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	Table of Contents
p. 13 of 22 BACK | NEXT Preface Executive Summary I. Introduction II. Development of the Policy Paper III. Education and Poverty Reduction IV. The Changing Context V. Experience of the Asian Development Bank VI. Assistance Policies and Support for Education VII. Role of the Asian Development Bank VIII. Dimensions of the Education Policy A. ADB’s Vision for Education B. A Policy-Oriented Approach C. Elements of a Policy-Oriented Approach D. Consequences of a Policy-Oriented Approach IX. Education Policy Principles X. After the Policy Paper XI. Recommendation Appendixes

Policy on Education : VIII. Dimensions of the Education Policy

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A. ADB’s Vision for Education

35. ADB’s vision for education is simply stated: all children and adults will have equitable access to and complete education of sufficient quality to empower them to break the poverty cycle, to improve their quality of life, and to participate effectively in national development. To realize this vision, ADB support for education must be carefully targeted for maximum impact on the complex set of interrelated issues affecting the development of effective education systems. ADB support should therefore be provided within the context of education sector reform, that is, it should comprise a set of activities planned and delivered within an integrating policy framework that articulates a vision and sets goals. ADB’s approach to education should evolve to lending within a policy framework over a sustained period, with emphasis on policies and interventions that most effectively reduce the poverty of the ultimate clientele of ADB—the poor people of the Asia and Pacific region.

36. This is not an argument for more program lending, but for linking project lending more carefully to frameworks for sector reform. Program lending provides resources in exchange for policy reform. Policy-linked lending means that all lending—including project lending—should be planned within a broad sector policy context, based on sector analysis, and conceived as part of a long-term strategy. ADB should help DMCs develop sector reform plans, and then support implementation, using carefully targeted lending. Of course, not all education issues can be solved by merely formulating better education sector policies. Broader national policies related to budgetary priorities, and broader social issues such as discrimination against women, cannot be resolved by education sector reform alone. But within these limits, education investment can be more effective if it is delivered within a context of sector policy reform with clear overall aims and strategies.

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