The proposed knowledge and support technical assistance (TA), an endorsed corporate priority TA, aims to enhance knowledge and capacity by facilitating the establishment and operation of an education partnership platform (EPP). The EPP will be an open platform to bring together a wide range of partners, both traditional (donor countries) and non- traditional [foundations, civil society organizations (CSOs), centers of excellence and corporates] with the flexibility to support country, subsector, and theme specific priorities of partners. It will support the development of knowledge and human resource capacity of participating developing member countries (DMCs) to improve student learning and labor market linkages of education projects. Effective coordination is essential to match demand for and supply of assistance to take full advantage of potential resources that can be made available.
|Project Name||Innovation in Education Sector Development in Asia and the Pacific|
|Project Type / Modality of Assistance||Technical Assistance
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
Private sector development
|Sector / Subsector||
Education / Education sector development
|Gender Equity and Mainstreaming||Some gender elements|
|Description||The proposed knowledge and support technical assistance (TA), an endorsed corporate priority TA, aims to enhance knowledge and capacity by facilitating the establishment and operation of an education partnership platform (EPP). The EPP will be an open platform to bring together a wide range of partners, both traditional (donor countries) and non- traditional [foundations, civil society organizations (CSOs), centers of excellence and corporates] with the flexibility to support country, subsector, and theme specific priorities of partners. It will support the development of knowledge and human resource capacity of participating developing member countries (DMCs) to improve student learning and labor market linkages of education projects. Effective coordination is essential to match demand for and supply of assistance to take full advantage of potential resources that can be made available. This TA will (i) provide initial funding to leverage other sources of support from different partners and (ii) seek supplementary TA support from ADB resources depending on the progress and availability of resources from partners. In addition to supporting the secretariat functions of the EPP, the TA will provide financial resources for priority projects to be supported by EPP to conduct research and pilot activities, or to formulate proposals for investment projects in the education sector. EPP will try to tap the Japan fund for Poverty Reduction and other ADB-managed financing partnership facilities for specific projects. The TA is included in the Management-approved Education Sector Group's (EdSG) 2017 annual work plan|
|Project Rationale and Linkage to Country/Regional Strategy||
The Asia and the Pacific is one of the most dynamic regions in the world, home to over 50% of the global population and with around 40% of global output and two thirds of global growth. Most DMCs are middle income countries that are pursuing high economic growth to move up the value chain. Rapid changes in technology and growing automation, changes in demographics, rapid urbanization, rising inequality, growing impact of climate change, unprecedented labor mobility and increasing regional integration are shaping development in the region which will require more responsive education systems to anticipate and prepare for related skills and jobs. High quality inclusive education is essential to develop an agile workforce and transform human capital to underpin a modern, competitive economy.
In the past 15 years, ADB mainly supported basic and secondary education and to some extent technical and vocational education and training (TVET) to expand access. However, access is still an issue in certain DMCs particularly for girls, or in conflict affected situations. There is growing demand particularly from middle income countries to align their education systems with workforce and economic development. Global commitment to sustainable development goals (SDGs) 4 (education) and 8 (employment) require deepening support to student learning and labor market outcomes and greater synergy between secondary education, TVET, and higher education to address different types of skills (cognitive, noncognitive, and occupational skills) in close partnerships with industries and employers. While digital literacy has emerged as a 21st century core skill, education sector is yet to take full advantage of information and communication technology (ICT) and artificial intelligence (AI) in improving student learning. Given the changes happening in the labor market, _what needs to be taught by the future education system_ is a question facing the education sector of all ADB DMCs.
ADB's priorities for the education sector are to (i) scale up lending to between 6% and 10% of the total ADB lending operations by 2020 from the current 4.6%, (ii) provide cross-support to different growth sectors, and (iii) apply innovative practices such as the use of ICT and smart partnerships to improve student learning and labor market outcomes in ADB-funded projects. As DMCs transition to higher levels of economic development, a growing number of jobs will become knowledge-based' and require adopting new technologies and knowledge. This will also require supporting tertiary education institutions in DMCs to modernize and enable innovations, nurture entrepreneurship and leadership, and promote science, technology and innovation. There is also critical need to address growing inequalities (SDG 10) and unsustainable pressure on the environment (SDG 13) that pose high risks to long term economic growth of many DMCs. This is viewed from the perspective of what skills are needed to address these challenges. Some examples include skills needed for the growth of renewable energy and environmentally vulnerable and disaster-prone areas.
ADB has been providing TA support for education from its existing TA financing mechanisms (e.g. RETA 8503) in the absence of any dedicated financing partnership facility for education. While there were offers from non-traditional partners such as private foundations, industries and CSOs that bring innovative practices and provide in-kind contributions, ADB did not have an effective mechanism to take advantage of such interests.
Business as usual will not work in addressing the above challenges. This will require supporting participating DMCs to selectively strengthen their human resources to enhance competitiveness and innovations in products and services, processes, structures and financing of education in a sustainable way. The TA will help to leverage financing to achieve the EdSG's three priorities noted in para. 4. From 22 DMCs currently receiving support for education from ADB, it is envisaged that this number will grow to over 25 by 2020.
|Impact||The expected impact of the proposed TA will be: Education sector development efforts in ADB DMCs substantially increased.|
|Description of Outcome||The outcome will be: Knowledge and capacity in applying innovative and good practices in improving learning and labor market outcomes enhanced.|
|Progress Toward Outcome||Additional financing from Republic of Korea e-Asia and Knowledge Partnership Fund was approved in 2018.|
|Description of Project Outputs||
EPP launched and operationalized
Strategic education TAs, pilot projects, and knowledge sharing efforts supported
Education expert pool and selective partnerships established
Human resource capacity of DMCs enhanced
|Status of Implementation Progress (Outputs, Activities, and Issues)||Output 2: Resource persons are regularly engaged for knowledge sharing activities. With additional funding from EAKPF, additional activities will strengthen ADB's assistance to good quality education and quality labor market policies in selected DMCs through best practices from advanced countries. Output 3: The Education Sector Group finalized an agreement with Peking University in 2018. Output 4: A workshop on University-Industry Linkages was held in December 2018 in PRC under the knowledge partnership with Peking University. Preparations are underway for a Symposium on STEM Education to be held in May, and the flagship event 8th International Skills Forum to be held in August.|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
Individual consultants. Estimated requirements:
International Consultants - 25 person-months
National Consultants - 50 person-months
|Responsible ADB Officer||Brajesh Panth|
|Responsible ADB Department||SDSC|
|Responsible ADB Division||SDSC-EDU|
Asian Development Bank
6 ADB Avenue,
Mandaluyong City 1550, Philippines
|Concept Clearance||21 Aug 2017|
|Approval||02 Nov 2017|
|Last Review Mission||-|
|Last PDS Update||29 Mar 2019|
|Approval||Signing Date||Effectivity Date||Closing|
|02 Nov 2017||-||02 Nov 2017||31 Aug 2022||-||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|2,000,000.00||500,000.00||0.00||0.00||0.00||0.00||2,500,000.00||02 Nov 2017||468,441.94|
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.
The Access to Information Policy (AIP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
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|Title||Document Type||Document Date|
|Innovation in Education Sector Development in Asia and the Pacific: Technical Assistance Report||Technical Assistance Reports||Nov 2017|
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
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|Tender Title||Type||Status||Posting Date||Deadline|
|ICT in Early Childhood Education Specialist||Individual - Consulting||Closed||23 Apr 2019||06 May 2019|
|Early Childhood Development Specialist (National)||Individual - Consulting||Closed||31 Mar 2019||15 Apr 2019|
|Early Childhood Development Specialist||Individual - Consulting||Closed||15 Mar 2019||21 Mar 2019|
|Innovation in Education Sector Development in Asia and the Pacific||Individual - Consulting||Closed||05 Mar 2019||11 Mar 2019|
|Skills and Technology for High-Growth Industries in Southeast Asia||Firm - Consulting||Closed||14 Dec 2018||10 Jan 2019|
|Technical and Vocational Education and Training Specialist||Individual - Consulting||Closed||01 Aug 2018||10 Aug 2018|
|Education Technology Specialist||Individual - Consulting||Closed||01 Aug 2018||10 Aug 2018|
|Higher Education Specialist||Individual - Consulting||Closed||01 Aug 2018||10 Aug 2018|
|Innovation in Education Sector Development in Asia and the Pacific||Individual - Consulting||Closed||28 Feb 2018||06 Mar 2018|
|Education Sector and Research Communications Specialist (Internal)||Individual - Consulting||Closed||28 Feb 2018||06 Mar 2018|
|Innovation in Education Sector Development in Asia and the Pacific||Individual - Consulting||Closed||22 Dec 2017||28 Dec 2017|
|Innovation in Education Sector Development in Asia and the Pacific||Individual - Consulting||Closed||21 Nov 2017||27 Nov 2017|
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