Sector Assistance Program Evaluation on Education in Uzbekistan

Figure 3: Repetition Rates in School Education in Uzbekistan 
 
0.00
0.02
0.04
0.06
0.08
0.10
0.12
2001
2002
2003
2004
2005
2006
Rat
e
Republic
Urban areas
Rural areas
 
 
Source: Ministry of Public Education of the Republic of Uzbekistan, United Nations 
Educational, Scientific, and Cultural Organization, and United Nations Children’s 
Fund. 2007. The National EFA Mid-Decade Assessment Report. Manila. 
 
 
Table 3: Repetition Rates in School Education in Uzbekistan 
 
Item 
2001 2002 2003 2004 2005 2006 
Republic 
0.05 0.04 0.04 0.03 0.03 0.02 
Grades 
1–4 
0.04 0.03 0.02 0.01 0.01 0.01 
Grades 
5–9 
0.07 0.06 0.05 0.03 0.04 0.03 
Grades 
10–11 0.02 0.04 0.06 0.03 0.06 0.03 
Urban 
Areas 
0.11 0.08 0.07 0.05 0.06 0.04 
Grades 
1–4 
0.08 0.05 0.03 0.03 0.03 0.02 
Grades 
5–9 
0.15 0.10 0.09 0.07 0.07 0.05 
Grades 
10–11 0.02 0.05 0.10 0.04 0.14 0.04 
Rural 
Areas 
0.02 0.03 0.03 0.01 0.02 0.01 
Grades 
1–4 
0.02 0.02 0.02 0.02 0.02 0.02 
Grades 
5–9 
0.03 0.04 0.03 0.02 0.02 0.02 
Grades 
10–11 0.02 0.04 0.05 0.03 0.03 0.03 
Source: Government of Uzbekistan, Ministry of Public Education; United Nations Educational, 
Scientific and Cultural Organization; and United Nations Children’s Fund. 2007. The National EFA 
Mid-Decade Assessment Report. 
Manila. 
 
E. 
ADB's Strategies and Programs 
33. 
ADB’s education operations in Uzbekistan have assisted the government in various 
stages of reform. In the country's transition to a market economy, ADB's 1996 interim 
operational strategy for Uzbekistan targeted education as one of three priority sectors, 
alongside agriculture and infrastructure rehabilitation, to ensure financial and social stability. 
The 2000 country operational strategy also identified education as a priority sector. The 
succeeding country strategy and program updates (CSPUs) of 2002–2004; 2003–2005; 2004–

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2006; and 2005–2006
29
highlighted the importance of reducing poverty by promoting private 
sector-led economic growth and human resource development. Under these CSPUs, specific 
forms of education assistance focused on curriculum reform, textbook development, and 
teacher education.
34. 
The 2006 county strategy and program (CSP) for Uzbekistan (2006–2010) (footnote 11) 
aims to contribute to pro-poor growth in line with the WISP goals. Under the 2006 CSP, one of 
the strategic priorities is building the human capital of the poor by improving access to early 
childhood development services and quality basic education. In regard to basic education, the 
WISP identifies the following two areas of interventions: (i) rural basic education, and (ii) 
strengthening the capacity for managing reforms and promoting sector efficiency. The long-term 
outcome of the CSP in relation to this strategic priority in education would be some reduction in 
the rural–urban disparities in the quality of basic education.
35. 
ADB's 2002 education policy
30
also aims to support the objectives of the MDGs such as 
reducing poverty; enhancing the status of women; and providing knowledge, attitudes, and 
skills. Further, the Education and Skills: Strategies for Accelerated Development in Asia and the 
Pacific study
31
supports aligning ADB's assistance in the education sector with the development 
and inclusive growth needs of developing member countries (DMCs). It indicates three 
subsectors as the key priorities in ADB's assistance: (i) basic education, (ii) technical and 
vocational education and training (TVET), and (iii) higher education. Under basic education, the 
areas of assistance include education up to secondary level, greater use of ICT, TVET, and 
private sector participation and partnerships. Under TVET, the priorities include: (i) the 
improvement of organizational and management structures, (ii) the development of occupational 
standards, (iii) the establishment of financial incentives by setting performance standards, and 
(iv) the expansion of training provision. In higher education, ADB plays an important role in (i) 
widening access to postsecondary education, (ii) managing and operating higher education 
systems, and (iii) developing capacity of systems and institutional administrators. 
 
36. 
The medium-term strategy II
32
(MTS II) prioritized addressing the goal of poverty 
reduction. In addition, the MTS II emphasized: (i) catalyzing investments through human 
resource development; and (ii) strengthening inclusiveness through key social development 
interventions to improve education and health, and support gender equality.
33
The MTS II 
included education as one of the core operational sectors where ADB should focus its expertise 
and assistance.
 
37. Strategy 
2020 emphasizes inclusive growth as a development approach and identifies 
education as one of the core areas of ADB specialization.
34
It underscores the need for more 
investments in education, and acknowledges that investments in and access to education and 
vocational training are necessary for more inclusive growth. ADB has a proven record of 
29
The list of Uzbekistan's CSPUs is available at http://www.adb.org/Documents/CSPs/UZB. 
30
ADB. 2003. Policies and Strategies on Education. Manila.
31
ADB. 2008. Education and Skills: Strategies for Accelerated Development in Asia and the Pacific. Manila.
32
ADB. 2006. Medium-Term Strategy II (2006–2008). Manila. 
33
See ADB. 2008. Strategy 2020: The Long-Term Strategic Framework of the Asian Development Bank, 2008–2020. 
Manila (pp. 12 and 15) for education and gender equality linkage. 
34
ADB. 2008. Strategy 2020: The Long-Term Strategic Framework of the Asian Development Bank 2008–2020, 
Manila, refocuses operations in “five core specializations that best support its agenda, reflect DMCs’ needs and 
ADB’s comparative strengths, and complement efforts by development partners: (i) infrastructure; (ii) environment, 
including climate change; (iii) regional cooperation and integration; (iv) financial sector development; and (v) 
education. One of the operational and institutional goals under Strategy 2020 is to have 80% of its operations in its 
new core operational areas by 2012. 

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achievements in education, having successfully taken the lead role in developing countrywide 
education programs and projects. ADB will continue to (i) support expanded, higher-quality, 
more accessible basic and secondary education, particularly in smaller and poorer DMCs; (ii) 
direct its attention increasingly to raising the quality of TVET, and of selected fields in tertiary 
education; (iii) support the expansion of these post-secondary education subsectors; (iv) help 
develop policies and capacity to ensure that programs to improve education are implemented 
effectively; and (v) explore opportunities for new approaches and instruments involving public–
private partnerships (PPPs) (Strategy 2020, p. 20). 
38.