The TA is designed to provide technical support to an initial two-year phase of the Partnership during which operations will be established. It is anticipated that the initial phase will help accelerate and expand the Partnership to its next phase, i.e. a comprehensive regional partnership facility for innovation in education, in which ADB continues to provide leadership and support regional collaboration on innovation in education, and to facilitate concerned action among a range of public and private sector stakeholders.
|Project Name||Partnership for Innovation in Education in Asia and the Pacific|
|Project Type / Modality of Assistance||Technical Assistance
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
|Sector / Subsector||
Education - Education sector development
|Gender Equity and Mainstreaming||Gender equity|
|Description||The TA is designed to provide technical support to an initial two-year phase of the Partnership during which operations will be established. It is anticipated that the initial phase will help accelerate and expand the Partnership to its next phase, i.e. a comprehensive regional partnership facility for innovation in education, in which ADB continues to provide leadership and support regional collaboration on innovation in education, and to facilitate concerned action among a range of public and private sector stakeholders.|
|Project Rationale and Linkage to Country/Regional Strategy||
While DMCs have increased domestic financing for education, heightened spending has not effectively translated into improved education outcomes. In addition, persistent inequality in access to education services is contributing to income inequality and widening disparities in the region. High dropout rates and low completion rates in education further exacerbate the situation in many DMCs.
There is a continuing need to improve equitable access to education and to make education more inclusive. This is increasingly important at all levels of education, including post-basic education, i.e. secondary and higher education, and skills development services, in which the region is experiencing a strong demand. Efforts must also be intensified to enhance the quality and labor market relevance of education. Inefficiency of education has become more visible as many DMCs move toward middle income status. Increasingly, stakeholders in the region raise concerns about the failure of education to meet the growing demand for appropriately skilled human resources so essential to greater productivity, higher economic growth, and regional integration.
Incremental development strategies do not effectively help transform education and thus their impact on education outcomes is weak. Innovative strategies and approaches are needed to help transform education services for impact. This will require in-depth knowledge and understanding of the factors that constrain innovation in education, and action to creatively overcome the constraints. This also will require collaboration with a wide range of education stakeholders, including the private sector and industry. Investment in transformation of education will enable the sector to better play its crucial role in developing human resources which are needed for productive economies and to meet other important development goals.
The technical assistance (TA) will provide support to the implementation of an initial two year phase of the Partnership, which is being developed by ADB's Education CoP and Regional and Sustainable Development Department in collaboration with a range of interested partners.
|Impact||Contribution of education in human resource development strengthened in DMCs.|
|Description of Outcome||DMCs pursue transformation of education through innovative pedagogical approaches, technological advances, and other innovative solutions.|
|Progress Toward Outcome|
|Description of Project Outputs||
Enabling environment for innovation in education strengthened in DMCs.
ADB operations strengthened for supporting innovation in education in DMCs.
Operation model for Partnership''s next phase developed.
|Status of Implementation Progress (Outputs, Activities, and Issues)|
Summary of Environmental and Social Aspects
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
The Partnership is designed to serve as a catalyst for transforming education. It will need to ensure its demand-driven approach and expansion and evolution. Thus, the technical assistance (TA) will include a pool resource arrangement for consultants. This is important to ensure flexibility and operational latitude for the TA to respond adequately to the needs of Partnership implementation. Similarly, to ensure flexibility and responsiveness in line with the evolution of the Partnership implementation, all TA consultants will be engaged individually. ADB will engage the consultants in accordance with the Guidelines on the Use of Consultants (2010, as amended from time to time). Total person months for international and national consultants are 45 and 50 person months respectively.
Expertise will be needed to support the ideas incubation markets process, and organization of other participatory and consultative events and activities. Given the strong emphasis on effective knowledge generation and sharing in the Partnership, the TA will include research expertise to support the design and implementation of studies on new strategies and approaches in education, and production of related knowledge products in user-friendly formats, including dissemination though social media. Operational expertise will be needed to guide the design of innovative pilots in education in developing member countries (DMCs). Operations evaluation expertise will also be needed to help evaluate the transformative impact of the pilots, and their sustainable scalability in technical and financial terms. The TA team also will include experts in education sector planning to assist DMCs transform education services through formulation of appropriate policies and strategies, and to help strengthen collaboration capacity for implementation of innovation and new approaches in education.
|Responsible ADB Officer||Panth, Brajesh|
|Responsible ADB Department||SDSC|
|Responsible ADB Division||SDSC-EDU|
Asian Development Bank
6 ADB Avenue,
Mandaluyong City 1550, Philippines
|Concept Clearance||09 Aug 2013|
|Approval||11 Nov 2013|
|Last Review Mission||-|
|Last PDS Update||27 Aug 2013|
|Approval||Signing Date||Effectivity Date||Closing|
|11 Nov 2013||-||11 Nov 2013||31 Oct 2015||30 Sep 2017||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|400,000.00||1,300,000.00||0.00||0.00||0.00||0.00||1,700,000.00||11 Nov 2013||1,305,016.17|
Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
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|Title||Document Type||Document Date|
|Partnership for Innovation in Education in Asia and the Pacific||Technical Assistance Reports||Nov 2013|
Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
None currently available.
Evaluation Documents See also: Independent Evaluation
None currently available.
|Title||Document Type||Document Date|
|K-12 Transitions: Approaches and Lessons Learned||Papers and Briefs||Nov 2015|
|Open Educational Resources: Enhancing Education Provision and Practice||Papers and Briefs||Nov 2015|
|Public–Private Partnerships in Information and Communication Technology for Education||Papers and Briefs||Nov 2015|
The Public Communications Policy (PCP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.
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