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LESSONS:

Technical Education Project

sector: Education | country: Malaysia

1. Estimates of labor supply and demand should be treated as indicators of trends rather than as concrete targets. The Report and Recommendation of the President (RRP) made some detailed assumptions about the number of professionals, assistant engineers and technicians that would be required by the end of the project. Given the potential volatility of labor markets – as seen in the late 1990s that had a major influence on project implementation – it would have been better if the project had used available labor market data to produce indicators and from that propose trends, rather than making detailed predictions that were no longer valid by project’s end.

2. Original estimates for project enrollments should be reviewed and adjusted at the time of the midterm review, so as to reflect actual rather than forecasted socioeconomic conditions. At the time of the project’s midterm review, when the full effects of the delays in construction and implementation became clear, enrollment predictions should have been adjusted to reflect the existing situation.

3. Risks and assumptions with regards to project implementation should be clearly outlined. Although the need for institutionalizing a benefit monitoring and evaluation (BME) system, tracer studies and analysis of efficiencies has been raised continuously by ADB since the 1980s, Technical Education Project’s design did not raise the successful implementation of BME as a major assumption, given previous experience.

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