Publications

	Table of Contents
p. 16 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

---

D. Consequences of a Policy-Oriented Approach

41. Just as education sector policy in a country must be prepared with a view to the larger national development agenda and the availability of resources, ADB’s education sector policy—if it is to be successfully implemented —must be linked to the availability of resources and capacity within ADB. Successfully shifting in the direction described has several institutional consequences: (i) a staff skills mix with a greater emphasis on policy and sector analysis; (ii) greater attention to professional development to provide up-to-date skills and knowledge; (iii) a sufficient number of staff working in the education sector as project processing time increases to accommodate more consultation and dialogue with NGOs and beneficiary communities; and (iv) more attention (and thus more staff time) allocated to supervising project implementation. Successful policy reform, no matter how well planned and how well financed, ultimately is a matter of implementation, requiring greater attention to supervision and monitoring, continuous consultation with stakeholders, and constant review and revision of procedures and processes. In other words, to support and enhance the role of education in achieving the institutional objective of poverty reduction, ADB will need to strengthen its own capacity in the sector. Implementing a policy-oriented approach yields benefits in terms of higher quality investments and more effective use of resources, but it also has implications: staff must be available in sufficient numbers and with adequate skills. More training opportunities, more occasions to interact and exchange views with colleagues in other agencies, more time to learn about good practices and new approaches, and new incentives to encourage creative and innovative approaches are also needed.

Back C. Elements of a Policy-Oriented Approach	Next IX. Education Policy Principles