Sector Assistance Program Evaluation on Education in Uzbekistan

B. Implementation 
• There should be continuity in the advice provided by an education specialist who has forged an 
excellent working relationship with the senior government officials.
• There should be close coordination of different interventions to be effective. In the past, there has 
been a succession of projects with different emphases.
• The advisory TA program provided little support to key players like MOPE, publishers, and printers. 
They would have benefited from such support and more strategic use should have been made of 
advisory TA.
• ADB should agree with the government on a timetable for privatization of the companies so that 
progress can be monitored.
• The program would benefit from greater integration and consistency in the approaches to basic and 
secondary education. 
• ADB as the lead partner needs to allocate time and staff to assist the government in coordinating 
contributions from other partner organizations. 
• Timing in the development of projects should not be ignored. It should be synchronized to activities 
occurring within a ministry, particularly with regard to reform issues.
C. Other 
 
• ADB needs to determine whether it is more useful to provide authoritative criticism of government 
policies and performance, or whether it should place more weight on patiently presenting best 
practice to government. 
• The education program in Uzbekistan would benefit from the establishment of a strong link between 
ADB's knowledge management program and education officials in Uzbekistan. 
• Public communications programs can present reliable information to civil society and make 
government decisions more transparent.
ADB = Asian Development Bank, CAPE = country assistance program evaluation, MOPE = Ministry of Public 
Education, TA = technical assistance. 
Source: ADB. 2006. Country Assistance Program Evaluation for Uzbekistan. Manila. 

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Appendix 5