46537-001: Strengthening the Education System Sector Development Program | Asian Development Bank

Kyrgyz Republic: Strengthening the Education System Sector Development Program

Sovereign (Public) Project | 46537-001 Status: Closed

The project preparatory technical assistance (PPTA) will help design the sector development program (SDP). The SDP aims to support the government's plans to improve school education quality as enunciated in the Government of the Kyrgyz Republic's Education Development Strategy for 2012-2020, and the National Strategy for Sustainable Development launched in 2013, which recognizes "the quality of education" as "one of the most reliable indicators of the future development of any nation". The SDP is reflected in the draft COBP 2014-2016 and in the draft KGZ CPS 2013-17. The SDP will also support the Kyrgyz Republic's plans to join the European Higher Education Area and steps taken to implement the Bologna 3-cycle academic process, curriculum development for a Master degree program in pedagogy and supporting reforms in the quality assurance system.

Project Details

Project Officer
Asanova, Jazira Central and West Asia Department Request for information
  • Kyrgyz Republic
  • Technical Assistance
  • Education
Project Name Strengthening the Education System Sector Development Program
Project Number 46537-001
Country Kyrgyz Republic
Project Status Closed
Project Type / Modality of Assistance Technical Assistance
Source of Funding / Amount
TA 8395-KGZ: Strengthening the Education System Sector Development Program
Technical Assistance Special Fund US$ 750,000.00
Strategic Agendas Inclusive economic growth
Drivers of Change Gender Equity and Mainstreaming
Governance and capacity development
Sector / Subsector

Education / Education sector development

Gender Equity and Mainstreaming Effective gender mainstreaming

The project preparatory technical assistance (PPTA) will help design the sector development program (SDP). The SDP aims to support the government's plans to improve school education quality as enunciated in the Government of the Kyrgyz Republic's Education Development Strategy for 2012-2020, and the National Strategy for Sustainable Development launched in 2013, which recognizes "the quality of education" as "one of the most reliable indicators of the future development of any nation". The SDP is reflected in the draft COBP 2014-2016 and in the draft KGZ CPS 2013-17. The SDP will also support the Kyrgyz Republic's plans to join the European Higher Education Area and steps taken to implement the Bologna 3-cycle academic process, curriculum development for a Master degree program in pedagogy and supporting reforms in the quality assurance system.

The program component under the SDP will include: (i) creation of an independent curriculum and textbooks review mechanism in MOES by establishing a consultative council; (ii) approval of quality assurance standards and accreditation system for pedagogy programs; (iii) regulations for delivery of MA/MS program in pedagogy in universities; (iv) defining e-education standards for institutions providing distance education option to students; (v) establishing a school development fund to rehabilitate selected schools; and (vi) strengthening community participation in schools. The SDP will aim to create sustainable reforms process and accrual of long term benefits to the country.

The investment component under the SDP will aim at improving the quality of education, including support for: (i) full implementation of curricula developed under the SEP (see footnote 1); (ii) development and printing of LTMs for grades 7-9 and teacher training for the new curriculum; (iii) strengthened pre- and in-service teacher training systems; (iv) improved learning environment in selected innovative resource schools through showcasing of reforms and provision of additional infrastructure; (v) support for a Bologna process compliant quality assurance system for pedagogical programs; (vi) improved community participation in schools; and (vii) consultancy services, studies, surveys, and stakeholder consultation workshops. Textbook printing, financed by the project component will follow implementation of an effective textbook rental scheme and commitment to reprint textbooks using textbook revolving fund. In March 2013, the World Bank approved the Sector Support for Education Reform Project for Kyrgyz Republic. This $16.5 million project will primarily focus on primary and lower secondary education and support improved learning outcomes in the education sector including improved teacher training, revision of curricular, printing and provision of learning and teaching materials up to grade 6. The SDP will be developed in close coordination with the World Bank project to ensure synergies and support

Impact, Outcome, and Outputs

The impact of the SDP will be strengthened and coherently functioning school education system in Kyrgyz Republic. The outcome will be learning environment and key quality aspects of school education improved in Kyrgyz Republic. The four outputs are: (i) curricula and LTMs for secondary schools developed, piloted, and printed; (ii) improved access to quality teacher education and training programs; (iii) improved learning environment in innovative resource schools; and (iv) greater community involvement in school management.


A consulting firm will be hired under the PPTA to design the SDP using Quality and Cost-Based Selection with 80/20 quality to cost ratio. Consultants will be engaged in accordance with ADB's Guidelines on the Use of Consultants (2010, as amended from time to time). The firm's activities, outputs, deliverables, and terms of reference are given below:

Major Outputs and Activities

The TA consulting firm will prepare the following outputs: (i) an inception report outlining the overall implementation plan at end of the first month of consultant mobilization, with a detailed proposed methodology for assisting in preparing the design of the two components of the SDP, financial and economic analyses, a social and poverty survey and data collection requirements and schedule; (ii) an midterm report with a detailed assessment of the SDP components at the interim stage along with key policy reforms and specific project-related issues within the fourth month of consultant mobilization; the midterm report will include SDP due diligence reports, draft gender action plan (GAP), draft social action plan, draft procurement plan and capacity assessment, and draft financial management assessment; (iii) a draft final report with a detailed assessment of the technical, financial, economic, environmental, social, and institutional aspects within the fifth month of consultant mobilization; and (v) a final report within the sixth month of consultant mobilization. The reports will be provided in both English and Kyrgyz/Russian. The TA consulting firm will hold extensive consultations to discuss the SDP design, performance, monitoring and evaluation system, ADB's safeguards policy, and disbursement and procurement policies and guidelines. Detailed outputs of the TA consulting firm will include:

(i) Sector and subsector analysis and technical review. The consultants will conduct a comprehensive review of the education sector in Kyrgyz Republic using primary and secondary sources. To help finalize the SDP design elements, a technical review will examine the technical design of all components to make sure they are technically sound, meet all relevant technical standards and safeguard requirements, and are suitable for ADB financing support. Based on the review, the consultants will recommend improvements to the technical design of each SDP component based on best national or international good practices. The review will focus on:

-School Curriculum and Textbook Development Plan.

-In- and pre-service teacher training assessment report.

-Proposed policy reforms and legislation.

-Teacher training accreditation system development plan.

-MS program in pedagogy

-Selection methodology of innovative schools.

-Improved community participation in schools.

-Monitoring and Evaluation System.

(ii) Design and monitoring framework (DMF). The consultants will discuss and reach preliminary agreement with the SDP executing and implementing agencies on (a) project impact, outcome, outputs, components, indicators, data sources and activities; (b) preliminary project costs, implementation activities, and timeframes; and (c) problem-tree and objective-tree analyses, and DMF for the SDP as a whole.

(iii) Project administration manual (PAM). The consultants will prepare the draft PAM as per ADB template

(iv) Financial and economic analysis. The consultants will undertake financial and economic analysis of the SDP.

(v) Poverty, social and gender assessments. The consultants will engage with all relevant stakeholders and conduct surveys (where required) for poverty, social, and gender analyses in accordance with ADB guidelines and templates.

(vi) Risk assessment and management plan. The consultants will work with stakeholders to identify potential project-related risks and prepare draft governance, procurement and corruption risk assessment and develop a risk mitigation plan.

(vii) Institutional reviews. Review institutional arrangements proposed for SDP implementation (e.g. a financial management assessment and a procurement assessment of the EA and IA and the project implementation unit) to assess implementation capacity and make recommendations for training and other measures to strengthen it as required.

Project Rationale and Linkage to Country/Regional Strategy

Students, classrooms, textbooks, learning and teaching materials, curricula, and most importantly the teachers, along with mechanisms of development and interaction between these components, together constitute the system responsible for educating the nation's children. Previous Asian Development Bank (ADB) projects, including the Second Education Project (SEP) and support from other development partners, have strengthened key components of this system in the Kyrgyz Republic. SEP helped develop a new education curriculum focusing on improvement of teaching methodologies and learning assessment, and supported learning and development and printing of learning and teaching materials (LTM) for grade 1. Low fiscal space in the budget forced the Government of the Kyrgyz Republic to reduce the pace of reform implementation. Consequently textbooks are yet to be developed and printed for grades 5-11 and teachers need to be trained to deliver the new curriculum.

Following independence in 1991, the Kyrgyz Republic has focused on improving education quality in schools. However, low teacher quality and ineffective teaching practices remain key variables that have a significant bearing on the weak learning attainment endemic in the education system. A low-quality education system, inadequately linked to the national growth plans and private sector, neither allows for an optimal realization of the socio-economic development of the country nor leads to sustainable reforms. A sector development program (SDP) is therefore proposed to tackle the problem in a holistic manner. Lessons learned from SEP implementation will benefit the SDP design which will have two parallel and interacting components - a program component to focus on policy reforms and a project component to target key interventions and investments in the education sector. By focusing on all critical elements of the school education system, along with the linkages between these elements, the proposed SDP is expected to have a significant impact on the performance of the school education system of the country.

Teachers are the fundamental building block of a country's education system and are the key to its success. Long-term, sustainable reform of school education will only occur when the curricula for in- and pre-service teacher training incorporate new teaching methodologies and learning assessment systems. This requires the relevant university and teacher training institute (TTI) faculty to be abreast of the latest research and developments in pedagogy applicable to the Kyrgyz context. Teacher trainers also must have the qualifications and training to conduct the requisite programs. There is an acute shortage of active, qualified teachers in the Kyrgyz Republic. In 2011-2012 school year the teacher deficit was 4%, while 1,264 out of the country's 2,204 schools experienced teacher shortages. This occurs especially in science where the lack of sufficient laboratories, teaching aids, and materials is compounded by the absence of appropriately qualified teachers. The move towards introduction of integrated science subjects in secondary grades will help improve the situation to some degree, but there is an urgent need for qualified science teachers. Technology-assisted e-education modules can provide a high quality distance education option to aspiring teachers and, together with existing programs, present a viable option to improve access to high quality in- and pre-service teacher education and training programs.

The low preparatory level of secondary school students is real and pervasive across the country and leads to dropouts of many new entrants to universities. Those that enter the workplace fare no better and face high levels of unemployment. Kyrgyz students ranked last in math, science, and reading among nations that participated in the 2006 and 2009 rounds of the Program for International Student Assessment. This phenomenon is reported to be getting worse each year across the higher education system. There is also significant disparity in test scores between students living in cities and those who reside outside the main urban areas. Lack of access to requisite quality human resources can significantly impact development achievements and growth in the country.

The quality of higher education and its relevance to the economy are currently of greatest concern to the Government of the Kyrgyz Republic. The enrollment distribution by discipline in higher education does not support the government's aspirations to prioritize development of mining, construction, telecommunications, agriculture and processing, information and communication technology, focusing on innovation and entrepreneurship. The majority (77%) of students are enrolled in humanities and social sciences, with only 23% pursuing technical options. To provide support to and increase the number of students pursuing technical streams requires the availability of modern curricula at the upper secondary level.

Project Outcome
Description of Outcome
Progress Toward Outcome
Implementation Progress
Description of Project Outputs
Status of Implementation Progress (Outputs, Activities, and Issues)
Geographical Location Nation-wide
Summary of Environmental and Social Aspects
Environmental Aspects
Involuntary Resettlement
Indigenous Peoples
Stakeholder Communication, Participation, and Consultation
During Project Design Extensive stakeholder consultations were carried out during PPTA design.
During Project Implementation

Project design will be assisted by extensive consultations with all relevant stakeholders.

Update as of 27 March 2015:

The TA was physically completed on 28 February 2015. The contract of a national social sector consultant was completed. The final payments are being processed and financial closure is expected by 30 April 2015.

Business Opportunities
Consulting Services

Update as of 25 September 2014:

One international consulting firm, 4 international individual consultants and one national indiviidual consultant have been recruited under the TA. Out of 5 individual contracts, 3 have been completed and closed financially. The international consulting firm and one international individual consulting contracts are expected to be completed by end of September. The national consultant commenced work on 22 September and expected to be completed on 28 November 2014, the TA completion date.

Responsible ADB Officer Asanova, Jazira
Responsible ADB Department Central and West Asia Department
Responsible ADB Division Public Management, Financial Sector and Trade Division, CWRD
Executing Agencies
Ministry of Education and Science
G.K Kudaiberdieva, Minister
257 Tynystanov str., 720040, Bishkek, Kyrgyz Republic
Ministry of Finance
Mr. Mirlan Baigonchokov, Deputy Minister, Ministry of Finance
[email protected]
Public Debt Department Room 500 58 Erkindik Boulevard Bishkek 720040, Kyrgzy Republic
Concept Clearance -
Fact Finding -
Approval 01 Jul 2013
Last Review Mission -
Last PDS Update 27 Mar 2015

TA 8395-KGZ

Approval Signing Date Effectivity Date Closing
Original Revised Actual
01 Jul 2013 29 Jul 2013 29 Jul 2013 31 Mar 2014 27 Feb 2015 -
Financing Plan/TA Utilization Cumulative Disbursements
ADB Cofinancing Counterpart Total Date Amount
Gov Beneficiaries Project Sponsor Others
750,000.00 0.00 25,000.00 0.00 0.00 0.00 775,000.00 01 Jul 2013 658,701.37

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Related Publications

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