Lessons Learnt. The predecessor fund to the GPE Fund and the GPE Fund II, the Catalytic Fund (CF), has allocated more than USD 2,018.4 million to 37 countries (2003 – November 2010) whose national education sector plans have been endorsed by local donors through a GPE process but who have insufficient domestic or external aid resources to implement them. The GPE is not only about financing: it helps donors and developing country partners work together to ensure that education aid is better coordinated and more effective, based on countries’ own education strategies. However, financing from the GPE Fund and the GPE Fund II has become an increasingly important source of funds for implementing GPE-endorsed education sector plans. The external mid-term evaluation of the GPE (Oct 2008-Feb 2010) reconfirmed the founding principles of the GPE in terms of focusing on the education MDG and the Education for All goals and in terms of the four gaps — policy, data, capacity, financing — aid effectiveness and donor coordination. The GPE has helped to keep the issue of Universal Primary Completion/Education For All visible. It has championed the Paris Declaration principles of aid effectiveness in the education sector and has contributed to improving partner countries’ policies on education. However, the evaluation also concludes that the GPE has fallen short of its ambitious goals. The Board welcomed the evaluation and its recommendations and has, since June 2010, carried out a strategic reform process. Substantial progress on clarification, quality assurance and strengthening of country level processes is under way with the development of the new Process Guide.
Lessons Learnt. As shown in this research, the approaches of the unions in defining the negotiating rates have important impacts. The GTUs and workers were apparently more satisfied with the high-road approach as their benefits have been improved. The employers are slightly more satisfied with low-road agreements 8. However, if the negotiating rates are set too low, the agreement may lose its meaning of upholding the interests of workers and the unions’ goal of conducting ‘genuine bargaining’ may not be achieved.
Lessons Learnt. 3.1 The Supplier shall adopt the procedures for identifying, capturing and actioning lessons learnt in accordance with the Supplier’s Tender response to question H2.
Lessons Learnt a) Loan negotiations with the banks take very long time to conclude, causing delays in initial payments to the depositors. Associated with this, banks offer interest rate of 15 to18 percent which is very high considering low profitability of rice/maize production and marketing.
Lessons Learnt. Lessons learnt are experiences distilled from past activities that should be actively taken into account in future actions and behaviours. They are the result of right evaluation, acknowledgement and correction of mistakes made during the project. The purpose of documenting learned lessons is to provide future adopters of the platform / method with useful information for the effective upscaling of SoCaTel experience.
Lessons Learnt what worked really well – what facilitated this? • what did not work – why did it not work?
Lessons Learnt. Based on the variables that were requested for analysis, which represent only a small fraction of all the data produced, the initial data request appears to have been much too large for the need of the project. It remains to be seen whether the variables that have not been used so far will generate interest once made available to the wider scientific community.
Lessons Learnt. 4.1. The relative merits of enhanced model resolution versus model developments on bias reduction. The relatively limited set of processes, and narrow range of spatial resolutions analysed in this report does not allow making conclusive statements on the relative merits of resolution and improved parameterizations on the overall models behavior. Most importantly, the lack of a systematic implementation and testing of specific physics improvements across different models prevents to address the model dependency of the results presented. However, despite the above limitations, a few indications emerge, calling for more in-depth analyses to corroborate the findings of this deliverable. These are reported below. A significant aspect emerging from this set analyses is the strong regional and process dependence of the relative benefits (in terms of bias reduction) of resolution and improved physics. Biases in the upper thermal structure of the North Atlantic (SST and stratification) appear to benefit more from a resolution increase, than from the use of more sophisticated vertical mixing schemes (IDEMIX and OSMOSIS; 3.2.1 and 3.2.2, respectively). However, the opposite is true for the Southern Ocean, where the use of the OSMOSIS mixing scheme is found to significantly alleviate a long-lasting warm austral summer SST bias (3.2.2), which, on the other hand, appears to be relatively insensitive to increases in the resolution (Xxxxxx et al., 2016). In another analysis (3.3.2), changes in a set of ocean model parameters (affecting, among other aspects, the penetration of turbulent kinetic energy below the mixed layer and the Langmuir cells representation) are conducive to a systematic reduction in the integrated ice edge error over the Arctic, while increasing resolution yields a more uncertain result. A case study providing a particularly clear response to the primary issue addressed by D2.3, is the analysis presented in section 3.4.1, focusing on the hydrological cycle over the Arctic. Here it is shown how a refined representation of the snowfall ratio (the ratio of snowfall to total precipitation) can lead to a stronger improvement compared to the mere increment of model resolution. In other cases, the assessment of the relative impacts of resolution enhancement and improved physics yields more elusive results. This is the case of the analysis presented in section 3.3.1, testing the inclusion of Arctic melt ponds against the increase of model resolution. According...
Lessons Learnt. Strategizing to Provide Protective Gear For Cleaning Institutional Latrine Facilities – One key aspect of maintaining the institutional KVIPs in the schools is keeping the facilities clean. A solution is that school children in the beneficiary schools are tasked by the schools to clean the facilities, however, these students need to be provided with protective gear they are not exposed to health hazards when cleaning the facilities and not all the schools have a provision to ensure this happens. Rural projects that provide institutional facilities to schools need to discuss and include a strategy to ensure protective gear is provided and available to the students who clean the facilities. Since most rural schools do not have access to funds to provide protective gear they should be encouraged to explore creative ways to ensure student safety such as making gloves out of plastic bags,
Lessons Learnt. As we have seen for other European countries the process to reduce landfilling of waste and to increase the recycling and energy recovery takes a lot of time and needs first of all legal and technological framework. Nevertheless this is a very relevant issue for the West African countries. It is not the goal to reach (already) the European standards but to start with measures. 5 Cf: Federal Ministry for the Environment, Nature Conservation and Nuclear Safety: xxxx://xxx.xxx.xx/english/press_releases/archive/doc/36349.php.
