DESCRIPTION The program will adopt a results-based lending modality and comprise four outputs. Output 1 will enhance sector governance and system efficiency, including strengthening institutional coordination, data-driven planning, and public financial management in the education sector. Output 2 will reduce seismic risks and improve learning environments in selected technical and vocational education and training (TVET) and general education institutions, focusing on infrastructure upgrades and gender- and socially inclusive design. Output 3 will support the nationwide implementation of the National Qualification System, facilitating the recognition of competencies acquired through formal, non-formal, and informal education. Output 4 will support ongoing K12 education reforms by introducing a new skills track for upper-secondary students (grades 1012) enhancing their job readiness and smooth transition to further vocational and higher education. Output 1: TVET governance strengthened. This output will improve the strategic governance, quality assurance, and coherence of the TVET system. Public TVET institutions will be rationalized into regional and sectoral clusters to enable more efficient resource allocation, reduce duplication, and align training delivery with regional labor market needs. The National Qualifications Framework (NQF) Council will be operationalized to oversee articulation across general, vocational, and higher education, supported by an updated and enforced TVET Teacher Training Qualifications Framework (TTQF). A national credit recognition mechanism will be developed to support learner mobility and avoid curriculum duplication across institutions and qualification levels. Institutional licensing and accreditation systems will be enhanced to ensure quality and compliance across all providers. Regulatory and procedural frameworks for program design and approval will be streamlined to improve agility in responding to economic transformation and skills demand. Output 2: TVET infrastructure and disaster resilienceSeismic resilience and learning environments of education infrastructure improved. The output will directly enhance the seismic resilience and learning environments of education infrastructure and address the infrastructure deficits that compromise educational quality. Furthermore, this output will support critical capacity building activities including but not limited to seismic analysis and design, construction supervision, operation and maintenance as well as technical support and project management to ensure effective implementation, management and quality control of ADF-14 CCA-DRR thematic window grant-financed activities. This output will support structural retrofitting or reconstruction of priority educational institutions in line with the latest national building codes, engineering guidelines, and international best practices. All upgraded or newly constructed facilities will meet internationally recognized seismic safety standards, and will integrate energy efficiency measures, fire safety systems, accessibility features, and other functional improvements to create safe, modern, inclusive, and learning conducive physical environments. upgrade physical learning environments to support inclusive, green, and modern education delivery. By 20330, at least 30eight educational TVET institutions will be reconstructed or retrofitted (rehabilitated) and equipped, incorporating energy-efficient and sustainable solutions with enhanced seismic resilience to mitigate disaster-related risks. . Similarly, at least 100 general education schools offering vocational tracks in grades 1112 will be retrofitted and equipped to facilitate the rollout of the new skills stream. Output 3: Relevance of TVET programs improved. This output will strengthen the quality, inclusiveness, and labor market relevance of vocational education programs and training delivery. Occupational standards will be updated regularly through a coordinated mechanism involving employers and sector associations, and embedded into modular curricula. Eight existing Centers of TVET Excellence will be upgraded and institutionalized as national training hubs for TVET master trainers, providing structured capacity building for in-service teachers and instructional leaders. A national system for microcredentials and validation of prior learning will be introduced, enabling flexible upskilling and re-entry into education. Expanded teacher professional development will focus on competency-based, industry-aligned instruction and the use of modern training technologies. These reforms will ensure that learners acquire job-relevant skills, nationally recognized qualifications, and equitable access to diversified learning pathways. Output 4: Career guidance and skills track in of general education introduced. with new skills track supports the introduction of a skills-based stream in grades 1112 to provide diversified and relevant learning options for students. A national concept for profile education will be approved, enabling students to make informed educational choices after completing lower secondary education (grade 9). By 2030, at least 30% of schools with upper secondary levels will begin offering a skills stream with vocational specializations. This will improve employability, allow early exposure to practical learning, and ultimately bridge the gap between education and employment. PROJECT RATIONALE AND LINKAGE TO COUNTRY/REGIONAL STRATEGY Technical and Vocational Education and Training (TVET) system not aligned with evolving labor market needs. Kyrgyz Republicstan's TVET system remains fragmented, under-resourced, and insufficiently responsive to evolving labor market demands. Although the system includes over 230 vocational institutions, participation is limited: only about 10.7% of youth aged 1524 are enrolled in TVET programs (3% in primary and 7.7% in secondary TVET). At the same time, approximately 21% of youth are not in employment, education, or training (NEET), highlighting weak school-to-work transitions. Despite government's efforts, TVET curricula quickly becomes outdated, many priority fields lack occupational standards, and employer engagement in training design and delivery remains unstructured. The work-based learning has not become a mainstream, and many graduates lack job-ready competencies, contributing to low employment outcomes and mismatched skills. IMPACT A more resilient, inclusive, demand-driven, and efficient education system supports the country's human capital development and economic transformation OUTCOME TVET and upper secondary education systems transformed to be more resilient and aligned with labor market needs.

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