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Capacity development and sustainable results are the key objectives of all European Commission assistance to partner countries, but traditional technical cooperation is not the default route for getting there. In India, the EC delegation found an alternative way to respond to government demand.
The European Training Foundation is supporting a reform of vocational education and training in Tajikistan that offers an interesting case study, stressing the importance of knowledge sharing for long-term capacity development.
In 2006 the Government of Bangladesh initiated a major overhaul of Technical Vocational Education and Training (TVET) in Bangladesh, with support from the European Union. The project, implemented by the International Labour Office (ILO), has achieved a couple of ‘first’s’ in the country’s history: it has produced a National Skill Development Policy, a National Qualifications Framework, and it promotes social inclusion.
Girls and boys attending the EDGE workshop in Bangladesh
Since 2012, the British Council’s EDGE programme has trained 16,000 girls from marginalised communities in Bangladesh, India and Nepal, helping them steer their own future.
One of the many casualties of crises is education. Natural disasters, wars and protracted conflict are disrupting children’s access to schools and contributing to higher drop-out and lower completion rates. Schools can also be destroyed or taken over by military groups, and prolonged conflicts can leave them without trained teachers, resources or funding. In 2015, 80 million children and young people’s education was affected by humanitarian emergencies and protracted crises. 
How is Policy Dialogue put into practice in the education sector in Cambodia? What’s working, what isn’t? How has it been strengthened? And how effective is it, taking the example of dialogue about budget allocation to education?