Kyrgyz Republic: School Education Reform Sector Development Program
The Ministry of Education and Science (MOES) is preparing the country's Education Development Strategy for the next reform phase, for years 2021-2030. The MOES acknowledges further efforts and a more holistic development approach is needed to achieve a sustainable and resilient school education system that is necessary to accelerate the impact on students' learning outcomes. Going forward with the next reform phase, the Government acknowledges the importance of further development of sector policies together with intensified investments on the ground to help modernize education delivery, content, and physical environment in schools and teacher training institutions. In addition to improving students' learning outcomes and cognitive skills, the MOES will increasingly prioritize efforts to improve students' soft skills, the ability to innovate and adapt to a changing world.
Corbin, Kevin G.
Central and West Asia Department
Request for information
|Project Name||School Education Reform Sector Development Program|
|Country / Economy||Kyrgyz Republic
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
|Sector / Subsector||
Education / Education sector development - Secondary
|Gender Equity and Mainstreaming||Effective gender mainstreaming|
|Description||The Ministry of Education and Science (MOES) is preparing the country's Education Development Strategy for the next reform phase, for years 2021-2030. The MOES acknowledges further efforts and a more holistic development approach is needed to achieve a sustainable and resilient school education system that is necessary to accelerate the impact on students' learning outcomes. Going forward with the next reform phase, the Government acknowledges the importance of further development of sector policies together with intensified investments on the ground to help modernize education delivery, content, and physical environment in schools and teacher training institutions. In addition to improving students' learning outcomes and cognitive skills, the MOES will increasingly prioritize efforts to improve students' soft skills, the ability to innovate and adapt to a changing world.|
|Project Rationale and Linkage to Country/Regional Strategy||Building on the good reform progress set in motion in recent years in the sector it will be important to continue supporting the MOES to help ensure the reform will be successfully and sustainably expanded and deepened in various key areas - such as development of teacher education, school curriculum, education materials and e-resources, financial efficiency, school leadership, and school-community relationships. Concurrently, it also will be important to strengthen the developmental interlinkages between these areas and between education grade levels. 4. While the program will support policy development and investment activities with the above scope it also will have a specific focus on helping to modernize teaching of school subjects related to science, technology, engineering and mathematics (STEM). In the past the Kyrgyz Republic was ranked in international tests last in math and science results among nations Many educational institutions find it difficult to find enough teacher candidates in the STEM fields. In the academic year 2015/2016, 16% of pedagogical graduates graduated in STEM fields, in the academic year 2016/2017, the respective percentage was 20%. Many of these graduates seek employment in professions other than teaching, which continues to create a vacuum of in the STEM teaching force with consequences not only for secondary education but also for higher education given secondary education graduates do not have sufficient foundation and knowledge to continue studies in STEM fields in universities. This vacuum in key area of human capital development has far reaching consequences for the country's development. Therefore, the education Development Strategy which MOES is finalizing for 2021-2030 foresees the need to enhance teaching and learning in these relates areas and through the design of standards for various natural sciences subjects. The envisaged ADB financed program will support this process and help MOES to pursue sustainability though adopting an approach that goes beyond the design of standards only.|
|Impact||Education system focused on (i) raising a harmoniously developed personality, (ii) full realization of genuine talents, and (iii) formation of practical skills and competencies adaptable to a changing world|
|Outcome||Learning outcomes of public school students improved|
|Outputs||Quality and relevance of curriculum improved|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
|Responsible ADB Officer||Corbin, Kevin G.|
|Responsible ADB Department||Central and West Asia Department|
|Responsible ADB Division||CWSS|
Ministry of Education and Science
257 Tynystanov str., 720040, Bishkek, Kyrgyz Republic
|Concept Clearance||11 Nov 2019|
|Fact Finding||18 Apr 2022 to 29 Apr 2022|
|MRM||29 Jun 2022|
|Last Review Mission||-|
|Last PDS Update||12 Nov 2019|
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 Access to Information Policy (AIP) 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.
|Title||Document Type||Document Date|
|School Education Reform Sector Development Program: Initial Poverty and Social Analysis||Initial Poverty and Social Analysis||Nov 2019|
|School Education Reform Sector Development Program: Concept Paper||Concept Papers||Nov 2019|
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 Access to Information Policy (AIP) 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.
No tenders for this project were found.
No contracts awarded for this project were found
None currently available.