Education Improvement Programme

The Education Improvement Programme (EIP) engages 20 government secondary schools (grades 7-11) and a few selected private schools in each of the three Founding States of UCA: Kyrgyzstan, Tajikistan and Kazakhstan. The programme is designed to enhance students' academic achievements and opportunities for entry to high-quality universities nationally, regionally, and internationally and to be work ready and equipped for responsible citizenship.

Working with education ministries, district education officers and school staff, and within the framework of the national curricula, EIP accents Science, Technology, Engineering, Mathematics (STEM), Information Communication Technology (ICT), and English. It aims to develop competencies such as critical thinking, creativity, collaboration and communication, required for full participation in economic, social, and cultural life in the 21st Century.

EIP will facilitate the professional development of teacher educators, secondary school teachers, and school administrators to ensure effective delivery of programme outcomes, and pilot best practices and innovations that can then be scaled up. In each selected district there will be an EIP ‘District Resource School', a hub whose experience will be shared more widely with other schools, providing an important cascading effect which over time is expected to have a much wider impact on school education. At the same time, through ongoing research, monitoring and evaluation, the programme aims to provide a model that can be scaled up and replicated nationally and regionally. In so doing, it will contribute to improving the quality of education in Central Asia and promote the social and economic development of the region.

"UCA has a very good approach to building the capacity of teachers in a sustainable way. We are very thankful that several of our teachers were engaged in EIP's professional development programmes conducted in Kyrgyzstan. Now they are becoming teacher educators, and are training other teachers from different areas of Tajikistan."

Zuvaydullozoda Muhibullo
Director of the International Presidential School
Dushanbe, Tajikistan

The objectives of the EIP are:

  • To improve the quality of the student learning outcomes in STEM, ICT and English and develop 21st century competencies;
  • To enhance teachers' content knowledge, pedagogical skills, and assessment practices;
  • To prepare school directors as facilitators of change and instructional leaders;
  • To use evidence-based best practices (local, national, regional, international) and research the innovations being implemented;
  • To collaborate with government and non-government organisations and institutions working to promote education, to create synergies for sustainable systemic development;
  • To promote district-wide education improvement through "District Resource Schools", that will result in the cascading of improvement in neighbouring schools;
  • To measure the impact of EIP on partner schools and to share the findings with all stakeholders in an appropriate and timely manner; and
  • To develop a scalable model for further adaptation and replication across the region.

EIP will achieve its objectives through the following:

  • Appoint a Steering Committee to provide input in the development of the programme, provide guidance and oversight during its implementation, and ensure delivery of programme outputs and achievement of programme outcomes;
  • Conduct a literature review to identify the current state of, and future plans for the provision of quality education in each of the three countries;
  • Conduct a situational analysis in schools to determine priorities and identify potential improvement strategies. More specifically, to use the findings from the situational analysis to facilitate each school team in developing an education improvement plan for their school and assess the impact of the programme at various end lines;
  • Use low-cost, high-impact strategies to improve the quality of teaching and learning both during and after school, to ensure sustainability and scalability;
  • Work with the Institutes for Professional Development (IPD), Teacher Training Institutes/Methodological Centers (TTI/MC) and Universities to facilitate the professional development of teacher educators, school administrators and secondary school teachers through a programme of activities that is focused, practical and ongoing;
  • Facilitate a team led by the school director in developing and implementing an education improvement plan for the school;
  • Pilot best practices and innovations to learn, improve and eventually scale up;
  • Develop partnerships with the government and NGOs to facilitate attainment of each country's National Education Development Strategy;
  • Identify and develop the capacity of a school in the district to serve as a ‘District Resource School'; and
  • Conduct ongoing monitoring, evaluation and impact assessment.

Read more: "Human Capital is a Foundation for Modernisation" – Tekeli Tynysy Newspaper

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