Sector Assistance Program Evaluation on Education in Uzbekistan

Technical assistance evaluation.
In addition, a 2002 TA performance audit report 
(TPAR)
36
evaluated six TAs that supported the effective management of investments and reform 
36
ADB. 2002. Technical Assistance Performance Audit Report on Selected Technical Assistance in the Education 
Sector in Three Central Asian Republics. 
Manila. The six TAs covered include: (i) Education and Training Sector 
Study (2308-KAZ), (ii) Strengthening Educational Administration and Management at the Central and Local Levels 
TA (2872-KAZ), (iii) Education and Training Master Plan TA (2290-KGZ), (iv) Strengthening of Education Planning 

---

14 
in basic education in three CARs: Kazakhstan, Kyrgyz Republic, and Uzbekistan. According to 
the 2002 TPAR, the TAs were influential in improving the relevance, quality, and efficiency of 
the education sectors in the countries studied; and in rationalizing their organization and 
structure. The TAs contributed to the development of strategies aimed at sustaining reforms 
through cost effectiveness, resource mobilization, and a comprehensive management 
information system. Commenting on the rapid growth of the education sector in the CARs, the 
TPAR noted that the main reasons were: (i) the rapidly changing economic conditions of the 
CARs, (ii) the new priorities of the governments, (iii) the changing pattern of employment and 
the marketability of skills, and (iv) the increasing presence of the private sector in higher 
education (pp. 1–2, para. 3). 
46. 
The TPAR included two Uzbekistan TAs (Monitoring the Implementation of Education 
Reform and Capacity Building in Education Finance). These were attached to the BETDP loan. 
The related TA completion reports (TCRs) are discussed later on. The TPAR rates both these 
TAs as highly successful. However, except for the TA for Monitoring the Implementation of 
Education Reform, no provision for dissemination was made in the design of the reviewed TAs. 
The TPAR identified the TA for Capacity Building in Education Finance as one of the two best 
reports in terms of the quality of research, the substance of analysis, and the appropriateness of 
recommendations.
47. 
Lessons. 
Given the availability of CAPE 2006, the project completion reports (PCRs) 
and the TCRs, among others, a number of the lessons for improving ADB operations in the 
education sector in Uzbekistan can be identified. These have been pooled and are presented 
along with their sources in Appendix 5. A brief, synthesized and stylized version is presented 
below before moving on to the top–down and bottom–up evaluation in this report. 
48.