Catalog

ICT in Central Asian Education
ADB Review [ August-October 2006 ]

BEING INVOLVED Student government in the Kyrgyz Republic (above); and students in Uzbekistan (below). ADB consults widely, among teachers and students before designing its projects

As the Central Asian countries stride toward market—based economies more closely linked with global markets, they are increasingly aware of the need to give their students new skills for changing labor markets. Information and communication technology (ICT) can play a key role in their efforts.

The importance of this issue is reflected in policy commitments to ICT development in many countries, and in the progression of ADB's support that has culminated in Uzbekistan's ICT in Basic Education Project. By building on the lessons learned from projects in the last decade in Kazakhstan, Kyrgyz Republic, Mongolia, and Tajikistan— and through wide—ranging consultation with students, teachers, government, and the private sector—the project has set a benchmark for the region. It demonstrated the significant educational gains that can be achieved with ICT.

Kazakhstan's Basic Education Project, completed in 2002, built on this initial experience and helped address the complexities of applying ICT to education management systems, the provision for large amounts of equipment in short periods, and the need for teacher training, technical support, and follow—through.

The project used computer technologies for improving curriculum design and development, and teacher training, as well as providing computer equipment for nearly 1,800 schools.

The successful Educational Rehabilitation and Management Improvement Project in Kazakhstan, completed in 2001, provided computers to 180 schools, with each classroom having 15 computers.

ADB has also been active in Mongolia, with significant ICT components attached to the 2003 Education Sector Development Program and the Second Education Development Project, due for completion in 2007. This second project supports a review of ICT use in secondary education, conducted by the Ministry of Education, Culture and Science. The results will be used to draft an ICT policy in that country. The technical assistance grant "ICT for Innovating Rural Education" in Mongolia, meanwhile, is bringing more advanced teaching techniques and active learning into basic and nonformal education for rural populations.

In more recent projects, ADB approved in 2005 a grant to the Kyrgyz Republic for the Second Education Project, which provides the country's teacher training institutes with computer—equipped classrooms.

ADB is now working to build on the knowledge and experience gained in each of these projects. In April 2006, ADB began work under the Technical Assistance for Subregional Cooperation for Information and Communications Technology in Basic Education to encourage a sharing of experience among the Central and West Asian republics. Participants include Azerbaijan, Kazakhstan, Kyrgyz Republic, Mongolia, Tajikistan, and Uzbekistan

Many of the region‘s governments have formally recognized the need for more ICT in education development strategies, but it remains underused in part because of the expense of installing and maintaining equipment. However, experience has clearly demonstrated the gains ICT can bring, including strengthening educational benefits, improving efficiency, and enhancing innovations.

Based on this experience, ADB is working closely with regional governments to help them take full advantage.

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