Sector Assistance Program Evaluation on Education in Uzbekistan

particularly relevant to poor households. Family-mahalla-school reforms 
promoted and encouraged greater participation on the part of the 
schoolchildren’s parents and households in the day-to-day upkeep and 
management of the school and its activities. These participatory forums provided 
a platform for the stakeholders, civil society organizations, and nongovernment 
organizations to contribute to the development of education in the country.
(vi) 
School officials, especially teachers, constitute the bulk of public service 
employees. Many ADB supported interventions were directed at improving 
earnings, working conditions, and technical competencies. The interventions also 
created more opportunities for professional development and growth. Similarly, 
most of the educational administrators in the civil service benefited from the 
investments in the education sector, especially under ESDP. 
101. ADB’s second loan focused on the SSE in response to the government’s keen interest in 
SSE and the main thrust of 1997 NPPT. The set of issues to be dealt within SSE was more 
varied and complex than those in the first loan. The project included establishing 45 model 
senior high schools. ADB responded to the government’s priority but MOHSSE, as a new 
executing agency, faced some difficulties in implementation. 
102. On the downside, creating a separate system for grades 10–12, including separate 
premises for some high schools, has hindered uninterrupted transition from basic education to 
SSE for some students. This appears to have particularly affected girl students in rural areas. 
103. ADB’s role is appreciated by its development partners and ADB is acknowledged as the 
lead development partner in the sector in terms of the volume of assistance. Policymakers and 
implementing agencies in Uzbekistan have gained confidence. The government has stated its 
full support for primary and secondary education, and has indicated that no foreign financial 
assistance (loan) is needed for the primary and secondary education.
104. Currently, there is a wide scope for PPPs in the education sector. Partnerships or joint 
ventures with high-quality international universities are an option, as proven by the joint venture 
with Westminster University in the United Kingdom. The family-mahalla-school nexus is another 
example of PPP in managing the day-to-day running of the schools. Uzbekistan is currently 
embarking on significant reforms through greater autonomy, school-level committees and 
management of off-budget resources. 
105. Through its decentralization policies and by linking up with the local employers, 
Uzbekistan is trying to develop a more balanced and mutually supportive partnership with these 
groups. ADB initiated moves to catalyze this PPP under its projects by using private-sector 
printers and publishers to manufacture books and distribute them, and by involving Uzbekistan 
banks in financing the printing and publishing of textbooks. 

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106. Future opportunities for ADB will possibly be within the higher education and vocational 
training, i.e., skills that support new technologies in industries—the specific industries will have 
to be explored further. MOHSSE indicated that ADB could assist in improving the education 
program and literature in the fields of engineering, manufacturing, architecture, service, and 
agriculture by focusing on international experience, as well as developing scientific researches. 
The two approaches could be: (i) for the public sector, supporting programs such as ICT; and (ii) 
for PPP, supporting partnerships and/or joint ventures with international universities. However, 
these will require stronger and more conducive policy and regulatory environment.