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LESSONS:

Higher Education Project in Papua New Guinea (Loan 1224-PNG[SF])

sector: Education | country: Papua New Guinea

To avoid piecemeal results and increase the impact of ADB assistance on the Millennium Development Goal (MDG)-related education indicators, policy dialogue should be conducted with concerned funding agencies to jointly identify sectoral issues at an early stage to design subsector interventions, with strong impact on the MDG indicators.

To ensure links between education sub-systems, a strategic sector framework should be prepared to guide project design.

To increase its project relevance, each project needs a project preparatory technical assistance (TA) to analyze and assess the sector, institutional needs, and ADB’s past assistance in the sector to draw lessons and explore ways to enhance ADB’s impacts.

To increase project ownership and success prospects, projects should be designed with active involvement of the executing agencies (EAs).

To avoid startup delays, key project implementation unit (PIU) staff members (including the project manager) should be in place before loan effectiveness.

To create institutional development impact, a critical mass of staff needs to be trained.

To increase efficiency in resource use of long-term fellowships, recipients of the programs should be required to sign contracts to ensure their return.

To facilitate project implementation and skills transfer, counterpart staff should be sufficient, while consultant services should be fielded on a long-term basis to allow for a sufficient learning process.

To increase coordination of project activities and services, consultants should be fielded to work as a team at the right time.

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