Publications

	Table of Contents
p. 15 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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C. Elements of a Policy-Oriented Approach

39. Moving effectively to a lending program oriented to addressing key education issues in the context of sector policy reform entails several elements that must be addressed if ADB is to be successful in maximizing its contribution to education development in the region:

1. ADB should give much greater attention to sector analysis and to policy dialogue as the basis for effective lending for policy reform. Policy-oriented lending must be based on comprehensive sector knowledge, including macroeconomic policies and public finance, and detailed examination of policy options with the key sector players: government, the private sector, NGOs, communities, and beneficiaries.

2. The shift to emphasizing policy requires that ADB take a longer term perspective of sector development, and in effect commit itself to a series of interventions focusing on high-priority goals and measurable targets within a sector policy framework. Sector reform cannot be effected through the occasional project; it requires sustained effort over a longer term of perhaps 8 to 10 years. It also requires careful attention to monitoring and evaluation, with focus on outcomes and impact rather than inputs, as well as the capacity to revise and adapt the nature of the intervention as circumstances demand.

3. Emphasis on policy-based sector development requires greater use of diverse lending modalities. The overwhelming majority of ADB support to the education sector has been in the form of freestanding project investments. Modalities such as SDPs need to be more frequently utilized. This is not to say that project lending has no continuing role, but rather to argue that a broader repertory, and a different mix of lending modalities are desirable if education sector development is to give greater attention to policy reform—and that even project-based lending must be linked to policy reform.

4. To maximize the impact on poverty reduction, education investments should be coordinated with investments in other sectors. Investment in education for the poor will be more effective if linked to parallel investments in, for example, health and nutrition. The many problems affecting the status of women might be better resolved through multipronged investments, combining nonformal education, maternal health care, nutrition enhancement, entrepreneurial skill development, and microcredit access. Early childhood development, parental education, environmental education, community development, school-feeding programs, and improved local governance are all necessary ingredients in helping the poor to benefit from education, and collectively they extend beyond the conventional reach of education projects.

5. Addressing education sector issues requires new approaches. A policy-oriented approach to education sector development should necessarily involve experimentation with new and different approaches. ADB must support the development of innovative approaches and technologies, especially information and communications technology (ICT). ADB must also more proactively promote the incorporation of new learning technologies in programs it is supporting.

6. If the aim is to strengthen education in the context of policy reform addressing key issues, ADB is not, and should not be, the only player. To be effective, ADB should plan its sector investment program in the context of a policy framework developed through dialogue with the government, and in consultation with its development partners. Greater attention to aid coordination, and indeed more attention to joint aid support to implement a common policy framework, is essential.

7. Governments, while they are the main source of education funds and the main provider of education services, are not the only source. The roles of the private sector, NGOs, and local communities should be recognized and enhanced through partnerships. In many ways, the government—certainly the central government—is the least effective provider of education because it is (a) often out of touch with community needs, (b) unable to respond quickly to changing demands, and (c) burdened with a bureaucracy that reduces costeffectiveness. The private sector should become a closer partner of ADB, particularly in higher education and skills training. NGOs at both the national and community levels, must be involved more actively at all stages of the education development process (Box 5). Local communities—especially poor communities, which are increasingly the target of ADB support—should participate more actively in project design and implementation. Early and continuous participation by the intended beneficiaries is an essential ingredient of successful and sustainable development of education.

40. ADB’s education sector policy aims to maximize impact by shifting to flexible policy-based support built upon more comprehensive sector and policy study. Longer time frames will be used with multiple investments addressing key education sector issues: (i) focusing on poverty reduction with increased attention to cross-sectoral coordination, (ii) stressing introduction of innovative approaches and technologies, and (iii) increasing aid coordination and involvement of communities and NGOs.

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