Sector Assistance Program Evaluation on Education in Uzbekistan

G. 
Findings and Lessons from Earlier Evaluations 
40. 
2006 CAPE Uzbekistan.
The 2006 CAPE included an assessment of ADB’s education 
sector assistance for the period 1996–2004, based on a program comprising five loans totaling 
$260.5 million (26.8% of the total lending until then), five project preparatory TA projects 
amounting to $1.35 million (12.7% of project preparatory TA until then), and five advisory TA 
projects totaling $2.7 million (14% of advisory TA until then).
41. 
The CAPE noted that education was one of the most reform-oriented sectors, and that 
significant reforms had been started in the sector and were pursued sensibly. It found that ADB 
projects contributed to the improvement of the government’s education development efforts. 
These projects were generally assessed as relevant and efficacious, as the assistance was 
aligned with the country’s goals and strategies. 
42. 
The CAPE observed that the education sector strategy in Uzbekistan sought support "to 
improve the relevance and quality of education and enhance national capacities to plan, design, 
manage, and monitor sector reforms." The targets were compulsory education and early 
childhood development (p. 35, para. 130). Further, it noted that ADB had established an 
“effective relationship” with key officials in basic education. However, the CAPE noted that ADB 
had not been able to develop a similar relationship at the senior secondary level. Instead, it 
observed that when it came to SSE, ADB had responded positively to the strong government 
request “despite some professional staff advice to the contrary” (p. 36, para. 137).
43. 
To be fair, in 2006, the CAPE had little information with which to evaluate the efficiency 
and sustainability of the program because only ADB’s Basic Education Textbook Development 
Project (BETDP) had been completed at the time of the evaluation, and the rest were in the 
early stages of implementation. The CAPE assessed this project as highly effective and 
sustainable
because it introduced a transparent and innovative textbook rental scheme (TRS), 
and arranged that the proceeds of textbook rentals be deposited in bank accounts controlled by 
the schools. Project reports had noted that these accounts were audited annually and the 
balances disclosed to the parents.
44. 
However, the CAPE voiced concern over the sustainability of publishing and printing 
houses unless they were able to diversify their businesses. It concluded that significant reforms 
had been started and pursued sensibly; and that the TRS had shifted one set of significant costs 
from the budget to the students, while allowing for the very poor to borrow textbooks from 
schools.
45.