Sector Assistance Program Evaluation on Education in Uzbekistan

Rating 
A. Top-Down Assessment 
Strategic positioning 
Substantial 
Contribution to development results 
Substantial 
ADB's performance 
Modest 
Subtotal (A)
Successful
B. Bottom–Up Assessment
a
 
Relevance Relevant 
Effectiveness Effective 
Efficiency Efficient 
Sustainability Likely 
Impact Substantial 
Subtotal (B)
Successful
Total Score (A + B): Overall Rating 
Successful 
a 
The bottom–up assessment combined the ratings of both loans and TAs. 
Source: Independent Evaluation Department. 
IV. 
KEY FINDINGS, LESSONS, KEY ISSUES, AND RECOMMENDATIONS 
A. Key 
Findings 
100. For the past 12 years, ADB has consistently assisted the government in designing the 
country's new education system. Items (i) to (vi) below describe some examples of ADB's 
assistance in Uzbekistan's education sector that worked: 
(i) 
ADB has developed a good working relationship with MOPE. ADB's support, 
particularly for BETDP and later STDP, has strengthened the core teaching–
learning system by helping develop MOPE's new curriculum, instruction 
materials, guidelines, teacher training, and textbooks, and by introducing the 
TRS. Since then, improving pedagogy in Uzbekistan has been a priority and this 
has enhanced the quality of the teaching–learning process.
(ii) 
The first two loans were focused on narrow subsector issues so ADB decided to 
address systemic education sector issues comprehensively through a sector 
development program, comprising a policy loan and an investment loan. It was a 
well-designed response to the country’s development needs, its aspirations, and 
its strategy. 
(iii) 
ADB also addressed specific thematic issues in the sector, laying a foundation 
for the government’s aspirations on the vocational and technical side, and 
combining it with computer skills for pedagogic purposes. The investments that 
focused on ICT in basic education were provided by ICTBEP. This was followed 
by another loan addressing rural basic education in Uzbekistan that included 
support for ICT. The inclusion of ICT helped modernize the teaching–learning 
approaches and keep up with international developments, which teachers and 
students highly appreciated.

---

31
(iv) 
ADB supported interventions in education in Uzbekistan were generally inclusive, 
as they targeted the entire school-going population, including girls. And through 
pupils, ADB’s interventions also reached a large proportion of the parents and 
families, including the poor in the rural areas, and improved the working 
conditions of the public employees, including teachers and education 
administrators.
(v) 
There were some specific features of ADB assistance, e.g., the TRS, that made it