Sector Assistance Program Evaluation on Education in Uzbekistan

2. 
Lessons from Technical Assistance Projects 
109. Lessons identified in the context of loan projects also apply to TA projects. In addition, 
the following are TA-specific lessons:
(i) 
The terms of reference of TAs for consulting firms are seldom comprehensible to 
the lay decision makers. This is especially so in the case of the transition 
economies, because they are new to the jargon of the competitive market 
economies. As part of the TA preparation, an agreement with the executing 
agency should be on mechanisms and procedures for accessing readily available 
information. 
(ii) 
In many instances, there is a need for more realistic time frames, especially 
regarding the translation of documents and in-depth review of the terms of 
reference by the national counterparts. 
(iii) 
While the business of education pertains to the ministry responsible for 
education, it is also the concern of other institutions and ministries. Thus, 
stronger and explicit links are necessary between the education ministry and 
other ministries, especially finance, planning, labor and employment. Experts 
from other ministries should be involved in TA working groups. 
(iv) 
Capacity building in data collection, data analysis, project evaluation, and M&E is 
required in a comprehensive manner to develop quantitative skills of government 
officials involved in education planning and administration. 
(v) 
As the economic transition progresses, CARs like Uzbekistan are likely to have 
new needs for sector policies and programs. ADB should continue policy 
dialogue with the government agencies to stay abreast of the changing situation. 
C. Key 
Issues 
110. In many DMCs, the proportion of cost recovery varies according to the institutional 
arrangements of the country. Households are usually responsible for expenses relating to 
uniforms, transportation, school stationery, books, reading materials, participation in 
extracurricular activities, etc. Likewise, opportunity costs of schooling or giving up unpaid work 
in the households constitutes an important aspect of the private costs of schooling. It is 
estimated that roughly one-third to half of the cost of schooling is often borne by the students’ 
households.
51
In the case of Uzbekistan, RBEP
52
states: “The affordability of education presents 
challenges for many low-income families, particularly in rural areas. At the commencement of 
51
M. Bray. 2002. The Costs and Financing of Education: Trends and Policy Implications. Manila: ADB.
52
ADB. 2007. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the 
Republic of Uzbekistan for the Rural Basic Education Project. 
Manila (p. 6, para. 23). 

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each school year, families need to meet new costs including school uniforms, textbook rentals, 
and informal payments for tutorials.”
53
111. The RRP of the RBEP approved in 2007 mentions that ADB plans to conduct a study on 
education financing, including a survey of parental contribution to education. This is now being 
prepared through a regional TA, expected to be approved in 2010. It would allow ADB to work 
with the government in determining areas in need of further improvements. The data collected 
would be used as the basis for suggesting new mechanisms for education financing to increase 
the efficiency of the sector and strengthen its governance. Through its emphasis on devolution 
and its off-budget provisioning of resources under NPBED, the country is boosting its capability 
to manage funds at the school level. A carefully devised and well-implemented policy reform is 
essential.
 
112. ADB, however, has indicated its shift from basic education to improving public hygiene 
and health by supporting water supply and sanitation (country operations business plan 2010–
2011). Earlier, the 2006 CSP had indicated that ADB should stop supporting SSE since (i) 
experience has been mixed, and (ii) focus on SSE might divert investment from basic education.