러시아ㆍ유라시아
연구정보
[교육] Tajikistan - Higher Education Project
타지키스탄 국외연구자료 연구보고서 - World Bank 발간일 : 2023-06-28 등록일 : 2023-07-23 원문링크
Ratings for the Higher Education Project for Tajikistan were as follows: the outcome was highly satisfactory, bank performance was satisfactory, and monitoring and evaluation quality was substantial. Some lessons learned include: a client’s priority to a project and its objectives is reinforced when a project responds in full alignment to a longer-range priority of developing capacity to accede to international agreement. The Project responded, inter alia, to Tajikistan’s interest in aligning with the Bologna Process. This interest underpinned much of GOT’s strategy for HE, including alignment with ESG for quality assurance and a transition to the European Credit Transfer System. Possibly because of the Project’s alignment with GOT’s priorities, its commitment to the Project prevailed, despite the implementation challenges that surfaced. Establishing a realistic implementation period in advance is beneficial, a cautious approach to determining a project’s implementation period is preferable over following the standard recommended period. During preparation, the team recommended that the Project’s implementation period be for six years instead of the standard five years. This was agreed in view of the Project’s complexity and difficulties in obtaining local technical expertise. It was the correct decision. Although the Project eventually counted upon a one-year closing date extension, this was due mostly to delays resulting from the pandemic; it did not require continuous extensions due to an initially optimistic implementation schedule. This is important since an imminent closing date brings implementation support to focus on the extension, while creating difficulties to complete any remaining contracting. An appropriate mix of outcome, intermediate outcome and output indicators is appropriate for education projects with relatively short implementation periods. The PDO Indicators contain one outcome indicator (survey-based), two intermediate outcome indicators and one output indicator. While this may appear to be not very ambitious, it was appropriate for the following reasons. It would not have been realistic to expect that the multiple outputs from project activities could impact labor market outcomes at the end of the project implementation period, even if all were implemented as scheduled. A project’s often-short implementation period is expected to work like clockwork and fails to consider that the delay in delivering one or more sets of outputs will undoubtedly impact final results on improved learning outcomes.
본 페이지에 등재된 자료는 운영기관(KIEP) 및 EMERiCs의 공식적인 입장을 대변하고 있지 않습니다.
| 이전글 | [교육] Moldova - Education Reform Project | 2023-07-23 |
|---|---|---|
| 다음글 | [교육] Uzbekistan - Modernizing Higher Education Project | 2023-08-27 |
