1. Improve the efficiency of teaching and learning in general secondary schools and preschools of participating regions: Modest.
More than 75% of schools (target 75%) participated actively in needs assessment and in the selection of learning materials. However, none of the learning materials selected by school boards were distributed to schools (ICR, p. 15).
At least 80% of targeted classes in project schools had modern teaching and learning materials (target 80%) Over the life of the project this benefited 1,501 general secondary schools and 673 preparatory groups in 598 preschools in 35 rayons located in seven oblasts by providing them with learning materials and resources. The ICR does not indicate what proportion of all secondary, preschools and preparatory schools benefited from the project in these oblasts.
Two resource materials on how to prepare school-based needs assessment and how to prepare request for learning materials were prepared and published and 4,600 copies were distributed among participating schools. However, the ICR (p. 15) reported that in 2010 about half of the materials for preschools were delivered or in the process of being delivered to preschools, with the remaining materials in the Tashkent warehouse awaiting delivery to oblasts and then preschools. Moreover, distribution of learning materials for grades 1 through 4, estimated at approximately 40 percent of project funds, were also delayed.
More than 3,000 teachers, school principals, and methodologists were trained in the use of teaching materials and information technology (IT) applications. The ICR does not indicate the proportion of project teachers to all teachers. Direct beneficiaries of this training were 626,150 students in project primary and secondary schools and preschool institutions.
The project also financed all training and promotion activities needed to involve parents and other members of the school community in the process of selection of teaching and learning materials. Based on surveys, the level of participation of school boards in school decision making was very high - 79 percent of all members of school boards (10,793 persons) took part in estimating school needs and prioritizing them for inclusion in school applications for teaching and learning materials (ICR p. 36-37).
165 facilitators (target 163) have been trained to introduce child-centered teaching strategies to implement activities to train personnel in child-centered teaching strategies. Four modules for training materials were developed for facilitators, basic education/preschool principals, methodological groups of teachers, and teachers. (Met target of new training materials available to be used in Phase 2).
A standardized test of student learning achievement was developed and administered to a sample of 6,000 students in grade 4 and 10,000 students in grade 8. (thus meeting target of standardized test administered).
In-service teacher training institutes have adopted new school-based teacher training strategies. However, the Ministry was not able to report the percentage of teachers using student-centered education as a result of the professional development.
The ICR did not provide evidence of the improved efficiency of teaching and learning in general secondary and preschools in participating oblasts.
2. Improve the efficiency of budget allocation and strengthening of budget planning and formulation in general secondary education: Substantial.
Regulations regarding the financing formula were adopted in 2008 for the pilot areas and all school accountants completed relevant training.
Norms and regulation for financing schools were developed for all rayons and oblasts, and a joint resolution of the Ministry of Public Education and Ministry of Finance was adopted that allowed for the piloting of the new scheme and for country-wide implementation of the financing formula. The normative legal basis required to implement per-capita financing in schools began with the adoption of the Presidential Decree No. 3857, “On improving the mechanism of financing of the public education institutions,” dated February 26, 2007, and the Resolution of the President of the Republic of Uzbekistan No. 609, “On measures to order the typical staff of the secondary schools,” dated March 29, 2007. These regulations gave all secondary schools of the republic the status of legal person and, from July 1, 2007, made them eligible to receive funds from the regional financial authorities.
Agreement was reached on a per capita funding formula by the project closing. Per capita financing was developed and piloted in the Bukhara region and a joint resolution between Ministry of Public Education and the Ministry of Finance on implementation of per capita financing in general education schools was adopted. Based on the practice of implementing per capita financing in three oblasts in the first year and in six oblasts in the second year, a number of shortcomings were addressed and changes were incorporated into the new regulations on the procedure for establishing a school budget for 2009 and 2010, when per-capita financing was implemented nationwide
Implementation of the per capita budget allocation throughout the county in oblasts, rather than the 7 oblasts as planned.
School autonomy in decision-making on financial matters was increased; all schools in the country hold the status of legal person and have their own accountant.
Allocation of funds to schools was equalized; each school receives a budget allocation according to the number of students in the school, rather than costs.
3. Improve the capacity of the Ministry of Public Education to implement and monitor investment programs: Substantial.
The PAD (p. 9) defines capacity to implement and monitor investment programs in relation to assessing student learning. Specifically, the Ministry was to demonstrate improved capacity by conducting a pilot standardized student assessment on a representative sample of students from project schools and collecting and analyzing baseline data.
Baseline information on the M&E system’s indicators was collected and analyzed at least once a year. The first baseline report was scheduled to be delivered in 2009, but was actually delivered in 2011.
In February 2008 a survey of School Boards was completed. This was also a precondition for Phase 2 of funding.
A Report on the test results was prepared and disseminated.
New regulations and procedures for establishing a school budget were developed to address shortcomings that emerged from implementation of the per capita financing in years one and two.
A student assessment was piloted and the results were used to inform decisions on teacher training. By the close of the project, assessments had been conducted for grades 4 and 8. According to the results of the assessment, teachers with lower-performance indicators were identified and undertook professional development.
Test results were reviewed and compared across regions, between cities/villages and boys/girls on reading mathematics and native language by the Board of the Ministry of Public Education. However, no information was provided to describe how the information was used to inform policy or which specific actions were undertaken as a result of the review.
Triggering the Phase-2 APL. The second phase was conditional on meeting two conditions: (i) school boards in at least 75% of project schools have participated in school needs assessment and prioritization of learning materials; and (ii) standardized student assessment has been piloted in a representative sample of students in both project and nonproject schools. The Phase 1 project met these conditions. The Phase 2 APL was approved on October 15, 2009 and became effective on March 11, 2010, with a timeframe from October, 2009 to September 2013 at an estimated cost of US$28 million.