Sector Assistance Program Evaluation on Education in Uzbekistan

II.
Rural Basic Education Project 
 
The Rural Basic Education Project (RBEP) was approved on 6 December 2007 in the 
amount of $30.0 million (Loan No.2380-UZB [SF]). The loan was declared effective on 
30 September 20008. MOPE is the executing agency. The project will build on the work done 
under the Education Sector Development Program (ESDP), the Information and 
Communications Technology in Basic Education Project (ICTBEP) and the Second Textbook 
Development Project (STDP). 
 
Project Objectives and Components. 
The project was designed to help reduce 
disparities in the quality of education between rural and urban areas by assisting the 
government in improving the quality standards in rural schools in selected regions. The project 
had three closely related components: (i) school upgrading, (ii) teacher development, and (iii) 
the promotion of community participation in school life. The first component focuses on 
upgrading selected rural schools through the provision of laboratory equipment, teaching aids, 
classroom furniture, and reading materials. The second component aims at improving the 
quality of teaching in schools by upgrading teaching skills and competencies of teachers. The 
third component focuses on improving the school environment by encouraging more community 
participation in school governance. 
 Project 
Benefits. 
The project will complement the government’s efforts to create equal 
learning opportunities across the country and complement ADB assistance by expanding 
benefits achieved under other projects to rural basic schools in selected regions. About 670,000 
students and 63,000 teachers will benefit from upgraded school facilities in the three project 
regions. In addition, it is assumed that at least 4,000 school board members and parents will 
have benefited from training initiatives under component (iii). About 45,000 grade 5–9 teachers 
will benefit from new teacher training programs. Approximately 1,600 school managers will 
benefit from training under the project. Further, about 450 methodologists, administrators, and 
teacher trainers will benefit from training programs under components (ii) and (iii). Communities 
will benefit from upgraded schools, as active school boards can use school facilities for adult 
learning and extracurricular activities, and social events. The greater ability of school 
management and school boards to raise additional funds will increase revenue generation by 
the schools and reduce the dependence on public budget allocations for operation and 
maintenance (O&M) funds. The successful community participation will serve as the basis for 
countrywide replication and stronger governance of the education sector.