Skills Development

Purpose:

The main purpose of both evaluations was to provide an assessment of the relevance of the interventions and identify key lessons, successes and challenges in relation to the effectiveness of the programmes; provision of evidence for rights-holders (students, teachers, civil society) about the programmes with the aim to enhance transparency and accountability.

Conclusions:

The evaluation of EPforRII concludes that the programme is highly relevant and fully aligned with and relevant to the national education sector policies and strategies. In terms of effectiveness, results obtained in relation to establishment of systems are well documented and verified, but there is still a way to go in terms of national roll-out. Institutional and financial sustainability is a challenge, and continued implementation of the supported ESDP priority areas will only be possible if fully integrated in national budgets with sufficient funds. The evaluation of PERZ concludes that the programme aligns well with national priorities addressing teacher shortages, inadequate learning materials, and insufficient infrastructure. It has contributed significantly to regional equity and access to primary education, but its contribution to gender equality remains limited. In terms of effectiveness, PERZ has contributed to improving the learning environment at primary schools through efficiency in resource allocation. The perspectives for institutional sustainability are promising but not yet fully assured.

 

Recommendations:

The main recommendation for EPforRII are to broaden interministerial coordination, to ensure that special needs education plans are backed by pre- and in-service teacher training and recruitment, to strengthen the role of CSOs in programme design and monitoring, especially on inclusion and equity, and to ensure diversification of funds. The main recommendations for PERZ are to strengthen commitment to achieving and sustaining the 20% education budget allocation, to accelerate the rollout of digital EMIS systems and build capacity at district and school levels for effective data utilisation, to promote gender equality and equitable access to schooling, and to develop a transition strategy to ensure continuity of key reforms beyond external funding and strengthen institutional ownership.

Employment, private sector development and trade are powerful and interdependent drivers for inclusive economic development and poverty reduction. Small and medium-sized enterprises generate over half of all jobs globally and play an important role in low-income countries. Employment is the main source of income for people living in poverty. Trade is an engine for growth and can lead to more and better jobs. Businesses also provide markets and people with essential goods and services. Inclusive, equal education and lifelong learning decreases poverty and secures individuals’ income generating possibilities. However, several factors constrain people living in poverty from accessing markets, participating in the labour market and benefiting from trade and growth. Sida contributes to inclusive economic development and education where people living in poverty can participate and benefit on equal terms. In total, Sida’s interventions in this area amounted to SEK 4.2 billion in 2025, constituting nearly 19 per cent of Sida’s total disbursements.