|Project Name||Basic Education for Children with Special Needs (formerly Improving Access and Quality of Basic Education to Disadvantaged Children)|
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change|
|Sector / Subsector||
Education - Pre-primary and primary
|Gender Equity and Mainstreaming||No gender elements|
|Description||The JFPR project will: (i) improve the learning performance, social confidence, and social integration of children with special needs in selected pilot schools via inclusive and integrated approaches, (ii) develop teacher training modules and learning materials for children with special needs and to use these for pilot schools that can be replicated throughout the special education sector, and (iii) demonstrate via the pilot shcools the benefits of inclusive and/or integrated education approaches for children with special needs in basic schools and to develop proactive strategies that will lead directly to the effective inclusion and integration of children with special needs in mainstream basic schools.|
|Project Rationale and Linkage to Country/Regional Strategy|
|Impact||To promote inclusive development with a focus on education|
|Description of Outcome||
(i) To improve the learning performance, social confidence, and social integration of children with special needs in selected pilot schools via inclusive and integrated approcaches.
(ii) 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 the special education subsector.
(iii) To demonstrate via the pilot schools the benefits of inclusive and/or integrated educational approaches for children with special needs in basic schools and develop proactive strategies that will lead directly to the effective inclusion and integration of children with special needs in mainstream basic schools.
|Progress Toward Outcome||(i) Research and survey results demonstrated that significant improvement in learning, social confidence and social integration of children with special needs with ordinary children were achieved; (ii) Training modules for teachers on new methodologies of SNE, learning materials for children with special needs were developed by international consultants together with local NGOs and were used in teacher training courses and learning process. Taking into account the recommendations of the Ministry of Public Education, teacher training modules and learning materials were further improved for use in both boarding and basic education schools; (iii) The Project provided a good opportunity for children with special needs of boarding schools to participate in the learning program in basic education schools. Parents of both SNE and ordinary children as well as teachers worked closely towards creating optimal conditions for children with special needs. These efforts resulted in high level of commitments by parents of children with special needs (81%) and teachers in basic education schools (70%) and they supported the idea of creating more inclusive learning environment for children with special needs in mainstream basic education schools. The Government recognizes the need to create an all-inclusive SNE school system with the aim of integrating all SNE children, where medically and physically feasible, into basic education school system. Based on the project achievements, the Ministry of Public Education will develop strategy for development of inclusive education in basic education schools.|
|Description of Project Outputs||
Minor School Rehabilitation and Provision of Basic Equipment
Teacher Training and Materials Development
Management, Monitoring and Evaluation, Impact Assessment, and
|Status of Implementation Progress (Outputs, Activities, and Issues)||Various seminars and discussions held amongst parents of children with special needs as well as children of basic schools, teachers of boarding and basis education schools resulted in overall understanding of the project objectives and particularly inclusive education.Minor school rehabilitation works were carried out in all 18 project sites in order to facilitate the needs of disabled children. Moreover, all project schools were provided with basic school furniture, learning instruments for different subjects, hearing devices for children with hearing disabilities. International consultants together with NGOs developed teacher training modules and learning materials with new methodologies on inclusive education. The Project was managed by the Grant Implementation Unit staff comprising of grant manager, procurement, construction, accounting consultants. For the purposes of achieving project objectives, monitoring and evaluation, impact assessment and publicity, the Project hired 3 local NGOs.|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
Consultants will be recruited in accordance with ADB's Guidelines on the Use of Consultants and other arrangements for the engagement of domestic consultants acceptable to ADB.
Consulting services are required in the following areas:
(i) Social preparation and school rehabilitation (4 pm domestic - community development specialist and 2 pm domestic engineer)
(ii) Curriculum development and teacher training (1.5 pm international - education specialist on materials development, methodologies, and strategies for integrated and/or inclusive approaches to SNE; 1.5 pm - education specialist on training, methodologies, and strategies for integrated and/or inclusive approaches to SNE)
(iii) Monitoring and Evaluation (3 pm domestic - monitoring and evaluation specialist; 2 pm NGO or firm - external monitoring and impact evaluation specialist; 1 pm domestic - auditor; and 3 pm international - team leader/institutional policy development specialist)
(iv) Capacity Building and Public Awareness at the Local Level (12 pm domestic - capacity building and public awareness specialist)
(v) Project Implementation Unit (36 pm domestic -project director; 30 om domestic - GIU financial specialist; and 18 pm domestic - school rehabilitation engineer)
|Procurement||To be determined.|
|Responsible ADB Officer||Talipova, Nargiza Parkhatovna|
|Responsible ADB Department||Central and West Asia Department|
|Responsible ADB Division||Uzbekistan Resident Mission|
Ministry of Public Education
Mr. Rustam Ahliddinov
5, Mustakillik Maydoni, Tashkent, 100078, Uzbekistan
|Concept Clearance||10 Aug 2005|
|Fact Finding||13 Aug 2005 to 20 Aug 2005|
|Approval||17 Mar 2006|
|Last Review Mission||-|
|PDS Creation Date||12 Sep 2008|
|Last PDS Update||20 May 2011|
|Approval||Signing Date||Effectivity Date||Closing|
|17 Mar 2006||26 May 2006||26 May 2006||31 Mar 2009||-||25 Apr 2011|
|Financing Plan||Grant Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||1.72||Cumulative Contract Awards|
|ADB||0.00||17 Mar 2006||0.00||0.96||64%|
|Cofinancing||1.50||17 Mar 2006||0.00||0.96||64%|
Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
The Public Communications Policy (PCP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
The Accountability Mechanism provides a forum where people adversely affected by ADB-assisted projects can voice and seek solutions to their problems and report alleged noncompliance of ADB's operational policies and procedures.
In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.
Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
None currently available.
Evaluation Documents See also: Independent Evaluation
None currently available.
None currently available.
The Public Communications Policy (PCP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.