A shortage of skilled labor, caused by the disparity between graduates’ skills and labor market needs, was constraining the economic growth of the Kyrgyz Republic at project appraisal.  To help reduce this disparity, the Asian Development Bank (ADB) approved a loan of $10 million and a grant of $10 million for the Second Vocational Education and Skills Development Project in September 2012. The project was also to support the expansion of seven priority sectors expected to drive the economy and create jobs for the growing number of unemployed youth, comprising 17.1% of women and 12.2% of men in 2010.  Its expected impact was inclusive growth through greater employment opportunities for graduates of technical and vocational education and training (TVET). Its intended outcome was stronger quality, relevance, and efficiency of and more equitable access to TVET.  Its planned outputs were: (i) primary TVET system rationalized and TVET system modernized; (ii) TVET teaching and learning environments improved; (iii) curriculum, teaching, and learning materials for TVET developed; and (iv) the quality of TVET delivery strengthened.

At completion, the project achieved all its intended outputs.  The Primary TVET System Rationalization Program, which was in line with international best practice, was launched at the regional level in two pilot provinces.  Besides rationalizing primary TVET, it has also improved the links between primary and secondary TVET, the labor market, and the regional economy and will expand TVET programs to adults.  The TVET system was modernized, with 59 schools and colleges trained in (i) results-based strategic planning, (ii) operationalization of the school strategic plan, and (iii) monitoring and evaluation. Each school developed and began implementing its 3-year development strategy and its annual operational plan with sex-disaggregated indicators.

The National Professional Skills Development Council (NPSDC)—consisting of representatives from related ministries, local government, employers, and vocational school staff—was established as an advisory council for project-led reforms. Seven sector councils, established to assist the NPSDC, reviewed and approved the priority occupations to be supported under the project, as well as occupational standards, teaching materials, and technical specifications for the training equipment. While their engagement varied from sector to sector, industry representatives were generally not active, and the councils remained largely a project-led effort. To ensure effective and sustainable industry partnerships, the Agency for Primary Vocational Education (APVE) stopped supporting the sector councils and initiated direct partnerships with 11 local business associations, which proved more effective and sustainable in promoting cooperation between the vocational schools and employers.

The Skills Development (SDF) was successfully established as a quick-response mechanism to develop the skills demanded by local employers and by students. It began operation in December 2016, delivering relevant, good-quality short courses with the close involvement of employers. In total, 81 vocational schools (76 primary and 5 secondary) participated in the SDF.  TVET teaching and learning environments were improved through the rehabilitation of vocational schools and colleges and the provision of equipment, furniture, and computers. Competence-based standards and assessment procedures and the teachers’ training qualifications framework (TTQF) were developed.

All gender action plan activities were implemented, and 11 of the 12 gender targets were achieved. Improving the access of girls and women to vocational education was incorporated in the school business plans and gender-equitable recruitment of teachers and professional mentors was ensured.  Some 47% of those trained under the TTQF were women, and everyone received an NPSDC professional development certificate.

Achievement or overachievement of all output targets enabled the project to meet or exceed all its outcome targets.  Enrollment rate in the primary vocational schools increased and so did the employment rate of graduates of primary vocational schools and graduates of short courses.  Enrollment in long-term courses at the secondary vocational schools more than doubled.  Moreover, the project benefited mostly the poor and socially disadvantaged households. Each year, about 70% of students enrolled in the primary and secondary vocational schools are from poor families who would otherwise not be able to acquire skills for employment.

The APVE was the executing agency.  A project implementing unit, established under the APVE, took charge of day-to-day activities.