DESCRIPTION The Equitable Access to Quality Education Project in Kiribati seeks to address disparities in access, quality, and equity within the education system, particularly for students residing in the outer Gilbert Islands. The project is aligned with national and regional frameworks, including the Education Sector Strategic Plan 2024-2027 and the Kiribati Partnership Compact. The project has three outputs. Output 1 focuses on expanding gender-responsive, climate-resilient education infrastructure. This includes replacing vulnerable, temporary classrooms with disability-accessible, climate-resilient facilities across nine outer island primary schools. Upgrades also extend to student dormitories at King George V School and the Kiribati Teachers College (KTC), improving access for boys and encouraging more male teachers from outer islands. Additional interventions include the provision of light trucks for student transport, piloting inclusive safety and maintenance protocols, and training transport operators on gender and child safety. Trained maintenance officers will be deployed and supported for two years to ensure sustainability. Output 2 aims to strengthen curriculum, assessments, and delivery systems by addressing student retention (push and pull factors). It includes upgrading the digital technology curriculum, establishing digital technology resources or computer labs in junior secondary schools, and enhancing family-life education. Interactive and age-appropriate content will support students' understanding of gender equality, violence prevention, and reproductive health. Output 3 expands teacher training and community engagement. Teachers will receive in-service training on updated curricula, digital skills, gender-responsive teaching methods, and strategies to engage boys. Community-based activities will promote positive social norms and student retention. A dropout prevention pilot and a new attendance tracking system will be implemented in project schools. PROJECT RATIONALE AND LINKAGE TO COUNTRY/REGIONAL STRATEGY Kiribati, a small island developing state comprising low-lying coral atolls dispersed across the Pacific, faces unique challenges in delivering equitable and quality education. Geographic isolation, limited infrastructure, climate vulnerability, and capacity constraints have led to substantial disparities in education access and learning outcomes, particularly for students in the outer Gilbert Islands. Infrastructure in the outer islands is often inadequate, with many schools lacking permanent classrooms, electricity, and safe learning environments. Students study in temporary huts with poor ventilation, inadequate lighting, and insufficient seating. The absence of senior secondary schools on most outer islands forces students to relocate, with boys particularly affected due to the lack of dormitories at King George V School. Meanwhile, students with disabilities face additional access barriers due to the lack of inclusive infrastructure and services. Disruptions from extreme weather and climate hazards--such as flooding, heatwaves, and sea-level rise--compromise school operations and threaten educational continuity. Although girls tend to outperform boys academically and remain in school longer, societal expectations and domestic responsibilities often limit their transition to the workforce. Boys face higher dropout rates, especially in the outer islands. Bullying, gender-based violence, and unsafe school environments further hinder participation, with half of junior secondary girls reporting harassment. Teachers, mostly female, often lack the training to manage classroom behavior or address sensitive gender topics effectively. Digital exclusion is another critical constraint. Most junior secondary schools lack computer labs, internet access, or technology-trained teachers. Senior secondary courses are outdated, and less than one-third of schools had basic digital connectivity in 2020. Youth in rural areas are significantly disadvantaged in accessing technology. Despite strong academic performance, girls are underrepresented in digital careers, reflecting persistent gender stereotypes and limited exposure to relevant skills. Teacher quality is uneven, with a shortage of male teachers and insufficient in-service training. The Kiribati Teachers College lacks dormitories, deterring outer island candidates from pursuing teacher education. Training is limited in key areas like digital pedagogy, gender-sensitive teaching, and student engagement. IMPACT A culturally grounded, equitable, and high-quality education system delivered that enhances learning outcomes and resilience for all children and youth in Kiribati (Education Sector Strategic Plan 2024-2027). Barriers reduced and equitable, inclusive quality education strengthened (Kiribati Partnership Compact).

ACCESS TO INFORMATION You can submit an information request for project information at: https://www.adb.org/forms/request-information-form ADB has a two-stage appeals process for requesters who believe that ADB has denied their request for information in violation of its Access to Information Policy. You can learn more about filing an appeal at: https://www.adb.org/site/disclosure/appeals ACCOUNTABILITY MECHANISM OF ADB The Accountability Mechanism is an independent complaint mechanism and fact-finding body for people who believe they are likely to be, or have been, adversely affected by an Asian Development Bank-financed project. If you submit a complaint to the Accountability Mechanism, they may investigate to assess whether the Asian Development Bank is following its own policies and procedures for preventing harm to people or the environment. You can learn more about the Accountability Mechanism and how to file a complaint at: http://www.adb.org/site/accountability-mechanism/main.