Despite a decade of conflict until 2006 followed by protracted political instability, Nepal, as of project appraisal, had made good progress in reducing poverty and achieving almost universal enrollment in primary education with gender parity.
Since the collapse of the Soviet Union, the Kyrgyz Republic has made significant progress in adopting market-based reforms, with private sector development as the key engine of growth. Nevertheless, growth has occurred largely from natural resource exploitation and remittances-backed private consumption.
During 1998–2008, the Asian Development Bank (ADB) supported the Vocational and Technical Education Project in Viet Nam to improve the technical skills of students and teachers. Lessons from this project pointed to the need for (i) strengthening school and central level management, and (ii) implementing a training system that will update teachers’ skills and response to new technologies and ch
Illiteracy and lack of life skills are major factors behind poverty. Recognizing this, the government of Bangladesh took major strides to eradicate illiteracy in 1991−2000. It funded literacy training for 17 million learners mainly through community-supported centers and with the assistance of nongovernment organizations (NGOs). But as these neo-literates required further training to reinfor
Under its 2005 poverty reduction strategy, the government of Bangladesh prioritized technical and vocational education and training (TVET) to maximize the opportunities for self- and wage employment accompanying economic growth.
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