Lesotho - Education Sector Development Project
Serageldin, Ismail
Overall, the project was satisfactory, but, in light of the fragile transition to democracy, sustainability is uncertain. Both the Bank, and Borrower's performances were satisfactory, having improved the quality, efficiency, and relevancy of education significantly at the basic education level, and, overall management capacity was strengthened. However, the National University of Lesotho still faces management problems, and, the project's financial objectives were negligible. The key lessons indicate that: 1) although cooperation from external assistance agencies, do provide the leverage and coordination needed for project implementation which may be politically sensitive, coordination changes in donor funding may adversely impact implementation; 2) although theoretically, development projects integrate sectoral planning, this mere assumption fails to forge the needed active linkages. However, the sectoral approach in this case, was effective due to a continuous management by the Planning Unit, along with that of assistance agencies, particularly the Bank's; 3) development efforts are difficult in nature, thus governments should support key components in the development process, particularly planning, and financial issues. In turn, the Bank should play an active role within the supervision process, to assist governments in meeting project objectives, through interaction, and external consultation.
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