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This evaluation aims to assess the extent to which the European Commission’s (EC) assistance has been relevant, efficient, effective and sustainable in producing the expected impacts in the education sector. Moreover, the evaluation also assesses co-ordination and complementarity with other donors and actors, coherence with the relevant EC policies and partner Governments’ priorities and activities, and with international legal commitments in education. The evaluation covers basic and secondary education, including the relevant sub-sectors, all regions where EC co-operation is implemented, and aid implementation over the period 2000-2007.[Author vide copyright]

Executive Summary
Purpose and scope of the evaluation
Background to the evaluation
Methodology
Analysis and main findings for each Evaluation Question
Main conclusions
Main recommendations
1 Introduction
1.1 Synthesis of the European Commission’s strategy and programmes
1.1.1 ...
1.2 Intervention logic
1.3 Context of EC support to education : International policy framework for basic and secondary education – and how the EC supports it
1.3.1 ...
1.4 The Evaluation Questions (EQs)
2 Methodology
2.1 Key steps of the evaluation process
2.2 Describing the object of the evaluation (structuring phase ? inventory)
2.3 Developing the methodological framework (structuring phase)
2.4 Collecting data (Desk Study and Field Phase): Overview of process and tools
2.4.1...
2.5 Collecting data: Details
2.6 Analysing and judging: Synthesis Phase
2.7 Dissemination
2.8 Challenges and limits of the evaluation
2.8.1...
3 Inventory: Overview on EC resources to support basic and secondary education
3.1 EC funding towards the education sector
3.1.1...
3.2 EC response to basic and secondary education needs
3.2.1...
3.3 Global financing gaps in basic education
4 Answers to the Evaluation Questions
| 4.1 EQ1-relevance: To what extent is EC support aligned to education development objectives in national development plans, such as PRSPs, and ensures coherence between EC development co-operation policies on education and other EC policies affecting education?
4.1.1...
4.2 EQ2-access: To what extent has EC support to education contributed to improving access to basic education?
4.2.1...
4.3 EQ3-secondary: To what extent has EC support to education contributed to improving transition to secondary level (both lower and upper)?
4.3.1...
4.4 EQ4-quality: To what extent has EC support to education contributed toimproving the quality of education?
4.4.1...
4.5 EQ5-skills: To what extent has EC support to education contributed to enhancing basic education skills, especially literacy and numeracy?
4.5.1...
4.6 EQ6-delivery: To what extent has EC support to education helped in improving education system service delivery and resourcing?
4.6.1...
4.7 EQ7?transparency: To what extent has EC support to education helped in strengthening transparency and accountability of the management of education service delivery?
4.7.1...
4.8 EQ8-co-ordination & complementarity: To what extent, and how, has the EC contributed to improving co-ordination, complementarity and synergies with Member States and other donors to the education sector, in line with the Paris Declaration?
4.8.1...
4.9 EQ9-modalities: To what extent have the various aid modalities and funding channels and their combinations, in particular GBS/SBS/SSP/projects, been appropriate and contributed to improving access, equity and policy-based resource allocation in education?
4.9.1...
4.10Overall assessment of the EC Strategy
5Conclusions and recommendations
5.1 Conclusions
5.1.1 Cluster 1: ...
5.2 Recommendations
5.2.1 Cluster 1:...
| Annex 26: Analysis of EC Country Strategy Papers (CSPs)
Annex 27: List of people interviewed/met
Annex 28: Documents consulted
| VOLUME II: ANNEXES
VOLUME IIa: DETAILED ANSWERS TO THE EVALUATION QUESTIONS
Annex 1: Detailed answers to the Evaluation Questions
VOLUME IIb: MAIN INDVIDUAL ANALYSES
Annex 2: Inventory and typology of EC support to basic and secondary education
Annex 3: EC Support to the education sector in partner countries: Results of the survey to EUDs
Annex 4: Analysis of the European Court of Auditors (ECA) reports on education and GBS in Africa (Niger, Liberia, Namibia, Tanzania, Uganda and Burkina Faso)
Annex 5: Focus Group Analysis (Results of video-conferences with a sample of EU Delegations)
VOLUME IIc: COUNTRY NOTES
Annex 6: Bangladesh
Annex 7: Pakistan
Annex 8: Dominican Republic
Annex 9: Niger
Annex 10: South Africa
Annex 11: Tunisia
VOLUME IId: ToR,SOME DEFINITIONS, FURTHERINDIVIDUAL ANALYSES, REFERENCES
Annex 12: Terms of Reference
Annex 13: Evaluation methodology
Annex 14: Subsector definitions for the education sector
Annex 15: Definitions of major education-related indicators
Annex 16: Final set of evaluation questions, judgment criteria and indicators
Annex 17: Test of EC Guidance for evaluations related to education
Annex 18: International policy framework for basic and secondary education – and how the EC sup-ports it
Annex 19: EC policy related to support to education
Annex 20: EC intervention logic related to basic and secondary education and the process of selecting Evaluation Questions
Annex 21: Support to basic and secondary education: Global financing needs versus relative importance in EC support and humanresources allocated
Annex 22: Note on international education indicators: Overview of EFA goals and indicators, MDGs, MDG targets and indicators, and FTI indicators
Annex 23: Detailed statistical tables related to the desk study countries
Annex 24: Details about compulsory education in the desk study countries
Annex 25: Overview of international and regional surveys related to learning achievements

The European Union (EU) has commissioned ADE to conduct a strategic evaluation of its cooperation with Pakistan over the period 2007-2014. The objectives were to provide an overall independent assessment of the EU’s past and current cooperation and to identify key lessons and recommendations for improving future strategy and delivery and for feeding into a possible joint programming exercise.[Author vide copyright]

ANNEXE A EVIDENCE PAPERS
ANNEX A1 OVERALL COUNTRY CONTEXT
ANNEX A2 PAKISTAN,A FRAGILE SITUATION AND THE EURESPONSE
ANNEX A3 POLITICAL,ADMINISTRATIVE AND FISCAL DEVOLUTION IN PAKISTAN
ANNEX A4 EQ1: OVERALL STRATEGY
ANNEX A5 EQ2: RURAL DEVELOPMENT
ANNEX A6 EQ3: EDUCATION (NON TVET)
ANNEX A7 EQ4: EDUCATION (TVET)
ANNEX A8 EQ5: DEMOCRATISATION
ANNEX A9 EQ6: HUMAN RIGHTS
ANNEX A10 EQ7: TRADE
ANNEX A11 EQ8: MODALITIES OF INTERVENTION
ANNEX A12 EQ9: VISIBILITY
ANNEX A13 EQ10: COORDINATION AND COMPLEMENTARITY
ANNEX B PROJECT INFORMATION
ANNEX B1 INVENTORY (ANALYSIS AND LIST OFPROJECTS)
ANNEX B2 SYNOPSIS OF SELECTED PROJECTS
ANNEX B3 MONITORING OF PROJECT INDICATORS
ANNEX C METHODOLOGICAL ANNEXES
ANNEX C1 TERMS OF REFERENCE
ANNEX C2 METHODOLOGICAL APPROACH
ANNEX C3 INTERVENTION LOGIC
ANNEX C4 EVALUATION QUESTIONS,JUDGEMENT CRITERIA,INDICATORS
ANNEX C5 LIST OF PERSONS MET
ANNEX C6 BIBLIOGRAPHICAL REFERENCES
ANNEX D IN-COUNTRY DISSEMINATION SEMINAR
ANNEX D1 PROGRAMME
ANNEX D2 POWER POINT PRESENTATION ANNEX D3 MINUTES
ANNEX D4 LIST OF PARTICIPANTS
| LIST OF ACRONYMS
MAPS OF PAKISTAN
EXECUTIVE SUMMARY (IN ENGLISH AND URDU)
1. CONTEXT OF THE EVALUATION AND METHODOLOGY
1.1 OBJECTIVES AND SCOPE
1.2 EU COOPERATION STRATEGY AND PORTFOLIO
1.3 METHODOLOGY
2. ANSWERS TO THE EVALUATION QUESTIONS
2.1 EQ1 OVERALL STRATEGY
2.2 EQ2 RURAL DEVELOPMENT
2.3 EQ3 EDUCATION
2.4 EQ4 TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
2.5 EQ5 DEMOCRATISATION
2.6 EQ6 HUMAN RIGHTS/RULE OF LAW
2.7 EQ7 TRADE
2.8 EQ8 AID MODALITIES
2.9 EQ9 VISIBILITY
2.10 EQ10 COORDINATION AND COMPLEMENTARITY
3 CONCLUSIONS
3.1 OVERALL ASSESSMENT
3.2 CONCLUSIONS
4 RECOMMENDATIONS
4.1 RECOMMENDATIONS ON THE OVERALL STRATEGY AND MODALITIES
4.2 RECOMMENDATIONS ON RURAL DEVELOPMENT
4.3 RECOMMENDATIONS ON EDUCATION &TVET
4.4 RECOMMENDATIONS ON DEMOCRATISATION, HUMAN RIGHTS AND RULE OF LAW
4.5 RECOMMENDATIONS ON TRADE

The objective of this study is to contribute to an ongoing background analysis, building on work already carried out within and outside of the European Commission with respect to engagement in the garment sector to support sustainability in the garment industry. The analysis will essentially serve to assist the Commission in clarifying its ideas and identifying potential focus areas on where added value in the sector can be provided at EU level.The main components of this study are (1) an analysis of social, environmental and economic indicators for different garment producing countries, (2) an overview and characterisation of key sustainability initiatives in the garment sector and (3) an analysis of possible opportunities to make supply chains in the garment sector more responsible.[Author vide copyright]

List of tables
List of figures
Table of acronyms and abbreviations
Terms and definitions
Executive summary
Introduction
Methodology
1 Sustainability initiatives and voluntary standards in the garment sector
1.1 Introduction
1.2 Grouping standards and other initiatives
1.3 Focus on social aspects
1.4 Focus on the environment
1.5 Initiatives that address several aspects of responsible supply chain management
1.6 Key trends in sustainability initiatives
1.6.1 From voluntary standards to partnership programs
1.6.2 Focus on one production country
1.6.3 Focus on health and safety
2 Garment producing countries
2.1 Introduction
2.2 Some general observations about the selected countries
2.2.1 Key indicators
2.2.2 Key issues in the garment sector
2.3 Bangladesh
2.3.1 Key indicators
2.3.2 Detailed sector profile
2.3.3 Key issues in the garment sector
2.3.4 EU trade and development interest, economic importance of the garment sector
2.3.5 Trade flows
2.4 Cambodia
2.4.1 Key indicators
2.4.2 Detailed sector profile
2.4.3 Key issues in the garment sector
2.4.4 EU trade and development interest, economic importance of the garment sector
2.4.5 Trade flows
2.5 India
2.5.1 Key indicators
2.5.2 Key issues in the garment sector
2.5.3 EU trade and development interest, economic importance of the garment sector
2.2.4 Trade flows
2.6 Indonesia
2.6.1 Key indicators
2.6.2 Key issues in the garment sector
2.6.3 EU trade and development interest, economic importance of the garment sector
2.2.4 Trade flows
2.7 Morocco
2.7.1 Key indicators
| 2.7.2 Key issues in the garment sector
2.7.3 EU trade and development interest, economic importance of the garment sector
2.2.4 Trade flows
2.8 Pakistan
2.8.1 Key indicators
2.8.2 Key issues in the garment sector
2.8.3 EU trade and development interest, economic importance of the garment sector
2.2.4 Trade flows
2.9 Sri Lanka
2.9.1 Key indicators
2.9.2 Key issues in the garment sector
2.9.3 EU trade and development interest, economic importance of the garment sector
2.8.4 Trade flows
2.10 Tunisia
2.10.1 Key indicators
2.10.2 Key issues in the garment sector
2.10.3 EU trade and development interest, economic importance of the garment sector
2.9.4 Trade flows
2.11 Turkey
2.11.1 Key indicators
2.11.2 Key issues in the garment sector
2.11.3 EU trade and development interest, economic importance of the garment sector
2.10.4 Trade flows
2.12 Vietnam
2.12.1 Key indicators
2.12.2 Detailed sector profile
2.12.3 Key issues in the garment sector
2.12.4 EU trade and development interest, economic importance of the garment sector
2.12.5 Trade flows
2.13 Ethiopia
2.13.1 Key indicators
2.13.2 Key issues in the garment sector
2.13.3 EU trade and development interest, economic importance of the garment sector
2.13.4 Trade flows
2.14 Myanmar
2.14.1 Key indicators
2.14.2 Detailed sector profile
2.14.3 Key issues in the garment sector
2.14.4 EU trade and development interest, economic importance of the garment sector
2.15 China as an investment partner
3 Engaging in responsible management of the garment supply chain at EU level – looking ahead
4 Findings and recommendations
4.1 Countries in focus (Where?)
4.2 Issues to focus on (What?)
4.3 Implementation (How?)
5 Bibliography