In March 2012, a flagship vocational program in Punjab, Pakistan-the Punjab Skills Development Fund (PSDF)-hit a roadblock. After months of planning, a pilot phase of training courses was launched in four of Punjab's poorest districts. The classes filled up, but the researchers in charge of evaluating PSDF's programs were worried. Earlier research indicated that a large portion of the target population-including a large number of women-were interested in vocational training. But, when it came time to enroll in the classes only a small fraction of the population showed up. The researchers wanted to find out why, before the program scaled up, but any delays in rolling out the program funded by the United Kingdom's Department for International Development and the Punjab government would not bode well for PSDF. A unique public-private partnership, PSDF hoped to overhaul skills training in Pakistan by using an evidence-based, demand-driven approach. At the core of the model was a close partnership between researchers and practitioners. But embedding rigorous research in a development program did not in and of itself ensure success. Instead, with PSDF, the approach created serious tensions between policymakers and researchers, as administrative demands routinely flew in the face of applying evidence-based program design. Case number 2122.0

Supplement to case KS1261. In March 2012, a flagship vocational program in Punjab, Pakistan-the Punjab Skills Development Fund (PSDF)-hit a roadblock. After months of planning, a pilot phase of training courses was launched in four of Punjab's poorest districts. The classes filled up, but the researchers in charge of evaluating PSDF's programs were worried. Earlier research indicated that a large portion of the target population-including a large number of women-were interested in vocational training. But, when it came time to enroll in the classes only a small fraction of the population showed up. The researchers wanted to find out why, before the program scaled up, but any delays in rolling out the program funded by the United Kingdom's Department for International Development and the Punjab government would not bode well for PSDF. A unique public-private partnership, PSDF hoped to overhaul skills training in Pakistan by using an evidence-based, demand-driven approach. At the core of the model was a close partnership between researchers and practitioners. But embedding rigorous research in a development program did not in and of itself ensure success. Instead, with PSDF, the approach created serious tensions between policymakers and researchers, as administrative demands routinely flew in the face of applying evidence-based program design. Case number 2122.1

This case has two parts, a text-based case and a supplemental PowerPoint presentation. The case traces the evolution of an evidence-based research study on the education sector in Pakistan. In 2003, Atish (fictionalized character), a Pakistan-born, Harvard educated economist returns to his native Pakistan to help reform a lagging education system. But Atish unearths conflicting information on the state of education in his country. Despite large investments, government-run schools are failing to provide quality education. And international media coverage asserts that the educational void in Pakistan is rapidly being filled by madrassas, or religious schools, that are designed to train children in extremism. Upon closer scrutiny, Atish finds holes in the madrassa enrollment numbers. Similarly, Atish learns that affordable private schools have sprung up across the country, yet no nationwide analysis on the quality of education they provide exists. In rural Pakistan, he also learns to suspect conventional wisdom regarding parental involvement and interest in educating their children. Before he can develop policy recommendations, Atish will have to separate fact from anecdotal information to understand the education landscape in Pakistan. Case number 2003.0