Asian Development Bank

JFPR-9091: Basic Education for Children with Special Needs

Uzbekistan (UZB)

Grant Summary

Name of Counterpart (loan) Project(s)

Loan 2093: Second Textbook Development Project – approved on 29 Sept 2004

Loan 2191: ICT in Basic Education Project – approved on 27 October 2005

Grant Type

Task Officer / Department

Budget

Executing Agency

Implementing Agency(ies)

Scope

The Project will focus on children with special needs in Uzbekistan. The two ongoing loan projects in Uzbekistan, Loan 2093: Second Textbook Development Project (STDP) and Loan 2191: ICT in Basic Education Project will support and link into key components of the JFPR Project.

Objectives

Grant Development Objective (GDO)

1. To improve the learning performance, social confidence, and social integration of children with special needs in selected pilot schools via inclusive approaches
2. To develop teacher training modules and learning materials for children with special needs and to use these for pilot schools that can be replicated throughout basic education subsector
3. To demonstrate via the pilot schools the benefits of inclusive educational approaches for children with special needs in basic schools and to develop proactive strategies that will lead directly to the effective inclusion of children with special needs in mainstream basic schools

Expected Outputs

1. an improvement in socialization and increased participation in school by special needs students;
2. an improvement in attitudes on the part of teachers, students, parents, and other major stakeholders toward inclusive approach for special needs education; and
3. an improvement in the quality and availability of teacher training and of learning materials for special needs education in pilot schools

Main Grant Components and Activities

Component A: Social Preparation

• Creation of a national pilot project steering committee
• Establishment of a regional steering committee at the oblast (province) level
• Identification and selection of participating raions and schools
• Identification of types of disabilities to be included in pilot projects
• Finalization of the mechanism for selecting participating students and obtaining agreement from parents
• Design of the monitoring and evaluation (M&E) methodology and instruments
• Development and implementation of an awareness-raising and education program for parents and other key stakeholders on inclusive education

Component B: Minor School Rehabilitation and Provision of Basic Equipment

• Identify and agree on a list of requirements for participating specialized schools, including physical refurbishment, upgrading and basic equipment appropriate for learners with identified disabilities
• Agree on and implement basic upgrading and refurbishment requirements for participating general basic schools to make the schools suitable for children with special needs
• Agree on and provide a package of basic equipment for the pilot schools

Component C: Teacher Training and Materials Development

• Development of specialized training modules for teachers working in the pilot schools and for pilot classes
• Provision of specialized training to pilot school teachers in the use of ICT and specialized software
• Provision of training in the development of learning and teaching materials, including the use of ICT resources and equipment
• A 12-week course at the regional in-service teacher training institute in Tashkent for 4 teachers from each of the 16 participating schools (64 teachers)
• A further 4-week course for four teachers from each of the participating general schools aimed at developing ICT and Internet familiarity using standard applications software and specialized software

Component D: Management, Monitoring and Evaluation, Impact Assessment

• Implementing a pilot project
• Implementing M&E systems
• Disseminating information to other regions
• Holding three national conferences and launching a public awareness program through the mass media
• Undertaking policy review and making recommendations on inclusive education
• Carrying out an impact assessment on the sustainability of the inclusive approach