follows: outcomes were moderately satisfactory, risk to development outcome was low, Bank performance was satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned include: it is important for development policy loan (DPL) to come with a package of technical support that has the procedural flexibility to allow for just-in-time capacity building and technical assistance. Reform implementers need to be able to request and receive technical and or operational support on an as-needed basis, in addition to the capacity building they already know is required. Governments should consider using national student learning assessments, in addition to international assessments, as a means of assessing the quality of education. Multi-donor operations require some trade-offs from all parties. Set more realistic objectives and target indicators through greater involvement of the reform implementers at the planning stage. Prioritize actions per year of the reform, taking into account the available human and financial resources and limitations, and timing - which is important for the education sector given that results should be achieved at specific times of the year to best, coincide with the school calendar. Activate and strengthen communication channels from the central to the local levels, as well as between the main actors across ministries at the central level. Recognize that school location and atmosphere are important factors for many reform initiatives.;http://documents.worldbank.org/curated/en/2013/02/17380241/morocco-first-education-development-policy-loan
FY13;South Asia;India;IN: Elementary Education (SSA II);Ratings for the Second Elementary Education Project for India were as follows: outcomes were moderately satisfactory, risk to development outcome was substantial, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned include: strong political commitment and ownership are critical for successfully steering a centrally sponsored scheme. Sarva Shiksha Abhiyan (SSA) provided development partners (DPs) with a viable platform to provide consistent and concordant support to the program under a common results framework, jointly designed with the Government. A realistic assessment of the capacity is important to inform the design and sequencing of the reform programs for optimal impact. Regular diagnostic assessments for tracking student achievement are good initial steps towards improving student learning outcomes. Availability of timely and reliable data is essential for choosing the results indicators to measure the achievement of the development objectives. Communication is a key to successful interventions.;http://documents.worldbank.org/curated/en/2013/03/17517587/india-second-elementary-education-project-second-sarva-shiksha-abhiyan-ssa-ii
FY14;Middle East and North Africa;Jordan;Employer-Driven Skills Development Project;"Ratings for the Employer-Driven Skills Development Project (EDSDP) for Jordan were as follows: outcomes were moderately unsatisfactory, the risk to development outcome was high, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately unsatisfactory. Some lessons learned included: project design and supervision attempted to minimize the political risk that was identified at appraisal by situating the project firmly within the framework of the Government-endorsed national agenda, and later the National Employment Strategy, and by developing institutional capacity and broader ownership among stakeholders. At appraisal, the Government's high-profile endorsement of the national agenda appeared to offer adequate assurances that the Government will provide the leadership to achieve the objectives of the project. There are important lessons to be drawn where the project encountered three kinds of problems with technical assistance: (i) unrealistic or unclear terms of reference; (ii) lack of optimal representation or appropriate skills on the part of technical assistance (TA) evaluation committees, or to subordination of quality factors to cost factors in evaluation (including English language, evaluation of technical proposals vis-a-vis TORs); and (iii) insufficient supervision/ contract management of consultants. EDSDP supervision benefited from an unusual degree of staff continuity, with the same core team (albeit three Task Team Leaders), sector manager, and sustained support from the country management unit from project identification through project completion. Staff continuity provided a strong consistency of vision and supervision standards throughout implementation, and contributed to the 'moderately satisfactory' rating for Bank performance. Yet, as it is clearly evident in this project, high quality supervision cannot compensate for lack of Government commitment and weak ownership.";http://documents.worldbank.org/curated/en/2014/03/19307460/jordan-employer-driven-skills-development-project
FY13;Other;World;Supporting Civil Society Part. in Improv;N/A;
FY14;South Asia;Afghanistan;Strengthening Higher Educ. Program;"The Strengthening Higher Education Project for Afghanistan had an overall satisfactory outcome with the performance of the Bank deemed moderately satisfactory, while the borrower's performance was felt to be satisfactory. Of the seven project development objective indicators, six were fully achieved, while one was mostly achieved. Of the six intermediate outcome indicators, five were fully achieved, while one was partially achieved. Significant lessons learned during project implementation include: 1) strong-evidenced based approaches to project preparation and learning from preceding operations are crucial to effective project design; 2) developing participatory approaches create a platform for reform; 3) government ownership and strengthening systems is likely to lead to sustainable outcomes; 4) strengthening of governance arrangements has potential for broader impact; 5) flexibility is needed when implementing projects in a fragile environment; 6) monitoring and evaluation is critical for tracking project progress, especially in a fragile context; and 7) ensuring compliance with key Bank policies in an emergency context is important.";http://documents.worldbank.org/curated/en/2013/12/18773282/afghanistan-grant-additional-financing-trust-fund-grant-strengthening-higher-education-project
FY14;South Asia;Afghanistan;Additional Financing for Strengthening Higher Education Project;N/A;
FY14;South Asia;Bangladesh;Reaching Out of School Children;"Ratings for the Reaching Out-of-School Children Project for Bangladesh were as follows: outcomes were satisfactory, the risk to development outcome was negligible to low, the Bank performance was satisfactory, and the Borrower performance was also satisfactory. Some lessons learned included: changing approaches to service delivery, putting communities which have long remained disempowered at the center of the whole intervention, is difficult to implement in any country setting, and especially so in the context of Bangladesh. Analysis of the political economy of vulnerable populations will help to mitigate risks of such a proposed innovation agenda. Monitoring all activities taking place simultaneously at ground level is impossible; even more so when such activities take place in the remotest and the most disadvantaged areas of the country. The monitoring framework needs to involve various stakeholders for monitoring at the local level and procedures for cross-checking feedback from multiple sources and resolution of data discrepancies. To offset risk of inflating student numbers, it is indispensable to have a mechanism that uniquely identifies each student in the project and is coupled with the Monitoring Information System (MIS). Mainstreaming select survey instruments into the overall monitoring arrangements and obtaining necessary information of other cross-sectoral household surveys is necessary to ensure informed decision making.";http://documents.worldbank.org/curated/en/2013/12/18765807/bangladesh-reaching-out-of-school-children-project
FY13;South Asia;Pakistan;PK: Punjab Education Sector - AF;Ratings for the Punjab Education Sector Project for Pakistan were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. There were nine lessons learned: 1) Project provided development partners with a viable platform to provide consistent and concordant policy advice to the Government of Punjab under a common results framework, jointly designed with the Government of Punjab. 2) The use of disbursement linked indicators with predefined implementation progress and performance targets, has helped the sector dialogue to focus on the most critical factors necessary for the achievement of project development outcomes. 3) Strong political commitment and ownership are critical for successfully steering a sector-wide reform program. 4) Continuous and intensive Bank engagement across the reform program and technical and advisory support resulted in timely identification and resolution of challenges during implementation. 5) The public private partnership initiative in Punjab has generated large and quick gains in both enrollment and achievement. 6) A realistic assessment of the district and provincial capability to implement reforms is important to inform the design and sequencing of the reform program for maximum possible impact. 7) Clear articulation of linkages in formulating indicators, disbursement linked indicators targets and protocols is important when focusing efforts on factors that are critical to the achievement of the project objectives. 8) Stronger analytical work is desired to select the set of project development objectives indicators. 9) Staff turnover can adversely affect project implementation.;http://documents.worldbank.org/curated/en/2012/12/17141479/pakistan-punjab-education-sector-project
FY13;South Asia;Pakistan;PK: Punjab Education Sector Project;Ratings for the Punjab Education Sector Project for Pakistan were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. There were nine lessons learned: 1) Project provided development partners with a viable platform to provide consistent and concordant policy advice to the Government of Punjab under a common results framework, jointly designed with the Government of Punjab. 2) The use of disbursement linked indicators with predefined implementation progress and performance targets, has helped the sector dialogue to focus on the most critical factors necessary for the achievement of project development outcomes. 3) Strong political commitment and ownership are critical for successfully steering a sector-wide reform program. 4) Continuous and intensive Bank engagement across the reform program and technical and advisory support resulted in timely identification and resolution of challenges during implementation. 5) The public private partnership initiative in Punjab has generated large and quick gains in both enrollment and achievement. 6) A realistic assessment of the district and provincial capability to implement reforms is important to inform the design and sequencing of the reform program for maximum possible impact. 7) Clear articulation of linkages in formulating indicators, disbursement linked indicators targets and protocols is important when focusing efforts on factors that are critical to the achievement of the project objectives. 8) Stronger analytical work is desired to select the set of project development objectives indicators. 9) Staff turnover can adversely affect project implementation.;http://documents.worldbank.org/curated/en/2012/12/17141479/pakistan-punjab-education-sector-project
FY13;South Asia;Pakistan;PK: Sindh Education Sctr Project (SEP);Ratings for the Sindh Education Sector Project for Pakistan were as follows: overall outcome was moderately satisfactory, the risk to development outcome was substantial, and both the Bank and the Borrower performance were satisfactory. Some important project lessons learned were: (1) A results-based investment operation that disburses against Disbursement Linked Indicator (DLIs) with predefined implementation progress and performance targets can be a good vehicle to influence medium-term reforms and performance outcomes such as improved sector governance and increased accountability, and help change the nature of the dialogue to focus on development outcomes. (2) Strong political commitment and ownership are critical for successfully steering a sector wide reform program and for addressing governance and accountability constraints to effective service. (3) Continuous and intensive Bank engagement across the reform program and technical and advisory support can help keep momentum and provide the needed support at critical points. (4) Simultaneous focus in Sindh Education Sector Project (SEP) on inputs and reforms to improve the quality of learning is likely to be more beneficial in meeting the school participation objectives of attracting and retaining both boys and girls in school. (5) A realistic assessment of the capacity is important to inform the design and sequencing of the reform programs for optimal. (6) Regular diagnostic assessments for tracking student achievement are good initial steps towards improving student learning outcomes. (7) Availability of timely and reliable data is essential for choosing the results indicators to measure the achievement of the development objectives. ;http://documents.worldbank.org/curated/en/2012/12/17155963/pakistan-sindh-education-sector-project
FY14;South Asia;Bangladesh;'Additional Financing for Reaching Out-of-School Children;N/A;
FY13;South Asia;Pakistan;PK: Sindh Education Sector - AF;Ratings for the Sindh Education Sector Project for Pakistan were as follows: overall outcome was moderately satisfactory, the risk to development outcome was substantial, and both the Bank and the Borrower performance were satisfactory. Some important project lessons learned were: (1) A results-based investment operation that disburses against Disbursement Linked Indicator (DLIs) with predefined implementation progress and performance targets can be a good vehicle to influence medium-term reforms and performance outcomes such as improved sector governance and increased accountability, and help change the nature of the dialogue to focus on development outcomes. (2) Strong political commitment and ownership are critical for successfully steering a sector wide reform program and for addressing governance and accountability constraints to effective service. (3) Continuous and intensive Bank engagement across the reform program and technical and advisory support can help keep momentum and provide the needed support at critical points. (4) Simultaneous focus in Sindh Education Sector Project (SEP) on inputs and reforms to improve the quality of learning is likely to be more beneficial in meeting the school participation objectives of attracting and retaining both boys and girls in school. (5) A realistic assessment of the capacity is important to inform the design and sequencing of the reform programs for optimal. (6) Regular diagnostic assessments for tracking student achievement are good initial steps towards improving student learning outcomes. (7) Availability of timely and reliable data is essential for choosing the results indicators to measure the achievement of the development objectives.;http://documents.worldbank.org/curated/en/2012/12/17155963/pakistan-sindh-education-sector-project
FY14;Africa;Congo, Republic of;Basic Education Support (FY05);"Ratings for the Support to Basic Education Project (PRAEBASE) for the Republic of Congo was moderately satisfactory. The risk to development outcome was substantial; the Bank's performance was moderately satisfactory; and the borrower's performance was moderately satisfactory. The reason for the restructuring allows for the extension of the closing date for one year to allow for completion of activities under Component 2, concerning rehabilitation of the school infrastructure, of the project development objective and revision of the results framework. Lessons learned from this project include: 1) capacity development and institutional strengthening take time to materialize especially in a post-conflict context and need to factor greatly into all aspects of project design; 2) working effectively with other organizations in project implementation necessitates a thorough understanding of each organization's procedures, guidelines and field-level practice in the design phase; 3) persistency in investments in equity pays off; and 4) project documentation and reporting should be consistent and organized especially in terms of the M&E framework established to monitor progress under the Project. ";http://documents.worldbank.org/curated/en/2014/03/19403346/congo-republic-support-basic-education-project
FY14;East Asia and Pacific;Timor-Leste;Additional Financing for the Education Sector Support Project;N/A;
FY14;East Asia and Pacific;Mongolia;Rural Ed and Dev (READ) Supplement;N/A;
FY14;East Asia and Pacific;Lao People's Democratic Republic;Additional Financing for the Second Education Development Project;N/A;
FY14;Europe and Central Asia;Albania;Education Excellence and Equity Project;N/A;
FY14;Europe and Central Asia;Tajikistan;Education Modernization Project;"Ratings for the Education Modernization Project for Tajikistan had an overall moderately satisfactory outcome, with the performance of the Bank being deemed moderately unsatisfactory, while the borrower's performance was felt to be moderately satisfactory. Of the eight project development objective indicators, the targets of six were achieved, one was exceeded, while it was difficult to determine whether the remaining one indicator was achieved. Of the fourteen intermediate outcome indicators, the targets of eight were exceeded, five were achieved, and one was partially achieved after revision. Significant lessons learned during project implementation include: 1) importance of adequacy and measurement of outcome indicators; 2) choice of instruments must be appropriate; 3) providing incentives during a project may help to obtain support from stakeholders who stand to benefit, even if they are not yet aware of the impact of the project's success on their well-being; 4) partnerships and cooperation between schools and local communities clearly demonstrated a positive result in developing and improving the education quality and level of students' knowledge, and their attendance; 5) a comprehensive multi-pronged approach allowed objectives to improve learning conditions; and 6) the Bank team needs to strengthen its supervision capacity, especially regular and comprehensive reviews of the results framework.";http://documents.worldbank.org/curated/en/2014/01/18897662/tajikistan-education-modernization-project