Completion Report

Project Number: 39304 Grant Number: 0020-KGZ June 2013

Kyrgyz Republic: Second Education Project

CURRENCY EQUIVALENTS

Currency Unit – som (Som)

At Appraisal At Project Completion 27 September 2005 30 June 2012 Som1.00 = $0.0244 $0.0212 $1.00 = Som40.95 Som47.17

ABBREVIATIONS

ADB – Asian Development Bank CPIU – central project implementation unit EDS – Education Development Strategy ESDP – Education Sector Development Program ICT – information and communication technology KAE – Kyrgyz Academy of Education LTM – learning and teaching material MOES – Ministry of Education and Science NCF – national curriculum framework NPSC – national project steering council NTTI – national teacher training institute REP – Rural Education Project of the World Bank RPIU – regional project implementation unit RTIS – rural teacher incentive scheme SY – school year TA – technical assistance TRS – textbook rental scheme TTI – teacher training institute

NOTES

In this report, "$" refers to US dollars.

Vice-President X. Zhao, Operations 1 Director General K. Gerhaeusser, Central and West Asia Department (CWRD) Country Director R. Hiraoka, Kyrgyz Resident Mission, CWRD Sector Director B. Wilkinson, Public Management, Financial Sector and Trade Division, CWRD

Team leader M. Razaev, Project Officer, CWRD Team members J. Colasito, Operations Assistant, CWRD A. Imanova, Associate Project Analyst, CWRD G. Tentieva, Senior Economics Officer, CWRD

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.

CONTENTS Page BASIC DATA i I. PROJECT DESCRIPTION 1 II. EVALUATION OF DESIGN AND IMPLEMENTATION 1 A. Relevance of Design and Formulation 1 B. Project Outputs 2 C. Project Costs 7 D. Disbursements 8 E. Project Schedule 8 F. Implementation Arrangements 9 G. Conditions And Covenants 9 H. Consultant Recruitment and Procurement 9 I. Performance Of Consultants, Contractors, and Suppliers 10 J. Performance of the Borrower and the Executing Agency 10 K. Performance of the Asian Development Bank 11 III. EVALUATION OF PERFORMANCE 11 A. Relevance 11 B. Effectiveness in Achieving Outcome 12 C. Efficiency In Achieving Outcome and Outputs 12 D. Preliminary Assessment of Sustainability 13 E. Impact 13 IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 14 A. Overall Assessment 14 B. Lessons 14 C. Recommendations 14 APPENDIXES 1. Design and Monitoring Framework 16 2. Contribution to the ADB Results Framework 20 3. New Curriculum Introduction Plan (Tentative) 21 4. Provision of Textbooks 22 5. Number of Teachers Trained 23 6. Provision of Equipment to Schools and Teacher Trainining Institutes 24 7. Rural Teacher Incentive Scheme 25 8. Supported Schools and Work Completed 26 9. Comparison of Appraisal and Actual Project Cost 33 10. Annual Grant Disbursements 34 11. Activities under the Second Project Extension (1 January–30 June 2012) 35 12. Status of Compliance with Grant Covenants 37 13. Summary of Changes 45

BASIC DATA

A. Grant Identification

1. Country Kyrgyz Republic 2. Grant Number 0020-KGZ 3. Project Title Second Education Project 4. Recipient Kyrgyz Republic 5. Executing Agency Ministry of Education and Science 6. Amount of Grant $15,500,000 7. Project Completion Report Number PCR: KGZ 1394

B. Grant Data

1. Appraisal – Date Started 16 May 2005 – Date Completed 27 May 2005

2. Grant Negotiations – Date Started 19 September 2005 – Date Completed 21 September 2005

3. Date of Board Approval 27 October 2005

4. Date of Grant Agreement 5 November 2005

5. Date of Grant Effectiveness – In Grant Agreement 3 February 2006 – Actual 6 April 2006 – Number of Extensions 2

6. Closing Date – In Grant Agreement 30 June 2011 – Actual 30 June 2012 (Financial closure on 14 September 2012) – Number of Extensions 2

7. Disbursements a. Dates Initial Disbursement Final Disbursement Time Interval

7 July 2006 14 September 2012 74 months

Effective Date Original Closing Date Time Interval

6 April 2006 30 June 2011 63 months

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b. Amount ($ ) Last Net Category or Original Revised Amount Amount Amount Undisbursed Subloan Allocation Allocation Canceleda Available Disbursed Balance 1. Civil Works 6,300,000 6,770,000 6,287 6,763,713 6,763,713 0 2. Equipment and 2,695,000 2,295,000 146 2,294,854 2,294,854 0 Vehicles Equipment 2,620,000 2,220,000 146 2,219,854 2,219,854 0 Vehicles 75,000 75,000 0 75,000 75,000 0 3. Learning Materials (production of textbooks, teacher 1,299,000 2,640,360 1,265,364 1,374,996 1,374,996 0 guides, and training materials 4. Staff Development 434,000 447,140 19,904 427,236 427,236 0 External 380,000 393,140 12 393,128 393,128 0 In-country 54,000 54,000 19,892 34,108 34,108 0 5. Consulting 2,117,000 2,617,000 1,377 2,615,623 2,615,623 0 Services 6. Research Studies 75,000 500 291 209 209 0 7. Special Programs 527,000 540,000 60,556 479,444 479,444 0 (RTIS) 8. Incremental 210,000 190,000 13,609 176,391 176,391 0 Recurrent Cost Central and regional project 134,000 190,000 13,609 176,391 176,391 0 implementation unit staff Administrative support and 76,000 0 0 0 0 0 operation Unallocated 1,843,000 0 0 0 0 0 Total 15,500,000 15,500,000 1,367,534 14,132,466 14,132,466 0 RTIS = rural teacher incentive scheme. a Amount at grant closing: 14 September 2012

8. Local Costs (Financed) - Amount ($ million) 9.513 - Percent of Local Cost 72.95 - Percent of Total Cost 53.87

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C. Project Data

1. Project Cost ($ million)

Cost Appraisal Estimate Actual Foreign Exchange Cost 4.78 4.62 Local Currency Cost 17.07 13.04 Total 21.85 17.66

2. Financing Plan ($ million)

Cost Appraisal Estimate Actual Implementation Costs Recipient Financed 6.35 3.53 ADB Financed 15.50 14.13 Other External Financing 0.00 0.00 Total 21.85 17.66 IDC Costs Borrower Financed 0.00 0.00 ADB Financed 0.00 0.00 Other External Financing 0.00 0.00 Total 0.00 0.00 ADB = Asian Development Bank, IDC = interest during construction.

3. Cost Breakdown by Project Component ($ ‘000) Component Appraisal Estimate Actual A. Base Cost 1. Modernizing the Curriculum and Learning 3,671 3,808 Assessment 2. Strengthening the Teaching Profession 1,548 1,614 3. Improving Participation and Quality in Rural 9,738 8,706 Schools 4. Project Management 1,458 1,170 5. Taxes and Duties 2,610 2,362 Subtotal (A) 19,025 17,660 B. Contingencies 1. Physical Contingency 951 0 2. Price Contingency 1,876 0 Subtotal (B) 2,829 0 Total 21,853 17,660

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4. Project Schedule Item Appraisal Estimate Actual Date of Contract with Consultants Q1 2006 Q2 2006 Civil Works Contract Date of Award Q2 2007 Q2 2007 Completion of Work Q4 2009 Q3 2010 Equipment and Supplies First Procurement Q2 2006 Q3 2006 Last Procurement Q2 2010 Q3 2011 Completion of Equipment Installation Q3 2010 Q1 2012 Q = quarter, Q1 = first quarter.

5. Project Performance Report Ratingsa Ratings

Development Implementation Implementation Period Objectives Progress From 27 October 2005 to 30 May 2007 Successful Successful From 31 May 2007 to 30 December 2010 Successful Highly successful

From 1 January 2011 to 30 September 2012 On track a The new ADB-wide performance rating system was introduced in 2011.

D. Data on Asian Development Bank Missions

No. of No. of Person- Specialization Name of Mission Date Persons Days of Members Fact Finding 4–22 Oct 2004 2 22 a, b Appraisal 14–25 Mar 2005a 3 33 a, c, d, e Pre-Appraisal 16–27 May 2005 3 33 a, c, d, e Inception 19–29 Jun 2006 3 30 a, e, f Review 16–27 Apr, 4–15 Jun 2007 2 40 e, g Review 4–30 Apr 2008 2 35 e, g Midterm Review 10 Nov–20 Dec 2008 3 52 e, h, i Review 20 Jun–15 Jul 2009 2 36 e, g Review 16–25 Dec 2009 2 16 e, g Review 19 Jul–4 Aug 2010 3 36 e, g, j Review 15–30 Dec 2010, 17 Jan 2011 2 26 g, j Review 8–22 Jun and 7 Jul 2011 3 32 g, j, k Project Completion Review 9–31 Dec 2011 3 40 e, g, h, j Supplementary PCR 27–6 Jul, 18 Jul 2012 2 18 e, j, l PCR = project completion review a Mission had to be suspended due to political unrest in the country. a = project specialist; b = director, East and Central Asia Social Sector Division; c = counsel; d = technical assistance consultant; e = project implementation officer; f = project analyst; g = assistant project analyst; h = staff consultant (education sector specialist); i = senior administrative and finance assistant; j = senior economics officer; k = country director; l = associate project analyst

I. PROJECT DESCRIPTION

1. In October 2005, the Asian Development Bank (ADB) approved a $15.5 million grant for the Second Education Project. 1 The project was to create a general education system responsive to the needs of a modern market-oriented economy and focused on poorer areas. The project outcomes were (i) increased enrolment in primary and general secondary education in poorer areas, and (ii) improved student performance. To achieve these objectives, the project sought to (i) modernize curricula and learning assessments, (ii) strengthen teachers, and (iii) improve participation and quality in rural schools.

2. Basic education in the Kyrgyz Republic deteriorated substantially after independence. Considerable investment was required to improve quality, access, and participation and to meet the Millennium Development Goals for education. 2 Key constraints in the education system were (i) outdated curricula, learning and teaching materials (LTMs), and learning assessment methods; (ii) weak incentives and inadequate supply of new teachers, and insufficient in-service training for teachers; and (iii) poor student access to and participation in rural schools. By promoting reforms in teaching methodologies, learning assessment, and textbook development, the project continued and expanded the achievements of the Education Sector Development Program (ESDP).3 The project’s design and monitoring framework is in Appendix 1.

II. EVALUATION OF DESIGN AND IMPLEMENTATION

A. Relevance of Design and Formulation

3. The project design was relevant at appraisal and remained relevant upon completion. It was fully consistent with the policies and strategies of the Kyrgyz Government and ADB. The National Poverty Reduction Strategy, 2003–2005 prioritized participation and access to education. 4 The National Action Plan on Education for All aimed at universal enrollment in primary and secondary education by improving learning environments, curricula, textbooks, and learning assessment. 5 The project was consistent with ADB’s Policy on Education,6 country partnership strategy, 2004–2006, 7 and ADB’s earlier interventions (footnotes 1, 3). At completion, the project was consistent with the government’s aims to improve basic education and educational quality outlined in the Midterm Development Program, 2012–2014 and the country’s Education Development Strategy, 2012–2020.8 It also supported ADB’s Education by 2020 sector operations plan focusing on the improvement of teacher training, curricula, and education service delivery;9 and contributed to the ADB Results Framework (Appendix 2).10

1 ADB. 2005. Report and Recommendation of the President to the Board of Directors: Proposed Asian Development Fund Grant to the Kyrgyz Republic for the Second Education Project. Manila. 2 In 2006, the Kyrgyz Republic participated in the Program for International Student Assessment of the Organisation for Economic Co-operation and Development for 15-year-old students; it ranked last among the participating countries: 80%–85% of the country’s 15-year-old students did not possess even basic knowledge and skills in reading, mathematics, and science. 3 ADB. 1997. Report and Recommendation of the President to the Board of Directors: Proposed Loan and Technical Assistance to the Kyrgyz Republic for the Education Sector Development Program. Manila. The project addressed higher student dropout rates, budgetary constraints, lack of textbooks, and deteriorating buildings. 4 Government of the Kyrgyz Republic. 2002. National Poverty Reduction Strategy for 2003–2005. Bishkek. 5 Government of the Kyrgyz Republic. 2002. National Education for All Action Plan. Bishkek. 6 ADB. 2002. Policy on Education. Manila. 7 ADB. 2004. Country Partnership Strategy: Kyrgyz Republic, 2004–2006. Bishkek. 8 Government of the Kyrgyz Republic. 2012. Education Development Strategy for 2012–2020. Bishkek. 9 ADB. 2010. Education by 2020: A Sector Operations Plan. Manila. 10 ADB. 2006. ADB Results Framework. Manila.

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4. The project design was adequate to address the identified problems. The participatory and informed curriculum review process resulted in the development of contemporary subject curricula. The Kyrgyz Academy of Education (KAE) was involved in project design and implementation, but its conflicting interests were not properly addressed as suggested during appraisal. This affected project implementation (paras. 13, 45, and 65). Policy studies were instrumental for relevant decision making. The open bidding of the LTM development and printing attracted a large number of professionals whose competencies otherwise would not have been utilized. School rehabilitation and equipment have notably improved daily attendance rates in supported schools.

5. During the midterm review mission fielded at the end of 2008, a number of project activities were redesigned in order for the project to more effectively reach its objectives. Public awareness campaigns for the new curriculum were made more consultative to gain support from teachers and parents. The in-service teacher training for the revised curriculum was adjusted once funding for targeted training sessions was found to be insufficient. A self-learning tool was developed and implemented to replace the training sessions. The midterm review also indicated that the project was unlikely to achieve some of the outcome indicator targets, but did not revise the targets.

6. The project preparatory technical assistance (TA) 11 provided detailed analysis and recommendations for the project design. The main stakeholders were consulted, generating good understanding and support early in implementation. The TA proposed reasonable targets (i.e., producing LTMs for grade 1 only, training 12,000 teachers only), but some actual project targets were overoptimistic, thus being delivered only partially (Outputs 1, 2). The joint preparation with the World Bank’s Rural Education Project (REP)12 allowed the two projects to be complementary (the REP financed the development of textbooks for grades 2–4, while the ADB project financed the development and printing of textbooks for grade 1). However, coordination during implementation was not realized as expected.13 No other TA financing was planned under the project.

B. Project Outputs

1. Output 1: Modernized Curriculum and Learning Assessment

7. The project supported the Ministry of Education and Science (MOES) (executing agency) and KAE (responsible for developing and approving curricula and textbooks for all grades) in developing a new curriculum and modernizing the learning assessment system. Output 1 included (i) modernizing the curriculum and developing new learning materials, (ii) modernizing learning assessment, and (iii) raising public awareness of the new curriculum and learning assessment. This was the main and the most difficult project output. The project changed the content of education and introduced modern modalities in developing curricula and LTMs. It produced LTMs in the country’s four formal languages of instruction.14 Most activities under this output were completed. Due to ambitious plans and restricted resources, the implementing teams concentrated on curriculum development, postponing other targets beyond the project

11 ADB. 2003. Technical Assistance to the Kyrgyz Republic for Preparing the Education Development Project. Manila. 12 World Bank. 2004. Kyrgyz Republic, Rural Education Project. Washington, DC. 13 Different teams of authors developed the textbooks for grades 1 and 2; this could be a reason for some methodological inconsistencies between the grades. 14 The four languages are Kyrgyz, Russian, Tajik and Uzbek.

3 period. The phased introduction of the new curricula and learning assessment methods must be continued to complete the education reforms.

8. Modernizing the curriculum and developing learning materials. The project was to help develop a national curriculum framework (NCF) and curricula for all subjects and grades. It was to support the phased development of textbooks and LTMs for grades 1–4, 5–9, and 10–11, and production and supply of at least 670,000 copies of a new generation of textbooks for primary schools. Implementation was to be supported by 28 local specialists trained externally, 150 domestically trained trainers, and five policy studies to guide the process.

9. By project completion, the new subject curriculum for all grades was developed and partially (grades 1–4) approved. A package of LTMs for grade one was developed and disseminated. Twenty-four local specialists instead of the planned 28 were trained externally and led the curriculum review process. While the actual outputs delivered were significant, the appraisal schedule was overly optimistic. In 2006, MOES decided to pursue NCF development on its own, allowing the project to concentrate on developing subject curricula and learning assessment. The two processes were parallel, and several project consultants included in thematic working groups contributed to NCF development, which required more time than expected as many aspects (i.e., new competencies) were developed for the first time.

10. The project developed new subject curricula for all grades (1–11) based on the NCF’s student-centered learning principles. 15 Twenty-four selected education specialists attended a short course at Montana State University in the United States.16 They became the core group for the curriculum development process, which involved more than 650 education specialists from across the country. The project completed five education sector policy studies in 2008 to support curriculum development and decision making.17 Based on the recommendation of one of the studies, the government canceled its plan to move from 11 to 12-year school education. The government approved the new curricula for grades 1–4 on 29 May 2009, made some minor amendments on 20 July 2010,18 and launched the new curriculum for grade 1 in school year (SY) 2011/12. It plans to roll out the new curricula to all grades by SY2019/20. The curriculum introduction plan is in Appendix 3.

11. The project designed, printed, and disseminated 573,650 copies of the new grade 1 textbooks in the four official languages of instruction along with 54,160 teacher guides, 805,550 workbooks, and 7,500 music discs (comprising LTMs) to all public schools in a timely manner. The number and composition of LTM sets were slightly revised to reflect the student statistics at the time of production. While the project produced more LTM sets than required for grade 1 students, an unforeseen shift of students from Uzbek to Kyrgyz and Russian classes in the aftermath of the June 2010 ethnic conflict,19 a high internal migration rate, and the absence of

15 This was a major shift: from teacher-centered conservative methods to inclusive approaches with an emphasis on independent student learning and participatory teaching techniques. 16 Four of the planned 28 places were canceled for economic considerations. 17 The policy studies included (i) transition to a 12-year school system; (ii) status and quality of the current curriculum, learning materials, and learning assessment; (iii) increasing enrollment and attendance in poor rural and remote areas; (iv) inclusive education; and (v) privatization. 18 Following ADB recommendation to address literacy issues given the country’s poor performance in the Program for International Student Assessment (footnote 2). 19 Severe clashes between Uzbeks (ethnic minority comprising 14.3% of the population, mainly residing in the south of the country) and Kyrgyz erupted in June 2010 in Osh and Jalal-Adad cities, leading to close to 500 deaths and forcing thousands to temporarily leave their houses. The government stopped the violence within a week, yet the conflict had a major negative effect on all aspects of life in the country.

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reliable statistics resulted in shortages in some schools. MOES was not able to reallocate LTMs between different schools and raions. The LTM distribution details are in Appendix 4.

12. The new curriculum requires significantly different classroom methodologies, resulting in changed student outcomes, emphasizing independent student learning and critical thinking. The content load in primary grades and grades 5–9 is reduced. In grades 5–9, the number of subjects is to be reduced from 18 to 14. The curriculum development process was highly participatory and followed all of the standard contemporary curriculum review procedures. Education specialists, teachers, parents, publishers, and LTM authors interviewed after project completion were very supportive of the new curriculum and pointed out strengths compared with the previous curriculum. Teachers praise the quality, design, and methodology of the new LTMs. For the first time, teachers received guides for each subject and found them extremely helpful. The new workbooks have significantly reduced their preparation workload, leaving them freer to work with students on innovative and creative solutions.

13. The project was to develop the new subject curricula for grades 5–9 by December 2009 and for grades 10–11 by July 2010. Due to delays in approving the NCF,20 the 2010 political turmoil, and KAE resistance, the draft curricula for grades 5–9 and grade 10–11 were only completed by May 2012. In June 2012, after KAE’s earlier comments were addressed during an additional curriculum workshop, MOES agreed to introduce the curricula on a pilot basis. Based on the findings of the pilot, MOES will finalize the curricula before submitting it for KAE review in 2013. The government has included the approval of the new curriculum for grades 5–9 and 10– 11 in its 2012–2014 action plan for the Education Development Strategy (EDS 2020) (footnote 10). Due to the delay in curriculum approval, MOES did not manage to develop textbooks for all grades as originally planned. The project fully supported only grade 1 LTMs, while grades 2–4 textbooks were developed under the World Bank’s REP.21 The new curriculum in grade 1 was launched in SY2011/12. Due to unexpected budget sequester in 2012, the government was able to support the new curriculum LTMs for grade 2 in SY2012/13 only for 50% of the subjects. The remaining LTMs are being printed; full distribution is expected by the beginning of SY2013/14. The World Bank has conditionally committed to support the printing of the grades 3–6 textbooks under its forthcoming project in 2014. 22 Based on the development of new curricula and the agreement for gradual introduction, this target is considered to be successfully achieved during the project period. Continued vigilance by MOES will be needed to fully implement the phased introduction of the new curricula by 2020.

14. Modernizing learning assessment. The output was to strengthen the relationship between curriculum and learning assessment, and to introduce and implement a new concept of assessment. For each grade a clear policy, assessment standards, and regulations on formative and summative classroom assessment systems were to be developed. Two senior education

20 The NCF was developed directly under MOES (para. 9), and approved only in December 2009 instead of in 2007 as planned. This caused unexpected delay in the development of subject curricula. 21 In 2011, ADB agreed to use project savings equivalent to $1.4 million to cover the printing of additional new curriculum textbooks for grades 2 and 3. The contract award was made subject to the revival of the textbook rental scheme (TRS) introduced under the ESDP but abolished in 2006, after which the textbook availability fell from 80% to 41% in 2011. The project was extended twice for 6 months to provide the government the necessary time to approve revival of the TRS. Despite MOES’s efforts and teacher and parent support observed during the project completion review mission, in March 2012 the government finally decided not to approve the TRS revival. Subsequently, the two textbook printing bids for grades 2 and 3 were canceled. 22 The World Bank project will support printing of grades 3–4 textbooks and develop textbooks for grades 5–6. Yet funding for printing of grade 5–6 textbooks will be conditional on the government’s ability to adopt policies to sustain and develop a textbook revolving fund.

5 officials and 12 subject specialists were to be trained in learning assessment and were to formulate a new learning assessment system.

15. Two officials and 12 subject specialists were part of the curriculum development team trained at Montana State University. The new curricula and LTMs were supported by modern assessment methodologies. However, a certificate program in learning assessment, regulations, and standards for summative and formative assessment was not established. Two faculty members successfully completed an external master’s degree program. They were expected to establish the new learning assessment program, but their input was limited.23

16. Tentative assessment tools and plans were developed for each topic of all curricula for grades 1–11. All teacher guides contain a section describing new assessment principles with recommendations on classroom application. The structure and content of the new LTMs and student self-assessment materials have significantly changed to allow quarterly and annual assessment of student progress. Yet discussions with primary school teachers suggest that the assessment activities remain essentially quantitative rather than qualitative as a consequence of insufficient teacher training. This will need to be addressed through follow-up activities.24 This target was only partially achieved.

17. Raising public awareness of the new curriculum and learning assessment. The project design recognized that teachers and parents should be fully informed of the rationale, scope, and nature of the curriculum reform in order to ensure its widespread acceptance and effective implementation. No quantitative targets were set for this target.

18. MOES published more than 30 articles on curriculum reform in the national print and electronic media; produced and disseminated a 50-second video on the project; and distributed calendars, brochures, and banners. During the midterm review, the public awareness campaign was found to concentrate on publicity and not provide enough opportunities for consultation. Based on these findings, more consultative initiatives were introduced. More than 650 education professionals attended seminars and round tables on development and implementation of the new curriculum. Those directly involved in curriculum development and implementation were mostly supportive. However, the volume and character of activities were not sufficient to generate major support for the new curriculum among the education establishment, and to create understanding of the new curriculum among the general public and parents. Curriculum approval faced serious resistance within the education establishment; this was one of the major obstacles to its full approval by project completion. The raising of public awareness was only partly successful.

2. Output 2: Strengthened Teaching Profession

19. The output built on initial measures taken under the ESDP to support teacher development. It was to be achieved by (i) strengthening in-service teacher training and (ii) providing incentives for rural teachers. This output was only partially delivered.

20. Strengthening in-service teacher training. The project originally aimed to provide in- service teacher training to 2,000 school directors and 4,000 senior teachers on management and professional skills; and 16,000 school directors and teachers on principles of the new curriculum, new approaches to student assessment, and new learning and teaching materials.

23 Both participants took 3-year maternity leaves after completing the program, which is counted as years in service. 24 The government plans to implement uniform formative assessment standards for teachers by 2014 (EDS 2020).

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The project exceeded initial targets, but due to lack of funds the length and content of training were insufficient.

21. Within the initial budget estimates 6,008 school directors and teachers were trained for 3 days from May 2009 to June 2010. Unfortunately, the personnel selection for the training had some shortcomings: not all schools were invited and not all grade 1 teachers attended. Teachers interviewed reported that the training was useful but insufficient. In addition, funding to train the planned 16,000 people was inadequate. The in-service teacher training for 16,000 school directors and teachers required an additional $4 million, 25 whereas the total budget allocated for the in-service teacher training, including the full training for trainers, was approximately $0.8 million. During project design, project funds were allocated to finance 6% of the training cost; government counterpart funding was to finance the remaining 94%. During the midterm review, the government informed ADB that it would not be able to provide this counterpart funding. Plans for face-to-face training of 16,000 teachers on curriculum reform became impossible. MOES had to explore alternative solutions.

22. Thus, 17,539 school principals and teachers attended a 1-day training, which introduced them to the interactive self-learning modules. 26 The 40-hour computer-based training which covered the new curriculum, classroom methodologies, literacy, and numeracy, was assessed as very helpful. The problem was that not all teachers had access to computer facilities needed to undergo the training, and not all teachers had the basic information technology skills necessary to use interactive computer modules. To address this, MOES produced and disseminated 16,400 printed copies of the interactive modules for teachers which improved outreach. In April–June 2012, the government allocated Som4 million ($98,000) to provide a 3- day training session for 3,933 primary school teachers (82.4% women) on the new curriculum. Overall, the one-off in-service training for teachers and school directors was not adequate to prepare schools and teachers for the significant changes in the new curriculum. The teacher training details are in Appendix 5.

23. Six regional teacher training institutes (TTIs) and the national teacher training institute (NTTI) were supplied with furniture, computers, and language laboratory equipment as planned. Additionally, the project provided them with interactive boards (Appendix 6). The new equipment improved in-service teacher training and use of interactive and information and communication technology-based training methodologies in the classroom. However, the project did not include teacher-training modules for the new curriculum and assessment methods in regular TTI activities as was originally envisaged. In most cases, the TTIs acted as contractors delivering project-funded training in addition to their regular program, which remained unchanged. The implementation of teacher training was partly successful.

24. Providing incentives for rural teachers. The project planned to support government efforts to strengthen the teaching profession and expand the training corps, especially in rural schools, through a pilot incentive scheme. The rural teacher incentive scheme (RTIS) was designed to attract and retain teachers in rural schools. The target was to provide 300 teachers with sufficient incentives to teach in rural schools.

25. MOES selected key subject teachers for a minimum of 3 years in return for a monthly salary supplement of Som2,000 (approximately $50), which was deposited in a closed, interest-

25 This was calculated on the basis of actual costs of domestic training workshops conducted in 2006–2008. 26 The computer-based teacher self-training modules were a late addition to the second component and were inserted after the midterm review, when it was clear that the original teacher-training component could not be delivered as originally planned. CDs with modules were disseminated during the training.

7 bearing account, and paid at the end of the assignment. The program started on 1 October 2006 and by project completion involved 307 teachers: 277 completed the program and 30 withdrew. The RTIS was fully delivered, but was hindered by unstructured teacher selection, insignificant scale, absence of feedback loops, and no serious attempt to make it a sustainable intervention. In May 2011, the government increased all teacher salaries significantly and permanently abandoned the RTIS. Increasing salaries was a more effective incentive for teachers than the RTIS. Its abolishment was reasonable. The government continues to finance all its commitments made under the RTIS. Details of the program are in Appendix 7.

3. Output 3: Improved Participation and Quality in Rural Schools

26. The target was to improve participation and education quality in 90 selected rural schools by rehabilitating the buildings and providing computer and language laboratory equipment. The output was fully and satisfactorily delivered.

27. MOES selected 90 rural schools for comprehensive rehabilitation in close consultation with oblast and raion departments of education and other stakeholders. The selection of schools was well targeted, based on selection criteria provided in the project document.27 In all the schools visited, the rehabilitation works turned physically dysfunctional schools into supportive learning environments. All 90 schools were provided with computer and language laboratories. The provision of a 3-year warranty with at least twice a year maintenance visits and 72-hour response time was critical in keeping all computers in visited schools operating and in regular use by project completion (para. 51).

28. Following the government’s request, the project rehabilitated one additional school in Jalal-Abad which was damaged during the June 2010 ethnic conflict. In total, 91 schools were rehabilitated. The 2008–2009 economic crisis and the 2010 political and ethnic conflicts led to budget constraints which prevented the government from funding new furniture for $0.88 million for the rehabilitated schools, as was initially agreed. The school rehabilitation has been completed on schedule, and provided the selected rural schools with substantial rehabilitation. The list of supported schools is provided in Appendix 8.

C. Project Costs

29. At appraisal, the project costs were estimated at $21.853 million equivalent to be financed by (i) an ADB grant of $15.500 million from the Asian Development Fund, and (ii) $6.354 million from the Government of the Kyrgyz Republic. Some minor reallocations were made between project categories to address emerging requirements. Ultimately, the project was implemented within the estimated costs, utilizing about $17.660 million or 81% of the appraisal estimates. ADB’s actual expenditures amounted to $14.132 million or 91% of the appraised amount. The government’s actual expenditures amounted to $3.528 million or 56%. The government was not able to provide counterpart financing for school furniture as was initially agreed. The final project costs and financing plan are in Appendix 9.

30. Actual expenditure under the consulting services category was $2.616 million, compared with $2.117 million estimated at appraisal. For civil works, the actual cost was $6.764 million, compared with $6.300 million calculated at appraisal. The reasons for reallocating the grant

27 The selection criteria included (i) the school is located in a poor rural area; (ii) the school’s foundation, walls, and load-bearing structures are sound and can feasibly be rehabilitated; (iii) school staff and community members are committed to improving the school; and (iv) oblast and raion administrations commit to budgeting for incremental operation and maintenance costs during the project and following completion of rehabilitation.

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proceeds include (i) the country’s high inflation rate coupled with depreciation of the som against the dollar; (ii) at appraisal, consultants’ out-of-pocket expenses, per diem, and travel and other costs were not included in the budget estimates; and (iii) the project produced unplanned interactive self-training CDs and printed training modules on the new curriculum for teachers. No cost overruns occurred in terms of total project costs.

D. Disbursements

31. At completion, grant disbursements under the project amounted to $14.132 million. The majority of ADB disbursements were made for civil works of $6.764 million, consulting services of $2.616 million, computers and laboratory equipment of $2.220 million, and textbooks and learning materials of $1.375 million. Certain delays in disbursements occurred due to failures by bidding companies to meet qualification and technical specification requirements, which led to rebidding in some cases and subsequent delays. For textbook procurement, some lots had no bidders (para. 39); and for computer equipment procurement for 34 schools, first two rounds of bidders failed to meet the technical proposal requirements. The political instability in 2010 resulted in actual disbursements being only 45% of the projected amount. The yearly disbursements are in Appendix 10. No projections for the entire project implementation period were provided at the time of grant approval.

32. ADB provided the project with an advance of $0.5 million in July 2006 to defray various small expenditures due to the large volume of small payments to domestic contractors for civil works. In June 2007 ADB agreed to increase the imprest account ceiling to $1.5 million. The imprest account was managed well in accordance with the project needs, and the average turnover ratio of the imprest account from 2008 to 2010 was about 1.94, just below the ADB targeted ratio of 2.0. In 2011, MOES started to submit applications for liquidation of advances and all advances to the imprest account were fully liquidated in July 2012. Statement of expenditure used for payments up to $50,000 was implemented with adequate supporting documents.

E. Project Schedule

33. Until 2010 the project implementation timetable specified in the report and recommendation of the President (footnote 1) was on schedule except for some minor start-up delays, which were quickly overcome. Some delays during implementation were associated mainly with factors out of the project’s control; the central project implementation unit (CPIU) effectively handled problems in a timely manner. The delay in approving the NCF caused delays in output 1 implementation as the new subject curricula was to be based on the new NCF. The 2010 political turmoil and resignations of some CPIU key staff led to delayed bidding and contracting of grade 1 textbooks and LTMs, and to delayed procurement of computer and language laboratory equipment. Based on a revised action plan prepared in December 2010, the Russian and Kyrgyz textbooks were delivered in August 2011, and the Uzbek and Tajik textbooks were delivered in October and November 2011. The procurement and delivery of computer and language laboratory equipment to 34 schools was completed from November 2011 to February 2012. The project was extended twice for 6 months (from 30 June to 31 December 2011, and from 1 January to 30 June 2012) to complete some outstanding activities (Appendix 11).

9

F. Implementation Arrangements

34. The project followed the implementation arrangements envisaged at appraisal without major modifications. MOES was the executing agency, and a national project steering council (NPSC) was established, chaired by the vice prime minister responsible for social affairs, to provide strategic guidance on project implementation. The MOES deputy minister was appointed project director to coordinate overall implementation of project activities. A central project implementation unit (CPIU) headed by a project manager and staffed with domestic consultants was established to coordinate day-to-day project activities. Two regional project implementation units (RPIUs) headed by regional project coordinators assisted by domestic consultants, were responsible for project activities in the regions. The RPIUs provided support to the CPIU in raions and communities. The implementation arrangements were adequate and the project was generally implemented as planned. The NPSC failed to meet on a quarterly basis, partially because of circumstances (i.e., frequent changes in the government, political and ethnic conflicts of 2010), and because quarterly meetings were not required.

35. The project and the World Bank’s REP were prepared in close consultation and were complementary. MOES, as the executing agency for both projects, was to ensure close cooperation on policy issues as well as project implementation. The two project implementation units were located in the same building in MOES. Initially, the scope for closer integration and possible merger of implementation units was to be reviewed within 1 year of project implementation, but this did not materialize. The frequent change of MOES deputy ministers and key CPIU staff prevented efforts to integrate.

G. Conditions and Covenants

36. Of the 31 grant covenants, 2 were not complied with and 2 were only partially complied with. The TRS was abolished in 2006 and was not revived until the project completion, despite MOES’s continuing efforts. The NPSC did not meet on a quarterly basis; it met only once when it was established in October 2008. Coordination between the ADB and World Bank projects only partially materialized through bilateral meetings of the two project teams and through the MOES deputy minister, who was the national director for both projects. The review of the scope of closer integration between both projects within 1 year after project effectiveness did not occur. The approval of the new curriculum for primary and secondary education was partially coordinated during project implementation. The curricula for grades 1–4 were approved in 2009.

37. MOES submitted its progress reports and audited financial statements to ADB in a timely manner. Financial statements were audited in accordance with international auditing standards, and the external auditor Marka Audit Bishkek expressed an unqualified opinion on the audited statements for each year. No grant covenants were modified, suspended, or waived during project implementation. The factors that lead to partial compliance or noncompliance with some covenants were realized mostly after the midterm review. The status of compliance with major grant covenants is shown in Appendix 12.

H. Consultant Recruitment and Procurement

38. The project encountered no major problems in consultant recruitment and procurement of civil works. The procurement of civil works and goods was done in accordance with the ADB Procurement Guidelines. The project used national competitive bidding for the procurement of civil works, and international competitive bidding for the procurement of computer and language laboratory equipment and textbooks. Some minor changes in consultant recruitment and

10

procurement methods helped to address initial start-up delays within the first year. The consultants were recruited and contracted in accordance with the ADB's Guidelines on the Use of Consultants using quality- and cost-based selection. Only the international firm to develop the interactive teacher training modules (para. 22) was recruited based on fixed budget selection due to the small contract amount and precise terms of reference. Appendix 13 provides a summary of changes.

39. The project encountered some difficulties with developing and printing LTMs in Uzbek and Tajik languages. Due to absence of firms able to develop the textbooks in both languages, MOES divided the package into two and rebidded. As the estimated budgets were reduced, the procurement method was changed to shopping. A delay in the procurement of computer and language laboratory equipment was due to no response, but MOES revised some of the evaluation criteria and finally concluded all the contracts. The last contract for the delivery of computer equipment for 34 schools was completed in February 2012.

I. Performance of Consultants, Contractors, and Suppliers

40. Overall, the performance of the consultants is rated satisfactory. Initially the consultant provision, qualifications, and continuity of some of the consultants resulted in minor implementation problems that were effectively addressed. The performance of contractors and suppliers was generally satisfactory. Provision of a 3-year warranty with a 72-hour response time for the first batch of computer equipment supplied in 2008 was instrumental in keeping all computers fully operating in the visited schools. The contract with Zenits Teknoloji Taahhut to supply computers for 34 schools was extended four times to address inconsistencies in technical specifications of the supplied equipment with bid requirements; this delayed full delivery and use of computers by 10 months from June 2011 to April 2012. This did not affect the quality of supplied equipment, which was fully consistent with requirements.

J. Performance of the Borrower and the Executing Agency

41. The performance of the borrower is rated less than satisfactory. The government was not able to provide counterpart financing for some items, and its actual expenditures were limited to only 56% of what was planned. MOES effectively handled emerging problems in a timely manner, and demonstrated strong capacity and ownership over the project. The risk that implementation might be beyond the capacity of the executing agency, which was expressed during project appraisal, was not fully addressed in the project design. Despite MOES’s serious efforts, approval of the new curriculum and revival of the TRS did not take place during project implementation (para. 13). These two issues, if not properly implemented, represent significant risks to the project’s long-term impact and sustainability. MOES and its CPIU operated efficiently and satisfactorily throughout project implementation; most project outputs were delivered on schedule, of good quality, and within the project budget.

42. Generally, the government shows serious commitment to sustain and develop the sector. It doubled its education spending during 2006–2010, annually allocating around 20% of total public expenditure to the sector. Gradual implementation of per-capita financing in school education is under way. Around Som100 million is spent annually on school rehabilitation. In 2013 the government allocated Som100 million for textbooks, which will allow the reform in grade 2 to continue with a full LTM set in SY2013/14, while grade 3–6 LTMs will be funded under the World Bank’s forthcoming project. In 2013, MOES circulated its earlier proposal to revive the TRS, which is strongly supported by the education community and parents. Piloting of

11 new curricula for grades 5–11 will be completed by July 2013, after which it will be reviewed and approved by MOES.

K. Performance of the Asian Development Bank

43. ADB performance is rated satisfactory. ADB monitored project implementation closely and on a regular basis, and fielded 11 missions. The review reports were useful and constructive, and assisted in overcoming difficulties. No complaints or adverse comments were received concerning failure to act promptly or any instances of substantial disagreements between ADB and MOES. ADB and the borrower share the responsibility for not amending outcome indicators after having noted their partial irrelevance during the midterm review.

III. EVALUATION OF PERFORMANCE

A. Relevance

44. The project is rated relevant. The project design addressed the key issues causing the poor quality of the education system at the time of project appraisal and at evaluation. The project was well aligned with ADB and government policies and strategies. Benefiting from the earlier ESDP, the project identified the most pressing problems and addressed them with an appropriate set of tools. The government’s EDS 2020 (footnote 10) builds on many of the project outputs, reflecting the fact that the project remained relevant. At completion, the project was consistent with the country partnership strategy, 2007–2010.28

45. While the problem-tree analysis was completed properly, identifying the main constraints to the achievement of results, not all of these were fully addressed. The existing conflict of interest within KAE, responsible for the development and approval of curriculum and textbooks for all grades, was flagged during project appraisal. No satisfactory solution for the KAE problem was identified to allow for smooth implementation of this output. While the project assisted MOES in developing and printing textbooks, the central authority to approve the new textbooks remained with KAE. Institutional disagreements between MOES and KAE was one of the major reasons preventing approval of new curricula for grades 5–11 within the project period.

46. The school curricula were outdated and overloaded. The introduction of the new curricula, starting in grade 1, was well received by all key stakeholders, especially by the teachers, who for the first time received clear guidelines and a more manageable workload. The modernization of the content of school education, making it more responsive to contemporary economic and social needs, has consistently been on the top of the political agenda. The curriculum reform initiated by the project was the major and successful response to this call. Some changes in project activities agreed during the midterm review were adequate to address major implementation problems faced at that time: insufficient budget for teacher training and an ineffective awareness raising campaign. By introducing computer-based interactive teacher training modules, the project managed to train more teachers than expected. Changing the focus of the public awareness campaign from publicity to consultation facilitated the engagement of more than 650 educators throughout the country in the curriculum reform discourse.

28 ADB. 2007. Joint Country Support Strategy: Kyrgyz Republic, 2007–2010. Manila.

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B. Effectiveness in Achieving Outcome

47. The project is rated less than effective in achieving outcomes. Outcome indicators were only partially achieved; they were largely overly optimistic or poorly related to project components (para. 5). This was duly pointed out during the midterm review, but no changes to project indicators or targets followed. Some of the outcome indicators were subject to a number of factors that are beyond the control of the project.

48. The project aimed at increased enrollment in basic education (targeting 100% by 2010). While the project contributed to improved access for students in rural areas, the main reason for school nonattendance in the Kyrgyz Republic is poverty, which is beyond the project’s control.29 The project also aimed to improve performance on national examinations, which take place at the end of the secondary grades (grades 9 and 11). However, the project only supported the effective rollout of the new curriculum for grade 1. Improvements in national examination results resulting from the project components are unlikely to be achieved before SY2019/20, when the curriculum introduction would reach grades 9–11 as planned. The target to decrease the teacher–student ratio was not related to the outcome and had no directly supporting project activity.

49. Primary school teachers, school principals, education experts, and parents interviewed after project completion suggested that the project has improved the content of education (curricula and LTMs), learning environments (school rehabilitation and equipment), and teachers (teacher training). The launching of the long-awaited curriculum reform that is to change the decades-old teaching content and techniques is probably the most important achievement of the project. The new curriculum introduced in grade 1 in SY2011/12 is scheduled for gradual introduction to all grades in the government’s EDS 2020.

C. Efficiency in Achieving Outcome and Outputs

50. The project is rated efficient in achieving outcome and outputs. It completed most of the originally planned activities within the project period with limited project resources. The project rehabilitated more schools (91 against the planned 90), supported more rural teachers (307 against the planned 300) and, even with critical shortage of funds, managed to train more teachers (27,480 against 22,000), than originally planned. The project provided grade 1 students with high-quality new LTMs in four languages. Teacher guides for each textbook were provided for the first time ever. With $1.368 million savings (9%) canceled, the project has delivered most of the expected outputs. The school rehabilitation was highly successful and fundamental to maintaining schools as viable learning environments.

51. All supplied computers in supported schools were operating at project completion. The provision of language laboratories did not yield the aimed result. The schools were keen to receive new, well-equipped labs and expressed satisfaction. Nevertheless, almost no impact on the quality of foreign language learning was witnessed. The lesson is that providing technical teaching facilities to rural schools should include appropriate learning course materials (i.e., audio materials, books, exercises) and account for locally available capacity to maintain and use the facility.30 During the project extension substantial progress occurred in teacher training and

29 UNICEF. 2008. Study of School Drop-Outs in Kyrgyzstan. Bishkek. Of the interviewed out-of-school children, 27% refer to the lack of clothes, shoes, and books as the main reason for not attending, and 29% are assisting their families in earning their daily living. 30 ADB. ICT in Central and West Asia. 2012. Manila (Executive Summary, pp. 4–5). The study suggests that improving the use of computer equipment in schools, requires adequate budgets for operations to maintain the

13 in the use of computer and language laboratories, which significantly improved the quality and efficiency of the project outputs. Appendix 11 describes activities under the project extension.

D. Preliminary Assessment of Sustainability

52. The project is rated likely sustainable. The quality of rehabilitation works in visited schools is highly satisfactory and all the supplied equipment is operating. The grades 5–11 curriculum endorsement is behind schedule, but the government’s decision to undertake a rigorous piloting before full implementation and the approved plan to endorse it before 2014 (para. 63) implies serious commitment and ownership of the process. In 2011 the government decided to strengthen incentives for teachers and increased their salaries significantly. This has benefitted all teachers (around 75,000), and attracted more than 1,500 new teachers to the system in 2011.

53. The government was not able to provide a full set of new LTMs in grade 2 in SY2012/13 to support new curricula introduction because of the 2012 budget sequester. Yet it allocated Som100 million in the 2013 state budget, and secured $16.5 million of assistance from the World Bank for new curriculum textbook development and printing, additional teacher training, and learning assessment improvement in 2014–2018. It also plans to implement effective textbook revolving mechanisms in a medium-term perspective (footnote 10). These follow-up activities will strengthen the sustainability of the project.

54. The government almost tripled its spending on education during project implementation from Som6,315.7 million in 2006 to Som17,720.1 million in 2012. Education remains the largest national budget expenditure item, constituting 20% of the state budget or around 6% of gross domestic product. The government aims to increase system efficiency through per-capita financing of school education, which has been gradually implemented since 2007, and by delegating certain functions to school advisory boards. With increased budget allocations for textbooks in 2013 and committed development partner support, the government will gradually implement the new curriculum as planned. Systemic improvements are required for long-term sustainability in curriculum review, teacher training, and textbook provision (paras. 61, 65, and 67).

E. Impact

55. The launch of the new curriculum is a fundamental change to the country’s education system . The existing education system has failed to meet contemporary economic and social demands. The new curriculum which the project developed reflects the best contemporary education practice. Over time, shifting the focus from memory-based to skills-based, student- centered teaching techniques and updating the content of subject curricula, the system will be able to generate graduates with more relevant skills and knowledge. Improved educational results are expected to support the country’s economic development and improve opportunities for youth, especially from rural areas.

hardware, reliable power supply, and better pre-service and in-service teacher training in use of information and communication technology in the classroom.

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IV. OVERALL ASSESSMENT AND RECOMMENDATIONS

A. Overall Assessment

56. Overall, the project is rated successful. The project was implemented as conceived and met the original objectives. Initial design shortcomings caused underperformance in certain target indicators. The project’s main achievements are the development of the new curriculum and rehabilitation of schools. If the new curriculum is successfully implemented, significant improvements in student performance, triggered by the project, may be expected from 2020 onward.

B. Lessons

57. Curriculum reform requires strong government ownership and commitment in terms of counterpart financing and policy changes required to support the reform. Improving national school education outcomes requires adequate time and funding. Sufficient teacher capacity building activities, LTMs, and appropriate learning environments should accompany the curriculum reform. Teachers need at least 3–5 days of face-to-face training on the new assessment and classroom teaching requirements, instead of the 1-day orientation and self- learning modules provided to most teachers under this project. Comprehensive due diligence and accurate cost estimates at project design and appraisal are critical for project success.

58. Provision of LTMs for more than one grade should be funded to effectively launch a new curriculum. For textbook bids, good practice involves achieving continuity of content and approach by bidding subject textbooks for a series of grades, i.e., mathematics LTMs for grades 1–4 have to be developed by the same team of authors. A shortage of LTMs and poor teacher capacity can undermine the whole curriculum reform process.

59. Better infrastructure directly increases attendance rates, and brings significant savings from improved heating and energy efficiency of buildings.31 The inclusion of maintenance of supplied equipment and training for relevant staff as part of the supply contract is an effective tool to ensure equipment sustainability and ongoing effectiveness. Thorough assessment of compliance with qualification requirements during consultant recruitment can prevent unnecessary problems and delays during project implementation.

60. The dilemma of this project is the lack of achievement and partial achievement of some outcome indicators, while planned outputs were mostly delivered. Ensuring the direct link between supported activities, outputs and outcome, and relevance of their indicators is critical.

C. Recommendations

61. Future monitoring. The government should establish an effective and flexible institutional mechanism to monitor, periodically assess, and constantly improve subject curricula and LTMs. Of critical importance, it must annually collect feedback after rolling out new curricula and LTMs in each consecutive grade, analyze results, and modify curricula and LTMs.

31 No aggregate data is available on such economy as individual local governments fund school heating costs. Savings are estimated at more than $272.000, and visited schools reported radical improvements in heating effectiveness with more than a 10 times decrease in cost. Mostly the savings relate to the shift from coal to electric heating.

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62. Covenants. When a serious policy change prevents compliance with a major covenant (the TRS in this project), the corresponding covenant must be modified or more decisive actions undertaken to restore the agreed upon principle.

63. Further action or follow-up. The government’s full implementation of the 2012–2020 Action Plan for EDS 2020 will be critical for project sustainability, in particular (i) adoption of the new curriculum for grades 5–11, (ii) introduction of the new learning assessment methodologies, (iii) 100% provision of LTMs for primary grades by 2014, and (iv) a better system of textbook provision. In-service teacher training on the new curriculum and assessment methods is one of the key areas for project sustainability and impact.

64. Disposable workbooks. Grade 1 LTMs comprise nine disposable workbooks. As the government cannot afford to provide high-quality workbooks free of charge, the workbooks have to be redesigned (to lower the cost) and be provided through the open market. The government should ensure that standard quality workbooks are available at all schools at uniform fixed prices.

65. Curriculum development and implementation. The government should establish a dynamic, flexible, and inclusive structure of curriculum review with MOES. Necessary actions to separate KAE’s conflicting duties and responsibilities reported in the project document (para. 45) are still pending. The concentration of authority within a single entity32 makes these processes less competitive and more inefficient. The KAE situation can be a barrier not only for a particular project but also for system efficiency, and should be addressed with the government before making any decision on further assistance.

66. Energy efficiency. By increasing energy efficiency in schools, local governments can save a considerable share of their current expenditures on school heating and electricity (footnote 31). The government should prioritize energy efficiency in constructing new (school) buildings, and encourage local governments to improve energy efficiency in schools.

67. Future assistance. As too many factors were out of the project’s control, the project was not able to fully achieve the intended outcome as targeted. ADB and the government might consider launching a follow-up program focusing on policies to ensure full delivery of project outcomes and continuity of the curriculum reform. The major risks to long-term sustainability and the project’s impact are associated with low teacher capacity, critical shortage of LTMs, and absence of school operating funds. ADB might assist the government in reforming the systems of pre-service and in-service teacher training, establishing an effective and efficient textbook provision system, and instituting school development funds.

32 Development of curriculum, textbooks, and learning materials in all subjects and all four languages, generation of authors’ manuscripts, approval of textbooks, and full control over formal teacher training.

16 Appendix 1

DESIGN AND MONITORING FRAMEWORK

Performance Monitoring Design Summary Status Targets/Indicators Mechanisms Impact A general education Youth unemployment National Statistics Likely to be achieved. system responsive to the rates reduced from 20% Committee Report Youth unemployment in needs of a modern to 17% by 2015 2011 was 16.7%.a market economy and focused on poorer areas By 2015, 10% more National Statistics Likely to be achieved. In secondary school Committee Report 2011, the number of school graduates accepted into graduates entering universities than the universities increased by 203,000 of 2004 13.5%.

Improvement by a quarter National scholarship Unlikely to be achieved. In in the percentage of rural test report 2010, the share of rural students (39% in 2004) graduates among top among the top 5,000 scorers was 28%. Yet in scorers in sciences and 2011, 70,5% of state languages by 2015 scholarships were awarded to school graduates in rural and mountainous areas. Outcome Enrollment increased in Enrollment in basic National Statistics Partially achieved (97%). primary and general education (grades 1–9– Committee Report Overly optimistic target, as secondary education in 10) increases from 95% the enrollment is influenced poorer areas of the by 5% by 2010 by a broad range of factors. country, and improved student performance

Enrollment in upper National Statistics Achieved. In school year secondary education Committee Report (SY) 2010/11, enrollment in (grades 10–11 or 12) upper secondary education increases from 72% by (grades 10–11, including 4% by 2010 students in primary and secondary vocational schools) constituted 77%.

Students advancing from National Statistics Partially achieved (84.4%). lower to upper secondary Committee Report In SY2010/11, 62.8% of education increases from students advanced from 81% in 2003 to 85% by grade 9 to grade 10 and 2010 21.6% entered primary and secondary vocational schools (84.4% in total).

The average daily Project survey in Achieved. Average daily attendance rate in supported schools attendance rate in 91 supported schools supported schools improves from 80% by increased to 97% in 10% by 2010 SY2011/12.

Performance on national National learning Not achieved. National examinations improves assessment reports assessments of grades 4

Appendix 1 17

Performance Monitoring Design Summary Status Targets/Indicators Mechanisms from average of 60% by (by MOES) in 2007 and 8 students in 2007 and 10% by 2010 and 2009 2009 show slight Project survey in improvement in supported schools mathematics but steady decline in sciences.

The teacher–student ratio Not achieved. In 2011 the in supported rural schools ratio was 12.59:1 decreases from 12.9:1 to (excessive, unnecessary 11.9:1 by 2010 target). Outputs Component 1. Five policy studies, a new Project reports Partially achieved. LTMs Modernizing Curriculum 11- or 12-year curriculum, were developed only for and Learning and new textbooks and grade 1, and certificate Assessment learning materials program in education developed for grades 1– assessment was not 11 or 12, and textbooks created. All other outputs for grade 1 disseminated; were delivered in a timely formative and summative manner. classroom assessment systems developed; certificate program in education assessment created; public support raised for the new curriculum and assessment, and inclusive education

Component 2. Capacity for delivering in- Project reports Partially achieved. Overall Strengthening the service teacher training 27,480 teachers and school Teaching Profession will be raised in NTTI and directors have been trained. oblast TTIs; 4,000 grade Due to underestimated cost 1 teachers and 2,000 of this component 17,539 schools directors trained teachers were trained based in new curriculum, on computer-based self- textbooks, and learning learning modules instead of materials; 8,000 teachers planned face-to-face and 2,000 school training. 307 teachers were directors trained in supported through the RTIS. formative and summative assessment; professional skills upgraded for 4,000 teachers and 2,000 school managers; 300 teachers receive sufficient incentive to teach in rural schools

Component 3. Improving 90 schools rehabilitated Project reports Achieved. 91 schools were Participation and Quality and receive furniture, rehabilitated. 90 schools in Rural Schools equipment, textbooks, received computer and learning materials, and language laboratories. The

18 Appendix 1

Performance Monitoring Design Summary Status Targets/Indicators Mechanisms learning aids government could not provide new furniture to rehabilitated schools, as was agreed. All schools (2,204) received new grade 1 LTMs.

Activities with Milestones Status Component 1. Modernizing Curriculum and Learning Assessment 1.1. Modernizing curriculum and developing new learning materials

(i) 25 people trained in policy research and evaluation and five policy studies Five policy studies completed by year 1 (2006) completed in 2008

(ii) 28 curriculum developers trained and attend short external course by year 24 curriculum developers 2 (2007) trained at Montana State University, United States in 2008

(iii) 28 curriculum developers write new curriculum by phases for grades 1–4, Curricula for grades 1–4 5–9, 10–11 or 12 by year 3 (2008) developed in 2008, 5–9 by 2009, and 10–11 by 2010

(iv) 12 authors trained and textbooks and learning materials field tested and 12 authors were trained at revised by year 2 (2006); 65,000 book copies for each subject produced for Montana State University; primary school, and textbook and learning materials disseminated, by year 573,650 copies of the grade 5 (2010) 1 textbooks were developed in 2010, piloted and printed 1.2. Modernizing learning assessment in 2011

(i) Formative and summative classroom assessment systems developed and Formative and summative teachers trained by year 5 (2010) classroom assessment systems incorporated into subject curricula by 2010; 9,941 teachers trained through 3-day training sessions in 2009–2011.

(ii) Two faculty attend external MA program certificate program in education Two faculty attended master assessment by year 4 (2009) of arts program in Montana State University during SY2008/09 1.3. Raising public awareness on the new curriculum and learning assessment

(i) National seminars held, oblast forum conducted, media materials produced More than 650 educators to raise education awareness of the new curriculum and learning attended national curriculum assessment systems, inclusive education media materials developed, and workshops; more than 30 45 teachers trained by year 4 (2009). articles published in print media; 45 teachers trained Component 2. Strengthening the Teaching Profession on inclusive education in 2.1. Providing in-service teacher training March 2008

(i) 56 staff from NTTI, oblast TTIs, and three universities trained as trainers; 48 specialists from across 28 trainers of trainers attend short course; 150 teacher trainers trained; the country trained as

Appendix 1 19

Performance Monitoring Design Summary Status Targets/Indicators Mechanisms 4,000 grade 1 teachers and 2,000 school directors trained in the new trainers, 33 are TTI and curriculum, textbooks, and learning materials; 8,000 teachers and 2,000 university staff; 24 trainers school managers trained in formative and summative classroom completed a short course in assessment by year 5 (2010) 2008; 27,480 teachers and school principals trained in formative and summative classroom assessment by 2012

(ii) 48 trainers trained and professional skills upgraded for 4,000 teachers and 48 specialists trained as 2,000 school managers by year 5 (2010) trainers and professional skills upgraded for 6,008 teachers and principals by 2.2. Providing incentives for rural teachers 2010

(i) 300 teachers receive incentives to teach in rural schools by year 5 (2010) 307 rural teachers had incentives by 2010

3. Improving Participation and Quality in Rural Schools

90 schools rehabilitated in accordance with needs and receive furniture, 91 schools received equipment, and learning aids; 90 schools receive funds for learning aids by year rehabilitation, and 90 of 4 (2009) them received computer and language laboratory equipment; the government did not provide furniture to rehabilitated schools due to budget constraints.

LTMs = learning and teaching materials, MOES = Ministry of Education and Science, NTTI = national teacher training institute, RTIS = rural teacher incentive scheme, SY = school year, TTIs = teacher training institutes. a Among 15–28 year-olds. Source: Ministry of Education and Science of the Kyrgyz Republic.

20 Appendix 2

CONTRIBUTION TO THE ADB RESULTS FRAMEWORK

Level 2 Results Framework Indicators a No. Targets/Achieved Methods and Comments (outputs and outcomes) 1 Teachers trained with quality or Target: 22,000 More teachers were trained than competency standards (number) (No gender targets) originally planned by introducing male/female Achieved: 27,489 computer-based teacher self- Male: 4,343 learning modules. However, this affected the quality of training. Female: 23,146

2 Students benefiting from new or Target: 55,537 Both figures represent 100% of improved education facilities (number) Male: 27,875 students attending 90 supported male/female Female: 27,662 schools, where enrollment Achieved: 47,370 improved by 17%. The Male: 23,876 underachievement was caused

Female: 23,494 by high internal (rural–urban)

migration, more students preferring technical and

vocational education training after grade 9, and a decrease in b the country’s birthrate.

3 Students receiving direct educational Target: None 100% of grade 1 students support (number) male/female Achieved: 111,921 received full new generation Male: 57,382 LTM sets in SY2011/12. No Female: 54,539 targets were provided at inception. LTM = learning and teaching material, SY = school year. a National statistics (2012) report almost equal number of girls and boys in school education (51/49%), while 82.4% of teachers are women. b The decrease in the fertility rate from 3.3 in 1995 to 2.5 in 2005 impacted the number of students born in those years. Source: Asian Development Bank.

Appendix 3 21

NEW CURRICULUM INTRODUCTION PLAN (TENTATIVE)

School Year Grade 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2018/19 2019/20 1 2 3 4 5 6 7 8 9 10 11 Source: Ministry of Education and Science of the Kyrgyz Republic.

PROVISION OF TEXTBOOKS 22 (number)

Appendix Textbooks, Samples, and Workbooks Teacher's Guide Music CD Kyrgyz Russian Uzbek Tadjik

Oblast 4

Total Total Total Tadjik Tadjik Uzbek Uzbek Kyrgyz Kyrgyz Russian Russian (workbooks) Textbooks Textbooks Textbooks Textbooks Workbooks Workbooks Workbooks Workbooks Total (textbooks) Osh c. 5,555 7,777 13,865 19,411 10,152 13,496 29,572 40,684 567 1,414 977 2,958 81 202 124 407 subject Alifbe 1,642 3,284 1,642 3,284 109 109 Osh 78,920 110,488 13,465 18,851 30,014 40,360 120 160 122,519 169,859 7,448 1,281 2,708 8 11,445 1,064 183 335 1 1,583 subject Alifbe 5,429 10,858 5,429 10,858 363 363 subject Alifbo 20 40 20 40 2 2 Jalal-Abad 74,855 104,797 19,155 26,817 22,215 29,378 116,225 160,992 7,007 1,792 1,998 10,797 1,001 256 253 1,510 subject Alifbe 3,400 6,800 3,400 6,800 227 227 Batken 33,385 46,739 6,130 8,582 6,137 8,166 1,452 1,936 47,104 65,423 3,143 567 550 128 4,388 449 81 69 16 615 subject Alifbe 991 1,982 991 1,982 66 66 subject Alifbo 311 622 311 622 20 20 Talas 21,780 30,492 4,615 6,461 26,395 36,953 2,044 434 2,478 292 62 354 Naryn 23,475 32,865 7,555 10,577 31,030 43,442 2,191 714 2,905 313 102 415 Issyk-Kul 31,265 43,771 15,030 21,042 46,295 64,813 2,940 1,400 4,340 420 200 620 Chui 30,505 42,707 48,655 68,117 66 88 79,226 110,912 2,870 4,557 8 7,435 410 651 1 1,062 subject Alifbe 11 22 11 22 1 1 Bishkek 18,765 26,271 43,805 61,327 62,570 87,598 1,757 4,109 5,866 251 587 838 Reserve 245 343 225 315 266 332 145 218 881 1,208 273 182 159 110 724 39 26 18 13 96 subject Alifbe 27 54 27 54 34 34 subject Alifbo 2 4 2 4 2 2 TOTAL: 318,750 446,250 172,500 241,500 80,350 114,820 2,050 2,980 573,650 805,550 30,240 16,450 7,200 270 54,160 4,320 2,350 800 30 7,500 Source: Ministry of Education and Science of the Kyrgyz Republic.

NUMBER OF TEACHERS TRAINED

Training on New Training on Training on the Seminars on Curricula and Training of Obla st Management in Use of Interactive Curricula Total Learning Core Groups 2009-2010 Modules in 2011 Development Asse ssme nt in 2012 Osh 1,076 4,581 997 57 4 6,715 Jalal-Abad 1,028 3,533 839 40 2 5,442 Batken 810 759 347 30 1 1,947 Naryn 693 1,582 249 38 1 2,563 Issyk-Kul 980 3,119 374 90 5 4,568 Talas 643 1,142 274 24 1 2,084 Chui 489 2,169 596 85 2 3,341 Bishkek city 289 654 257 286 8 1,494 Total 6,008 17,539 3,933 650 24 28,154 Source: Ministry of Education and Science of the Kyrgyz Republic.

Appendix

5

23

Appendix

13

23

24 PROVISION OF EQUIPMENT TO SCHOOLS AND TEACHER TRAINING INSTITUTES (units at each location)

Appendix Schools Teacher Training Institute Computer Language and Language and 6 City/Oblast Cla ssroom Laboratory Computer Laboratory Interactive Computer Equipmenta Equipmentb Equipmenta Equipmentb Board Equipmentc Bishkek 2 2 1 1 0 1 Talas 6 6 1 1 1 0 Osh 21 21 1 1 1 0 Jalal-Abad 21 21 1 1 1 0 Naryn 7 7 1 1 1 0 Chui 14 14 0 0 0 0 Issyk-Kul 9 9 1 1 1 0 Batken 10 10 1 1 1 0 Total 90 90 7 7 6 1 a 1 set for teacher and 12 sets for students b 1 set for teacher and 14 sets for students c 12 sets (additional procurement) Source: Ministry of Education and Science of the Kyrgyz Republic.

Appendix 7 25

RURAL TEACHER INCENTIVE SCHEME (number of teachers)

Participants of Participants of Participants of No. Subjects 2006 2007 2008 1 Mathematics and ICT 12 13 16 2 English language 22 5 11 3 Kyrgyz language 17 27 25 4 Russian language 8 7 4 5 History 8 10 8 6 Chemistry and biology 11 13 14 7 Geography 7 2 3 8 Physics 7 4 2 9 Primary teaching 7 17 19 10 Physical training 1 3 3 11 Arts and drawing 0 1 0 Total 100 102 105 ICT = information and communication technology. Source: Ministry of Education and Science of the Kyrgyz Republic.

26 Appendix 8

SUPPORTED SCHOOLS AND WORK COMPLETED No. School and Raion Village Works Completed Chui oblast 1. Alybaev school, Syn-Tash Repaired/reconstructed: power supply and heating Issykatinskiy raion systems, electric equipment and boiler house, computer and language classrooms. Replaced/newly installed: doors, windows, and canopy. 2. Besh-Terek school, Besh-Terek Repaired/reconstructed: power supply system and Moskovskiy raion electric equipment, main entrance, computer and language classrooms, gym, outdoor toilet. Replaced/newly installed: Roof, electric radiators, floor, door blocks, windows 3. Boroldoiskaya school, Boroldoi Repaired/reconstructed: computer and language Keminskiy raion classrooms, power supply system and electric equipment, roof. Replaced/newly installed: windows, floors, heating system, outdoor toilet. 4. Jayil basic school, Jayil Repaired/reconstructed: roof, interior, power supply Jayilskiy raion system and electric equipment, façade, heating system. Replaced/newly installed: window and door blocks, floors and porch. 5. Jetikashkaeva school, Jylamysh Repaired/reconstructed: computer and language Sokulukskiy raion classrooms, power supply system, electric equipment, heating system Replaced/newly installed: roof, windows, doors, floors 6. Jumataev school, Erkin-Say Repaired/reconstructed: computer and language Panfilovskiy raion classrooms, power supply system and electric equipment, heating system, interior Replaced/newly installed: roof, outdoor toilet, cold and hot water supply and sewerage, windows, doors, floors 7. Koibagarov school, Nurmanbet Repaired/reconstructed: computer and language Issykatinskiy raion classrooms, gym. dining room, power supply system and electric equipment, heating system, interior, Replaced/newly installed: windows, doors, floors 8. Mamyraliev school, Jal Repaired/reconstructed: computer and language Sokulukskiy raion, classrooms, power supply system and electric Djal village equipment Replaced/newly installed: roof, windows, floors 9. Panfilov school -complex, Panfilovskoe Repaired/reconstructed: computer and language Panfilovskiy raion classrooms, power supply system and electric equipment, heating system, boiler house, interior, plumbing, dining room Replaced/newly installed: outdoor toilet, windows, doors 10. Panfilov boarding school Panfilovskoe Repaired/reconstructed: computer and language for orphans and foster classrooms, interior, ceilings, domestic sewerage children, Panfilovskiy raion Replaced/newly installed: porch

11. Shamsinskaya school, Shamsi Repaired/reconstructed: computer and language Chuiskiy raion classrooms, power supply system and electric equipment, coal storage, heating and water supply

Appendix 8 27

No. School and Raion Village Works Completed systems, boiler house, sewerage, roof Replaced/newly installed: water supply system, windows, doors 12. Sooronbai uulu Dur school, Sailyk Repaired/reconstructed: computer and language Chuiskiy raion classrooms, power supply system and electric equipment, heating system in gym and dining room, roof, gym, dining room, classrooms Replaced/newly installed: floors 13. Suiunbaev school, Baitik Repaired/reconstructed: computer and language Alamudunskiy raion classrooms, power supply system and electric equipment, roof Replaced/newly installed: windows, doors 14. Strelnikova school, Arashan Repaired/reconstructed: power supply system and Alamudunskiy raion electric equipment, façade, Replaced/newly installed: doors, floors, windows, gutters Talas oblast 15. Aidaraliev school, Kopre-Bazar Repaired/reconstructed: computer and language Talasskiy raion classrooms, power supply system and electric equipment, heating system 16. Chon Kara Buura school, Chon-Kara- Repaired/reconstructed: computer and language Kara-Burinskiy raion Buura classrooms, power supply system and electric equipment, roof, interior, plumbing, fire entry Replaced/newly installed: floors 17. Junusov school, Bakai-Ata Repaired/reconstructed: computer and language Bakai-Atinskiy raion classrooms, roof 18. Subanbekov school, Kyzyl-Adyr Repaired/reconstructed: computer and language Kara-Burinskiy raion classrooms, power supply system and electric equipment, interior, heating, water supply system, sewerage Replaced/newly installed: doors, windows 19. Tuitunov school, Taldy-Bulak Repaired/reconstructed: computer and language Talasskiy raion classrooms, power supply system and electric equipment, roof, interior Replaced/newly installed: floors, window, doors 20. Usenbaev school, Kaiyndynskiy Repaired/reconstructed: computer and language Manasskiy raion classrooms Replaced/newly installed: floors Naryn oblast 21. Beishenaliev school, Ak- Baetovo Repaired/reconstructed: computer and language Talinkskiy raion, classrooms, power supply system and electric equipment, roof, interior, plumbing Replaced/newly installed: floors, doors, windows 22. Jusup Sary uulu school, Minkush Repaired/reconstructed: computer and language Jumgalskiy raion classrooms, power supply system and electric equipment, roof, heating system Replaced/newly installed: floors, doors, windows, outdoor toilet 23. Jusupbaev school, Jany-Tilek Repaired/reconstructed: computer and language Ak-Talinskiy raion classrooms, roof, boiler house, interior Replaced/newly installed: floors, doors, base and blind area 24. Ibragimov school, Minkush Repaired/reconstructed: computer and language (Karakungoi), classrooms, roof, power supply system and electric

28 Appendix 8

No. School and Raion Village Works Completed Jumgalskiy raion equipment, heating system, high-voltage cable Replaced/newly installed: floors, doors, windows, outdoor toilet 25. Kumdobo school, Kumdobo Repaired/reconstructed: computer and language Kochkorskiy raion classrooms, power supply system and electric equipment, heating system, high-voltage cable Replaced/newly installed: floors, doors, windows, heaters 26. Kerimbaev school, Emgek-Talaa Repaired/reconstructed: computer and language Narynskiy raion classrooms, power supply system and electric equipment, heating, water supply systems, sewerage Replaced/newly installed: heaters 27. Mambetaliev school, Ak-Muz Repaired/reconstructed: computer and language At-Bashinskiy raion classrooms, power supply system and electric equipment, roof, gym and dining room, visor to the lobby Replaced/newly installed: floors, doors, windows Issyk-Kul oblast 28. Aitpaev school, Karakol Repaired/reconstructed: computer and language Ak-Suiskiy raion classrooms, roof, interior, heating, sewage and outdoor water supply systems Replaced/newly installed: outdoor toilet, heaters 29. Аltymyshbаеvа school, Tilekmat Repaired/reconstructed: computer and language Djеty-Оguzskiy raion classrooms, power supply system and electric equipment, roof, sewage and water supply systems Replaced/newly installed: floors, doors, windows, outdoor toilet 30. Аltymyshbаеvа school, Bokonbaevo Repaired/reconstructed: assembly hall. gym, dining Tоnskiy raion room, computer and language classrooms, roof, heating, external water supply systems, facade Replaced/newly installed: floors, doors, windows 31. Chon-Sary-Oy Issyk- Chon-Sary-Oi Repaired/reconstructed: power supply system and Kulskiy electric equipment, computer and language classrooms, roof Replaced/newly installed: doors, windows 32. Davletov school, Ak-Dobo Repaired/reconstructed: power supply system and Djеty-Оguzskiy raion electric equipment, roof Replaced/newly installed: doors, windows, floors 33. Kidibаеvа school, Alabash Repaired/reconstructed: computer and language Tоnskiy raion classrooms, interior, drain device, water supply system in the dining room, façade, blind area, outdoor lighting, dining room Replaced/newly installed: outdoor toilet 34. Shevchenko school, Mikhailovka Repaired/reconstructed: computer and language Tyupskiy raion classrooms, power supply system and electric equipment, roof, interior, heating system, wall bricks Replaced/newly installed: floors, heaters 35. Sydykbekov school, Zyndan Repaired/reconstructed: power supply system and Ak-Suiskiy raion electric equipment, roof, porch Replaced/newly installed: floors, windows, doors

36. Tilekov school, Temir-Kanat Repaired/reconstructed: computer and language Tonskiy raion classrooms, roof

Appendix 8 29

No. School and Raion Village Works Completed Osh oblast 37. Aibek school Kashkaldak Repaired/reconstructed: computer and language Nооkаtskiy raion classrooms, boiler house Replaced/newly installed: outdoor toilet 38. Adanbaev school, Gulcha Repaired/reconstructed: computer and language Alay raion classrooms, power supply system and electric equipment, roof Replaced/newly installed: windows 39. Abdrasulov school, Kyzyl-Dyikan Repaired/reconstructed: computer and language Uzgen raion classrooms, power supply system and electric equipment, roof, heating system insulation Replaced/newly installed: windows 40. Abdyldaiev school, Ylai-Talaa Repaired/reconstructed: computer and language Kara-Kuldja raion classrooms, power supply system and electric equipment, roof, interior, façade, blind area, plumbing Replaced/newly installed: windows and doors 41. Abdrahmanov (former Pravda Repaired/reconstructed: computer and language Pravda ) classrooms # 89 school, Replaced/newly installed: windows, heaters Kara-Suu raion 42. Bokonbaev school, Achy-Suu Repaired/reconstructed: computer and language Chon-Alay raion classrooms, power supply system and electric equipment, Replaced/newly installed: floors, windows and doors 43. Bokonbaev school, Aragol Repaired/reconstructed: computer and language Uzgen raion classrooms, power supply system and electric equipment, heating system, boiler house Replaced/newly installed: windows and doors 44. Chogom school, Chogom Repaired/reconstructed: computer and language Aravan raion classrooms, power supply system and electric equipment, roof Replaced/newly installed: windows, doors. floors 45. Jusuev school, Saitalaa Repaired/reconstructed: computer and language Kara-Kuldja raion classrooms, roof, heating system Replaced/newly installed: heaters, windows, doors, floors 46. Kashka-Suu school, Kashka-Suu Repaired/reconstructed: computer and language Chon-Alay raion classrooms, power supply system and electric equipment, roof. heating system 47. Kulatov school, Yntymak Repaired/reconstructed: computer and language Nооkаtskiy raion classrooms Replaced/newly installed: floors 48. Kyrgyzstan school, Jekendi Repaired/reconstructed: computer and language Chon-Alay raion classrooms, power supply system and electric equipment roof, heating system Replaced/newly installed: heaters 49. Lomonosov school Jany-Bazar Repaired/reconstructed: computer and language Nооkаtskiy raion classrooms, boiler house Replaced/newly installed: heaters, floors, windows 50. Myrza-Aki orphanage Myrza-Aki Repaired/reconstructed: computer and language named after Razzakov, classrooms, interior, gym. assembly hall Uzgen raion Replaced/newly installed: floors, windows, doors 51. Nishаnov school, Kuumaidan Repaired/reconstructed: power supply system and

30 Appendix 8

No. School and Raion Village Works Completed Nооkаtskiy raion electric equipment, roof, heating systems of the gym and the dining room, interior Replaced/newly installed: doors 52. Osmonov school, Torutai Repaired/reconstructed: computer and language Nооkаtskiy raion classrooms, gym, roof, power supply system and electric equipment Replaced/newly installed: heaters, floors, windows 53. Parmanas school, Gulcha Repaired/reconstructed: computer and language Alay raion classrooms, power supply system and electric equipment, heating system, roof Replaced/newly installed: concrete site 54. Sherkulov school, Aktash Repaired/reconstructed: computer and language Kara-Suu raion classrooms, power supply system and electric equipment, heating system Replaced/newly installed: windows, doors, heaters 55. Sydykov school, Ak-Shar Repaired/reconstructed: computer and language Aravan raion classrooms, power supply system and electric equipment, heating system, roof Replaced/newly installed: concrete site 56. Teshebaev school (former Otuz-Adyr Repaired/reconstructed: computer and language Belinskiy), classrooms, power supply system and electric Kara-Suu raion equipment, roof Replaced/newly installed: doors. windows 57. Turdubaev school, Tuzbel Repaired/reconstructed: power supply system and Uzgen raion electric equipment, roof, interior, dining room Replaced/newly installed: doors, floors, windows Batken oblast 58. Airybaz school, Markaz Repaired/reconstructed: computer and language Kadamjai raion classrooms, power supply system and electric equipment, roof Replaced/newly installed: doors, windows, floors 59. Baetov school, Margun Repaired/reconstructed: computer and language Leilek raion classrooms, power supply system and electric equipment, roof, heating system Replaced/newly installed: doors, windows, floors, heaters 60. Bokonbaev school Batken town Repaired/reconstructed: computer and language classrooms, power supply system and electric equipment, dining room Replaced/newly installed: doors, windows 61. Jolbaev school Sulyukta town Repaired/reconstructed: computer and language classrooms, power supply system and electric equipment, roof, heating system 62. Karabulak school, Toguz-Bulak Repaired/reconstructed: computer and language Leilek raion classrooms, roof, heating system, venting 63. Narmatov school, Karabak Repaired/reconstructed: computer and language Batken raion classrooms, roof 64. Orozbekov school, Kara-Dyube Repaired/reconstructed: computer and language Kadamjai raion classrooms, power supply system and electric equipment, roof, heating system Replaced/newly installed: windows 65. Salikhov school, Samarkandek Repaired/reconstructed: computer and language Batken raion classrooms, power supply system and electric equipment, roof, heating system, façade

Appendix 8 31

No. School and Raion Village Works Completed Replaced/newly installed: windows, doors 66. School #4 Kyzyl-Kya Repaired/reconstructed: computer and language town classrooms, power supply system and electric equipment, roof, heating system, exit Replaced/newly installed: windows, doors, floors 67. Tailan school, Isfana town Repaired/reconstructed: computer and language Leilek raion classrooms, power supply system and electric equipment, roof, heating system, façade, interior, gym Jalal-Abad oblast 68. Aral school, Aral Repaired/reconstructed: computer and language Toktogul raion classrooms, power supply system and electric equipment, heating system Replaced/newly installed: outdoor toilet 69. Artykaliev school, Kyzyl-Oktyabr Repaired/reconstructed: computer and language Bazar-Korgon raion classrooms, power supply system and electric equipment, heating system, roof, gym, blind area Replaced/newly installed: windows, floors 70. Babur school, Bazar-Korgon Repaired/reconstructed: power supply system and Bazar-Korgon raion electric equipment, roof Replaced/newly installed: floors 71. Barktabas school, Atay Repaired/reconstructed: computer and language Toguz-Toro raion classrooms, power supply system and electric equipment, roof, plumbing, boiler house, ceilings Replaced/newly installed: floors 72. Ermatov school, Jergetal Repaired/reconstructed: computer and language Ak-Suu raion classrooms, power supply system and electric equipment, heating system, roof, blind area Replaced/newly installed: windows, floors, doors 73. Ergeshev school # 5, Japasaldy Repaired/reconstructed: power supply system and Ala-Buka raion electric equipment, heating system, roof, interior, water supply system Replaced/newly installed: heaters, windows, floors, doors 74. Gagarin school, Shekaftar Repaired/reconstructed: computer and language Chatkal raion classrooms, power supply system and electric equipment, heating, water supply systems, roof, sewerage, ceilings, façade, interior Replaced/newly installed: windows, floors 75. Janaliev school, Chatkal Jany-Bazar Repaired/reconstructed: computer and language raion classrooms, power supply system and electric equipment, heating, water supply systems, roof, sewerage, interior, venting, vestibule at the entrance Replaced/newly installed: windows, floors 76. Jenish school # 32, Burgandy Repaired/reconstructed: computer and language Nooken raion classrooms, roof, blind area Replaced/newly installed: windows 77. Makarenko school, Kok-Jangak Repaired/reconstructed: power supply system and Kok-Jangak town electric equipment Replaced/newly installed: windows, floors, doors 78. Makmal school, Kazarman Repaired/reconstructed: computer and language Toguz-Toro raion classrooms, power supply system and electric equipment, heating system, façade, blind area Replaced/newly installed: windows, floors, outdoor

32 Appendix 8

No. School and Raion Village Works Completed toilet 79. Navoii school # 16, Dostuk Repaired/reconstructed: computer and language Ala-Buka raion classrooms, power supply system and electric equipment, roof, interior 80. Navoii school, Bazar-Korgon Repaired/reconstructed: computer and language Bazar-Korgon raion classrooms, power supply system and electric equipment, roof Replaced/newly installed: windows, floors 81. Pushkin school # 12 Tash-Komyr Repaired/reconstructed: power supply system and town electric equipment, façade, boiler house, workroom Replaced/newly installed: windows, floors 82. Shatmanov school # 28, Kashka-Suu Repaired/reconstructed: computer and language Ak-Suu raion classrooms, power supply system and electric equipment, roof, heating system Replaced/newly installed: windows, doors 83. Shamshiev school (former Bekabat Repaired/reconstructed: computer and language Internatchional), classrooms, power supply system and electric Suzak raion equipment, interior, roof 84. School # 16 Jalal-Abad city Repaired/reconstructed: computer and language classrooms, power supply system and electric equipment, roof, gallery insulation, concrete site Replaced/newly installed: windows, floors 85. School #8 Jalal-Abad city Repaired/reconstructed: One classroom Replaced/newly installed: metallic railing, gate and hatch 86. School # 28 Kochkor-Ata Kochkor-Ata Repaired/reconstructed: computer and language settlement, Nooken raion classrooms, power supply system and electric equipment, roof, blind area, library, heating system Replaced/newly installed: windows, floors, doors 87. Tajibaev school, Jygachkorgon Repaired/reconstructed: computer and language Suzak raion classrooms, roof Replaced/newly installed: floors 88. Temirbaev school, Barpy Repaired/reconstructed: computer and language Suzak raion classrooms, power supply system and electric equipment, roof Replaced/newly installed: windows, floors, doors 89. Toktoraliev school # 30, Sargata Repaired/reconstructed: power supply system and Toktogul raion electric equipment, roof, ceilings, facade, blind area, plumbing, boiler house Replaced/newly installed: floors, outdoor toilet Bishkek city 90. Republican special Bishkek city Repaired/reconstructed: computer and language boarding school for blind classrooms, power supply system and electric and visually impaired equipment, roof, façade, dining room, gym, children bathhouse, heating system, sewerage, laundry, blind area, lighting Replaced/newly installed: windows, floors, doors 91. Special boarding school for Bishkek city Repaired/reconstructed: computer and language hearing-impaired children classrooms, power supply system and electric equipment, roof, dining room, gym, assembly hall, heating system, façade Replaced/newly installed: windows, floors, doors Source: Ministry of Education and Science of the Kyrgyz Republic.

COMPARISON OF APPRAISAL AND ACTUAL PROJECT COST

Project Cost Estimates and Financing Plan by Source at Appraisal and Actual ($ ‘000) Appraisal Estimates Actual

Governmen Government ADB Financing Total Total ADB Financing Total Total t Financing Financing

Item Foreign Local Total Local Local Project Foreign Local Total Local Local Project Exchang Currency Cost Currency Currency Cost Exchang Currency Cost Currency Currency Cost A. Base Cost 1. Civil Works 0 6,300 6,300 0 6,300 6,300 0 6,764 6,764 0 6,764 6,764 2. Equipment, Vehicles 0 and Furniture a. Equipment 2,620 0 2,620 0 0 2,620 2,220 0 2,220 0 0 2,220 b. Vehicles 75 0 75 0 0 75 75 0 75 0 0 75 c. Furniture 0 0 0 900 900 900 0 0 0 20 20 20 3. Instruction Materials a. Learning Materials 0 1,269 1,269 683 1,952 1,952 0 1,314 1,314 611 1,925 1,925 b. Training Materials 0 30 30 0 30 30 0 61 61 61 61 4. Staff Development 0 0 a. External 380 0 380 0 0 380 393 0 393 0 0 393 b. In-country 0 54 54 780 834 834 0 34 34 535 569 569 5. Consultants' Services

a. International 1,377 0 1,377 0 0 1,377 1,931 0 1,931 0 1,931 b. National 0 740 740 0 740 740 0 685 685 0 685 685 6. Research Studies 0 75 75 0 75 75 0 0 0 0 0 0 7. Special Program 0 527 527 0 527 527 0 479 479 0 479 479 8. Incremental Recurrent Cost

a. Administrative 0 76 76 147 223 223 0 0 0 0 0 0 Support and Operation

b. CPIU and RPIU 0 134 134 249 383 383 0 176 176 0 176 176 Appendix 9 9. Taxes and Duties 0 0 0 2,610 2,610 2,610 0 0 0 2,362 2,362 2,362 Subtotal 4,452 9,205 13,657 5,368 14,574 19,026 4,619 9,513 14,132 3,528 13,041 17,660 B. Contingency 1. Physical Contingency 223 460 683 268 728 951 0 0 0 0 0 0

2. Price Contingency 101 1,059 1,160 717 1,776 1,877 0 0 0 0 0 0 Subtotal 324 1,519 1,843 985 2,504 2,828 0 0 0 0 0 0

Total Cost 4,776 10,724 15,500 6,354 17,077 21,853 4,619 9,513 14,132 3,528 13,041 17,660 33

Sources: Asian Development Bank and central project implementation unit.

34 Appendix 10

ANNUAL GRANT DISBURSEMENTS

ACTIVITIES UNDER THE SECOND PROJECT EXTENSION (1 JANUARY–30 JUNE 2012)

Performance Target Item Activities Activities Completed indicators Dates Impact Textbook rental Submit draft resolution for government 10 Jan 2012 The draft resolution on the textbook rental A general scheme approved review scheme was submitted for government review education on 13 March 2012. system will be responsive to Government approves textbook rental 1 Mar 2012 the needs of a scheme modern market Subject curricula Finalize subject curricula for grades 5– 1 April 2012 The subject curricula for grades 5–11 of the economy for grades 5–11 11 of the mainstream schools in mainstream schools were finalized in finalized and accordance with KAE’s expert evaluation accordance with KAE’s expert evaluation approved during two seminars in February and March Outcome 2012, with the participation of more than 100 The students’ developers of the curriculum. performance will Receive KAE’s expert evaluation for the 1 May 2012 be improved finalized subject curricula MOES approves finalized subject 1 Jun 2012 The subject curricula for grades 5–11 were curricula approved by MOES order (424/1 of 22 June 2012) for piloting in the 2012/13 academic year. 552,500 copies of Contract with successful bidders to print 1 Feb 2012 Contracting with successful bidders for printing LTMs for grades 42 and 76 LTMs for grades 2–4 of 42 and 76 items of LTMs for grades 2–4 was 2–4 are printed developed on the basis of the new not carried out because the government curricula rejected reviving the textbook rental scheme.

Print 42 and 76 items of LTMs for grade 1 May 2012 2–4 classes developed on the basis of the new curricula.

Deliver LTMs to the rayon departments 1 Jun 2012 Appendix of education. 104,720 copies of Conduct bid using the shopping method 1 Mar 2012 Contracting with successful bidders for the

LTMs for grade 1 for the printing of an additional 104,720 printing of additional 104,720 copies of LTMs in Kyrgyz and copies of LTMs for grade 1 in Kyrgyz and for grade 1 in Kyrgyz and Russian languages 11 Russian Russian languages. Contract with the was not carried out because the government 35 languages are successful bidder on the results of rejected reviving the textbook rental scheme. printed evaluation of provided proposals.

36 Performance Target Item Activities Activities Completed indicators Dates

Print 104,720 copies of grade 1 LTMs in 1 June 2012 Appendix 1 Kyrgyz and Russian languages; deliver the LTMs to rayon departments of education. 4,000 grade 2–4 Provide in-service teacher training. 15 Jun 2012 Three-day seminars on the new curriculum and teachers are Conduct seminars on new curriculum learning assessment were organized in all trained on new and learning assessment for 4,000 regions of the country; 3,933 primary school curriculum and educators. teachers were trained. learning assessment The work of the Conduct seminars on optimization of 1 Jun 2012 Seminars on optimization of language and language language and computer laboratories computer laboratories usage in schools, laboratory and usage in schools, supported by the supported by the project were carried out in the computer project. project’s pilot schools. More than 250 teachers equipment of the of the pilot schools were trained during the schools, supported seminars. by the project, is optimized. Develop proposals on using saved 1 Feb 2012 Six regional teacher-training institutes were project funds. equipped with interactive boards and KAE with additional computer laboratories (12 computers) using the saved funds of the project. The teacher-training institute staff were trained on the usage of the supplied equipment. KAE = Kyrgyz Academy of Education, LTM = learning and teaching materials, MOES = Ministry of Education and Science. Sources: Asian Development Bank and central implementation unit.

Appendix 12 37

STATUS OF COMPLIANCE WITH GRANT COVENANTS Reference in Grant Covenant Agreement Status of Compliance In the carrying out of the Project and Article 4, Section 4.01 Complied with, except as operation of the Project facilities, the otherwise indicated in Schedule Recipient shall perform, or cause to be 5, paras. 2, 4, 10, 13, and 23 performed, all obligations set forth in below. Schedule 5 to this Grant Agreement.

The Recipient shall (i) maintain, or cause Article 4, Section 4.02 Complied with. to be maintained, separate accounts for (a) the Project, and prepare financial statements according to international accounting standards; (ii) have such accounts and related financial statements audited annually, in accordance with appropriate auditing standards consistently applied, by independent auditors whose qualifications, experience and terms of reference are acceptable to ADB; (iii) furnish to ADB, as soon as available but in any event not later than 6 months after the end of each related fiscal year, certified copies of such audited accounts and financial statements and the report of the auditors relating thereto (including the auditors' opinion on the use of the Grant proceeds and compliance with the financial covenants of this Grant Agreement as well as on the use of the procedures for imprest account/statement of expenditures), all in the English language; and (iv) furnish to ADB such other information concerning such accounts and financial statements and the audit thereof as ADB shall from time to time reasonably request.

The Recipient shall enable ADB, upon Article 4, Section 4.02 Complied with. ADB's request, to discuss the Recipient’s (b) financial statements for the Project and its financial affairs related to the Project from time to time with the auditors appointed by the Recipient pursuant to Section 4.02(a) hereabove, and shall authorize and require any representative of such auditors to participate in any such discussions requested by ADB, provided that any such discussion shall be conducted only in the presence of an authorized officer of the Recipient unless the Recipient shall otherwise agree.

The Recipient shall enable ADB's Article 4, Section 4.03 Complied with. representatives to inspect the Project, the

38 Appendix 12

Reference in Grant Covenant Agreement Status of Compliance goods financed out of the proceeds of the Grant, and any relevant records and documents.

MOES shall be the Project Executing Schedule 5, para. 1 Complied with. Agency.

A NPSC, chaired by the Vice Prime Schedule 5, para. 2 Complied with. A national project Minister responsible for social sectors, steering council was established shall be established and shall include by order No. 405-p of the Prime representatives from MOES, Ministry of Minister on 8 August 2008. The Economy and Finance, Ministry of Labor first meeting of the NPSC was and Social Affairs, the President’s held in October 2008. Due to the Administration, the Prime Minister’s structural changes in the Office, and the Parliamentary Committee government and the President’s on Social Policy. Administration, the NPSC did not operate. A new steering council was approved by government order No. 510-r d/d 3.11.2011. It is practical to have a single council for all projects in a sector.

The NPSC shall meet quarterly, and more Schedule 5, para. 2 Not complied with. The NPSC often if required. The NPSC shall provide never met after the first meeting overall strategic guidance, monitor held in October 2008. Quarterly implementation of the Project and the intensity was not necessary. Rural Education Project of the World Bank, and ensure donor coordination.

The First Deputy Minister of the MOES Schedule 5, para. 2 Complied with. shall be appointed as project director and shall coordinate overall implementation of Project activities.

Two RPSCs shall be established to guide Schedule 5, para. 2 Complied with. and monitor implementation of the Project activities at oblast levels.

A CPIU shall be established at MOES and Schedule 5, para. 3 Complied with. shall be responsible for the overall implementation of the Project activities and for the direct implementation of the activities in Chui and Talas oblasts.

Two RPIUs shall be established and shall Schedule 5, para. 3 Complied with. be responsible for implementation of Project activities at the oblast level. One RPIU shall cover implementation of Project activities in the southern oblasts (Osh, Jalal-Abad, Batken) and the other RPIU shall cover implementation of Project activities in Naryn and Issyk-Kul oblasts.

Appendix 12 39

Reference in Grant Covenant Agreement Status of Compliance The CPIU shall be (i) staffed by domestic Schedule 5, para. 3 Complied with. consultants, including a project manager, a procurement specialist, a finance manager, an accountant, an administrative assistant, and an interpreter; and (ii) also assisted by domestic consultants on teacher training and learning materials, curriculum and learning assessment, monitoring and evaluation, civil works and equipment.

The two RPIUs shall each be staffed with Schedule 5, para. 3 Complied with. domestic consultants, including a regional PIU coordinator, an accountant, an assistant, a civil works and equipment specialist, and a driver.

Each RPIU manager shall report directly Schedule 5, para. 3 Complied with. to the project manager at CPIU and shall provide quarterly and annual progress reports to the CPIU.

The RPIUs offices shall be located in the Schedule 5, para. 3 Complied with. oblast education departments in Osh and Karakol respectively.

NPSC and the Project director shall Schedule 5, para. 4 Partially complied with. ensure policy coordination between the Coordination between the two Project and the Rural Education Project projects was carried out only by financed by the World Bank. means of bilateral meetings and general aid coordination meetings. Appraisal should have suggested concrete milestones for coordination and joint action, where practical and necessary.

The CPIU and the project implementation Schedule 5, para. 4 Complied with. unit of the Rural Education Project financed by the World Bank shall have office space in close premises at MOES, and shall agree on a unified salary scale for the staff of the CPIU, the RPIUs and the project implementation unit for the Rural Education Project financed by the World Bank.

The scope for closer integration shall be Schedule 5, para. 4 Not complied with. Integration reviewed within one year after the has not been endorsed by a Effective Date. formal joint action plan or any other document. A greater role is required for an executing agency to ensure closer coordination and integration. Sector-wide

40 Appendix 12

Reference in Grant Covenant Agreement Status of Compliance approach (SWAp) can be a good basis. The Recipient shall allocate in a timely Schedule 5, para. 5 Complied with. manner adequate budget funding for (i) its share of local costs in support of training programs for teachers and school directors, and learning materials; (ii) government counterpart staff salaries; (iii) incremental recurrent costs for operation and maintenance of all schools, NTTI and TTIs rehabilitated or supported under the Project; and (iv) replacement capital costs for computer equipment to be procured, four to five years after initial procurement of such equipment.

Prior to tendering of civil works or Schedule 5, para. 6 Complied with. All concerned provision and installation of equipment, local governments have concerned local administrations shall provided written commitments to commit in writing to provide budgetary bear the operation and resources for operation and maintenance maintenance costs of supported costs of schools and TTIs supported schools. under the Project.

The Recipient shall endeavor to maintain Schedule 5, para. 7 Complied with. annual expenditure for education sector activities during Project implementation at not less than 4.5% of gross domestic product, in line with the Recipient’s medium-term budget framework. In this connection, the Recipient shall annually provide ADB with information on allocations and actual expenditure for the education sector.

Within 12 months of the Effective Date, Schedule 5, para. 8 Complied with. Based on the MOES shall review the results of the results of the policy study on policy study on introducing a 12-year introducing a 12-year general general education system, and shall make education system, the a recommendation to the Recipient government decided to continue regarding the introduction of a 12-year with an 11-year education system. system.

MOES shall establish the national Schedule 5, para. 9 Complied with. MOES has curriculum writing groups, based on effectively managed selected competitive selection, and ensure the curriculum writing groups and provision of adequate budgetary funds for supported their work. It financed these writing groups, by October 2005. an additional curriculum workshop during the last project extension.

The Recipient shall approve a new Schedule 5, para. 10 Partially complied with. The curriculum for primary school by year 2, subject curricula for grades 1-4

Appendix 12 41

Reference in Grant Covenant Agreement Status of Compliance basic secondary school by year 3, and were approved by MOES Board upper secondary school by year 4 of decision 3/1 of 29 May 2009. Project implementation based on the The subject curricula for grades review of the new curriculum prepared by 5-11 were finalized and are the national curriculum writing groups. being piloted. The approval is expected in 2014.

Within 24 months of the Effective Date, Schedule 5, para. 10 Complied with. The concept of the MOES shall adopt a written policy on continuous pedagogical teachers’ training standards, and education was approved in professional requirements at different 2008. levels shall be adopted in synchronization with the adoption of the new curriculum.

The Recipient shall continue its policy of Schedule 5, para. 11 Complied with. strengthening teacher incentives, to ensure that the teaching profession is made more attractive and that adequate numbers of qualified teachers are attracted to teaching positions in rural and remote areas.

The Recipient shall progressively increase Schedule 5, para. 11 Complied with. teacher salaries by at least 15% each year during Project implementation.

Within 6 months of the Effective Date, the Schedule 5, para. 12 Complied with. Recipient shall prepare a time-bound action plan, detailed criteria and implementation mechanisms and procedures for the RTIS, acceptable to ADB.

The RTIS shall provide for the transfer of Schedule 5, para. 12 Complied with. not less than Som2,000 every month per teacher, selected to work in rural schools under the RTIS, to a special deposit account for a period of at least 3 years.

In addition to support for the RTIS Schedule 5, para. 12 Complied with. Overall, more provided under the Grant, the Recipient than 2,000 rural teachers have shall provide RTIS funding for at least 200 been supported. additional teachers annually from budget funds.

MOES shall include detailed information Schedule 5, para. 13 Complied with. on the implementation of the RTIS in the quarterly progress reports submitted to ADB, including the number of teachers covered, their subject areas, and the schools to which they are assigned.

42 Appendix 12

Reference in Grant Covenant Agreement Status of Compliance The implementation of the RTIS shall be Schedule 5, para. 13 Complied with. reviewed periodically, and necessary amendments may be agreed between ADB and the Recipient.

The Recipient shall undertake a Schedule 5, para. 13 Not complied with. No formal comprehensive review of the functioning review and assessment of the of the RTIS in connection with the RTIS was conducted and no midterm review, which may serve as the adjustments were made to the basis for necessary adjustments. scheme. By the time of required assessment, the program was already abolished.

Prior to completion of the 3-year pilot Schedule 5, para. 13 Not complied with. The program phase of the RTIS, the Recipient shall was abolished. The increase of review the measures necessary to ensure all teacher salaries in 2011 has sustainability of its impact, including overshadowed the effect of the continuation of the scheme under budget RTIS, which was relatively small financing until the schools are staffed with scale. Appraisal or midterm teachers. review could not have envisaged this.

Within 6 months of the Effective Date, Schedule 5, para. 14 Complied with. MOES and CPIU shall prepare selection criteria for external training on curriculum development and learning materials, learning assessment, and a list of candidates and submit the same to ADB for approval.

CPIU shall provide ADB with (i) a list of Schedule 5, para. 15 Complied with. the nominated candidates for training, (ii) the proposed training institutions, and (iii) a detailed costing of the proposed courses. The external training institutions shall be selected based on the competitive submission of training proposals. In-country training shall be held at TTIs or other relevant training institutions, selected on a competitive basis. The education specialists who shall be selected for external training shall have current teaching experiences in schools.

The Recipient shall require that each Schedule 5, para. 16 Complied with. participant in external training program enters into a contract with the Recipient under which the participant commits to work for a government institution for at least 3 years upon completion of the external training, or reimburses the full cost of the external training provided under the Project, if the participant fails to work for a government institution as provided under such contract.

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Reference in Grant Covenant Agreement Status of Compliance During Project implementation, the Schedule 5, para. 17 Complied with. Recipient shall measure, with the necessary frequency, monitoring indicators agreed with ADB. The Recipient shall incorporate comments and findings on these indicators in every quarterly report to ADB. The Recipient shall also measure indicators for project evaluation at Project completion and 3 years after Project completion At Project inception, completion, and 3 years after Project completion, MOES shall submit to ADB a report that summarizes the key findings of monitoring and evaluation of changes that occurred in the 3 preceding years.

Within 6 months of the Effective Date, Schedule 5, para. 18 Complied with. MOES will adopt a project monitoring and evaluation plan acceptable to ADB. The key project monitoring indicators agreed upon by the Recipient and ADB will be used to evaluate the achievements and impact of the Project.

ADB and the Recipient shall jointly review Schedule 5, para. 19 Complied with. ADB fielded Project implementation twice annually. 11 review missions in 6 years to The reviews will assess progress under track project progress. each component, identify issues and constraints, and determine necessary remedial action and adjustments.

A comprehensive midterm review of Schedule 5, para. 19 Complied with. Midterm review Project performance will be conducted at was carried out in 2008 and the end of third year of implementation. generated valuable The midterm review shall (i) review the understandings, which allowed scope, design, and implementation better efficiency of the project. arrangements of the Project; (ii) identify any changes required since the time of the Project appraisal; (iii) assess progress of Project implementation against performance indicators; (iv) establish compliance with the covenants of this Grant Agreement; and (v) if necessary, recommend changes in the design or implementation arrangements.

The Recipient shall ensure that the Schedule 5, para. 20 Complied with. The project did Project will not entail any land acquisition not involve land acquisition and/or resettlement. and/or resettlement, in compliance with loan assurances and agreement provisions.

44 Appendix 12

Reference in Grant Covenant Agreement Status of Compliance Within 12 months of the Effective Date Schedule 5, para. 21 Complied with. and prior to provision and installation of computer and language laboratory equipment, the Recipient shall ensure that all schools, NTTI and TTIs provided with computer equipment shall have at least one qualified computer/informatics teacher, and that all schools and TTIs provided with language laboratory equipment shall have at least one qualified foreign language teacher.

Within 12 months of the Effective Date Schedule 5, para. 22 Complied with. and prior to provision and installation of computer equipment the Recipient shall ensure that security arrangements (steel doors, burglar bars on windows) are in place in computer classrooms of the Project schools.

Learning materials, including textbooks, Schedule 5, para. 23 Not complied with. The textbook shall be provided nationwide under the rental scheme was abolished in textbook rental scheme, including full 2006 according to the Law “On provision of textbooks to children whose the republican budget of the families cannot afford to pay the textbook Kyrgyz Republic for 2006.” rental fee. Despite continuous efforts by MOES and ADB to revive the TRS it did not happen.

The Recipient shall include the relevant Schedule 5, para. 24 Complied with. sections of ADB’s anticorruption policy in all documents and contracts during bidding for and implementation of the Project.

In addition to textbooks and learning Schedule 5, para. 25 Complied with. materials in Kyrgyz and Russian languages, the Recipient shall provide textbooks and learning materials in Uzbek and Tajik languages.

CPIU=central project implementation unit, MOES=Ministry of Education and Science, NPSC=national project steering committee, NTTI=national teacher training institute, RPIU=regional project implementation unit, RPSC=regional project steering committee, RTIS=rural teacher incentive scheme, TTI=teacher training institute.

Appendix 13 45

SUMMARY OF CHANGES

Date of Type of Approval Change Subject Details 28 Jun 2006 Minor change Change in A minor change in implementation arrangements for implementation changing the consultant selection method for arrangements recruiting two international and one domestic consultant (a project management advisor and education policy studies specialists) as individual consultants

27 Nov 2007 Minor change Change in A minor change in implementation arrangements for implementation external training for a group of specialists on arrangements curriculum development, learning assessment, and textbook and learning material development

17 Dec 2007 Minor Changes in Minor changes in scope and implementation changes scope and arrangements for restructuring the policy studies implementation activities under the Modernizing the Curriculum and arrangements Learning Assessment component

21 May 2007 Minor change Changes in (i) A minor change in implementation arrangements implementation for repackaging procurement of equipment for arrangement and schools and seven teacher training institutes procurement (ii) Change of the method of procurement of method equipment for teacher training institutes from international competitive bidding and local competitive bidding to limited international bidding and shopping

30 May 2007 Minor change Increase of the Increase of the imprest account ceiling under the imprest account project from $500,000 to $1,500,000 ceiling

2 Apr 2008 Minor change Change in Change in the procurement method for selecting an procurement institute to prepare design for civil works at the method Bokonbaev school in Osh oblast from the least cost selection to single source selection

17 May 2008 Minor change Change in A minor change in implementation temporary implementation arrangements for suspending the work of an arrangements international consulting firm for curriculum and textbook development under the Modernizing the Curriculum and Learning Assessment component

20 Jan 2009 Minor change Reallocation of Reallocation of project funds: project funds (i) $1,601,009 to be reallocated from the unallocated category to the civil works, learning materials, consulting services, and staff development categories; (ii) $74,500 to be reallocated from the research studies category to the consulting services category; (iii) $241,991 to remain in the unallocated category

8 Apr 2009 Minor change (i) New provision (i) A minor change in implementation arrangements of consulting to recruit, through fixed budget selection method, an

46 Appendix 13

Date of Type of Approval Change Subject Details services and international institution or firm to develop pilot change selection interactive CDs for two teacher training modules method, and under the Strengthening the Teaching Profession (ii) reallocation of component; and project funds (ii) relevant reallocation of grant proceeds from the equipment and vehicles category to the consulting services category to finance the above consulting services

22 July 2010 Minor change Change in Change in the procurement method for selecting (i) procurement an institute to prepare a design for civil works at two method schools in Osh and Jalal-Abad from the least cost selection to single source selection, and (ii) a firm for rehabilitation of the above schools from teacher training institutes to direct contracting

18 Aug 2010 Minor change Reallocation of Reallocation of (i) $241,991 from unallocated to the Project funds learning materials expenditure category, and (ii) $30,000 from the special program category to incremental recurrent costs expenditure category

2 Mar 2011 Minor change Change in Change in procurement method for learning procurement materials and textbooks for grade 1 for Uzbek and method Tajik languages from national competitive bidding to shopping

30 Mar 2011 Extension of the Extension of the grant closing date from grant closing date 30 June 2011 to 31 December 2011

19 Dec 2011 Minor change Extension of the Extension of the grant closing date from grant closing date 31 December 2011 to 30 June 2012 and and reallocation reallocation of grant proceeds to cover printing of of grant proceeds additional textbooks for $1.2 million and to increase subcategory 8B (staff of the central and regional project implementation units)

10 Apr 2012 Minor change Change in Change in procurement method for procurement of procurement additional equipment for $34,536 using repeat order method Source: Asian Development Bank.