Program design needs to strike a balance between strategic selection of key policy and a holistic approach. Transformation of the education system needs a wide range of reforms and while the ESP included broad policy actions, initial policy dialogue suffered from lack of depth to induce critical policy changes. Sequenced strategic priorities need to be identified through the guidance of the highest ministerial committee, such as the Education Policy Committee (EPC). Similarly, a comprehensive design and monitoring framework (DMF) is necessary, but it needs to be aligned with the program objective rather than the entire government program. The indicators require consistency among the subprograms, at least at outcome level, and be within reach through the concerted efforts of the government and donors with midcourse corrections.
Education Sector Program (Subprograms I–III)