EVALUATION OF THE PROGRAMS OF JUNIOR 
ACHIEVEMENT KYRGYZSTAN
SUBMITTED TO: 
UNITED STATES AGENCY OF INTERNATIONAL DEVELOPMENT/CAR 
EVALUATION TEAM: 
LAUREN RUSSELL AND KHORLAN IZMAILOVA
JULY 21, 2005 
_______________________________________ 
TABLE OF CONTENTS
 
 PAGE NO. 
EXECUTIVE SUMMARY………………………………………………..……. 3 
ACKNOWLEDGEMENT……………………………………………….………4 
ACRONYMS………………………………………………………..…………4 
INTRODUCTION………………...……………………………………………4 
BACKGROUND……...………………………………………………………..5 
PURPOSE OF EVALUATION…………………………………………………..6 
CAVEATS………………………………………………………………….....7 
FINDINGS AND CONCLUSIONS….…………………………………………....7 
ADDITIONAL FINDINGS…...………………………………………..……....13 
RECOMMENDATIONS……………………………………………………….15
2
______________________________________ 
EVALUATION OF THE PROGRAMS OF JUNIOR 
ACHIEVEMENT KYRGYZSTAN
EXECUTIVE SUMMARY
The Junior Achievement (JA) program provides education materials to Kyrgyz students 
in the areas of business, management, and the market economy. Junior Achievement 
Kyrgyzstan (JAKg) also provides teacher training and prepares students to participate in 
national and international competitions where students apply economic theory to practical 
business situations. 
JA Kyrgyzstan was founded in 1995 by a joint effort between Peace Corps volunteers and 
teachers from Bishkek Academy of Finance and Economy. Today, JAKg’s JA 
Economics program has been translated into Kyrgyz and Russian as well as become fully 
adapted to Kyrgyzstan economic realities. The JA Economics program is taught in 9th, 
10th, and 11th grades and boasts a 20% saturation rate due to support from USAID, 
Soros Foundation, Counterpart Consortium, and Eurasia Foundation. JAKg has also 
delivered training programs and workshops instructing elementary and secondary school 
teachers on the theory and methodology of JA Programs. 
For this evaluation, we conducted interviews and focus groups in the schools in two 
major urban centers-Bishkek, the capital, and Osh, one of the largest trading centers in 
the Central Asian Republics (CARs). The Team believes that we visited schools that 
were more advanced than typical schools in Kyrgyzstan. 
There are five main findings from the evaluation. First, everyone the Team interviewed, 
including the students themselves, agreed that students demonstrate new knowledge after 
participation in JA. Second, even after ten years in Kyrgyzstan, JA remains an unknown 
quantity in the Kyrgyz business community. Third, JA program is not yet optimally 
structured and implemented in terms of urban and rural differences and ethnic issues. 
Fourth, the JA teaching style is used outside the JA classroom. Finally, JA/Kyrgyzstan 
needs a plan for sustainability. 
On December 10, 2004, USAID/CAR suspended the USAID Cooperative Agreement 
with JA’s Central Asian Regional Office. This action was taken to safeguard U.S. 
Government funds and is based on serious deficiencies found in the financial 
management system and operations of the Central Asian Regional Office that is 
implementing this Agreement. 
3
ACKNOWLEDGEMENT
The Team is especially grateful for the invaluable logistical support and warm welcome 
of the CAR Mission, Junior Achievement Kyrgyzstan, especially Anna Gregoriava for 
the warm welcome and logistical support. 
ACRONYMS
CAR Central Asian Republics 
JA Junior Achievement 
JAKg Junior Achievement Kyrgyzstan 
SO Strategic Objective 
U.S. United States 
USAID Unites States Agency for International Development 
INTRODUCTION
This report summarizes the background and findings of the evaluation of Junior 
Achievement Kyrgyzstan (JAKg) funded by the Unites States Agency for International 
Development (USAID). It was prepared as part of the Europe and Eurasia Certificate 
Program in Evaluation by Lauren Russell, USAID/Russia Program Officer and Khorlan 
Izmailova, USAID/CAR Project Management Specialist, Office of Health and Education 
to be presented in Sophia, Bulgaria in August 2005. The field portion of the evaluation 
took place June 6 through June13, 2005. 
JAKg provides education materials to Kyrgyz students in the areas of business, 
management, and the market economy. JAKg also provides teacher training and prepares 
students to participate in national and international competitions where students apply 
economic theory to practical business situations. The JAKg program currently 
contributes to USAID/CAR Strategic Objective (SO) 1.3 “Improved Small and Medium
Enterprise Environment.” 
4
BACKGROUND
Country Profile 
Kyrgyzstan is a poor, mountainous country with a predominantly agricultural economy. 
Cotton, tobacco, wool, and meat are the main agricultural products, although only 
tobacco and cotton are exported in any quantity. Industrial exports include gold, 
mercury, uranium, and natural gas and electricity. Kyrgyzstan has been fairly 
progressive in carrying out market reforms, such as an improved regulatory system and 
land reform. The adoption of relatively liberal economic policies has made Kyrgyzstan 
distinguish itself in the region. The population is over five million with one third of the 
population under 14 years of age and a median age of 23 years. Seventeen percent of the 
GDP is gross investment. The population below the poverty line is 40% and the 
unemployment rate is18% (2004). There are several sizable ethnic groups. Kyrgyz 
constitute 64.9%, Uzbek 13.8%, Russian 12.5% (1999 census). 
JA Kyrgyzstan was founded in 1995 by a joint effort between Peace Corps volunteers and 
teachers from Bishkek’s Academy of Finance and Economy. It has evolved into a 
program that impacts 14,425 students with two staff members and seven board members. 
JAKg has been delivering basic knowledge of economics and entrepreneurship to 5th
through 11th grade students through several programs, which combine theory and 
practical experience, i.e. JA Applied Economics, Student Company Program, 
Management and Economic Simulation Exercise (MESE), and Global Business Ethics. 
These JA materials were the first hands-on, interactive, educational materials in the area 
of economics and business to appear in Kyrgyzstan and the only kind to provide practical 
activities. 
Today, JAKg’s JA Economics program has been translated into Kyrgyz and Russian as 
well as become fully adapted to Kyrgyzstan’s economic realities. The JA Economics
program is taught in 9th, 10th, and 11th grades and boasts a 20% saturation rate due to 
support from USAID, Soros Foundation, Counterpart Consortium, and Eurasia 
Foundation. 
JAKg has also delivered training programs and workshops instructing teachers of 
elementary and secondary schools on the theory and methodology of JA programs. 
Translated and revised training materials in Kyrgyz and Russian languages are used to 
deliver both the theory of a free market economy and the methodology of teaching JA 
programs in a manner that engages students. 
5
PURPOSE OF EVALUATION
The evaluation assessed the overall JA Kyrgyzstan program. The report is designed to 
address the five questions raised in the Scope of Work (Appendix A). 
1. How have student’s demonstrated new knowledge of economics and business 
because of their participation in JA compared to base-line (zero)? 
2. What is the perceived value of JA in the business community, contrasting those 
working with JA compared to those not exposed to JA?
3. Is JA management optimally structured and implemented in Kyrgyzstan – in 
terms of assumptions about (a) urban versus rural differences, (b) gender 
inequities, and (c) ethnic issues? 
4. Has the JA teaching style that involves greater student involvement been adopted 
outside the JA classroom? 
5. What plans for sustainability does JA/Kyrgyzstan have if current funding sources 
evaporate? 
The Scope of Work called for an evaluation that would analyze and guide USAID and JA 
Kyrgyzstan. 
Data Collection and Methodology 
The Team used a combination of evaluation methods that included: 
- Reviewing quarterly reports, financial and audit documents, cooperative 
agreement etc; 
- Meeting with JA staff and members of the JA Board of Directors in Bishkek; 
- Meeting with Ministry of Education in Bishkek and Department of Education in 
Osh; 
- Individual interviews “key informant” with students in Osh and Bishkek; 
- Individual interviews “key informant” with teachers in Osh; 
- Focus group discussion with JA students in Bishkek; and 
- Focus group discussion with school directors in JA schools in Osh.
6
CAVEATS
In view of the limited (two weeks) lead time to schedule interviews and focus groups for 
evaluation, the schools that were visited by the Evaluation Team are not representative￾all schools visited were in two major urban centers-Bishkek, the capital, and Osh, one of 
the largest trading centers in the CARs. In general, we believe that we visited schools 
that were more advanced than average. 
Students were taking final exams when we toured the schools. The “end-of-year” 
preparations were a distraction for the majority of individuals we interviewed. In six out 
of the seven schools we visited, students were busy cleaning the room around us during 
our interviews. 
Overall, the Team had modest access to students, teachers, and school administrators, but 
only little access to representatives from the business community. Of the two business 
leaders we talked with, neither had heard of JA, even though they had high school age 
children who were likely in schools with JA. 
The many focus group discussions with teachers, students, and administrators provided 
only a snapshot perspective of JA. A lack of historical documentation makes it 
impossible to provide a valid longitudinal assessment of student progress. 
FINDINGS AND CONCLUSIONS
JAKg has been expanding its reach annually and has been making an impact in the field 
of capacity building among primary and secondary schools teachers in the methodologies 
of instructing market economics. All of this is due in part thanks to a dedicated and 
professional Board of Directors. Most of the board members are teachers and regulators 
of educational system who care to make a difference in the quality of education and 
delivery standards in Kyrgyzstan. 
7
JAKg is working with the Ministry of Education and Science to endorse JA Economics 
into the 5th through 11th grade curriculum and to publish an adapted version of the JA 
Economics books. This adapted version will be published in both Kyrgyz and Russian. 
On December 10, 2004, USAID/CAR suspended the USAID Cooperative Agreement 
with JA’s Central Asian Regional Office. This action was taken to safeguard U.S. 
Government funds and is based on serious deficiencies found in the financial 
management system and operations of the Central Asian Regional Office that is 
implementing this Agreement. A recent disbursement review disclosed there is not a 
functioning system of internal control that will ensure the integrity of USAID funds and 
the risk of misuse is unacceptably high. In an interview with a financial management 
office specialist in USAID/CAR, we learned there were no job descriptions of JAKg staff 
and a driver had been promoted to a position that gave him great access to funds without 
the appropriate qualifications. Until USAID/CAR is satisfied that JA International has 
adequate financial and program management systems in place, they can not consider 
further funding. 
Currently USAID/CAR is reviewing an unsolicited proposal from JA/CAR for a 20-
month cooperative agreement. 
In an interview with a member of the JA Board of Directors, the Team was informed that 
Kyrgyzstan does not have an active American Chambers of Commerce. Yet, the Team
found businesses that JAKg could develop a strategy to approach. One such business is 
“Shoro” a beverage company that is becoming increasingly popular and gaining an 
international reputation. 
It was noted that JA would be better if there was a stronger connection between schools 
and the universities. Teachers and administrators told us that universities are aware of JA 
and find that JA students make more attractive candidates than non-JA students. In 
addition, university professors represent the majority of JA guest lecturers. 
Findings and Conclusions to the Five Main Evaluation Questions 
• Students demonstrate new knowledge after participation in JA. 
Students, in each of the different venues we met with, either in one-on-one interviews or 
focus groups, universally reported gaining a deeper and more accurate understanding of 
economics and business as a direct result of their participation in JA. 
The positive benefits described above are demonstrated by students choosing to elect to 
take the economics exam, a non-mandatory pre-college exam. In one school alone, the 
number of students electing to take the exam went from two to six in a single year. 
8
One student we interviewed in Osh reported that JA instruction has helped her in 
everyday life. Now when she goes to the market she takes into account principles of 
supply and demand. If the supplies of her desired goods are plentiful, she knows she 
can bargain on the price! 
JAKg, teachers, and administrators do not track students’ progress upon secondary school 
graduation. The one exception to this is the consensus in the opinion that an increasing 
number of students are entering economics programs at universities. In the seven schools 
we held interviews, teachers and administrators reported only three examples of JA 
alumni who went on to use their JA background after graduation. One of these was a JA 
graduate who went on to start his own business; a T-shirt kiosk in the Osh Bazaar. On 
two occasions it was noted that JA graduates have returned to the JA classroom as guest 
speakers. 
Students reported back to their teachers that this knowledge has helped them in there 
everyday lives. Of the 28 students we met several gave us anecdotal evidence of how 
their JA instruction has helped them. This feedback ranged from understanding the 
principles of supply and demand in order to effectively bargain in the marketplace to 
learning how their parents budget their resources. 
Ministry of Education officials we met with said that JA students are by in large more 
work place savvy and are more skilled at seeking and getting jobs than their non-JA 
counterparts. 
• JA remains an unknown quantity in the Kyrgyz business community. 
JA remains virtually an unknown quantity in the Kyrgyz business community. JAKg 
does not have an outreach plan for gaining business community buy-in. JAKg arranged 
our interview with two members of the business community, yet neither had heard of JA, 
even though they had high school age children who were likely in schools with JA. 
All teachers and students interviewed showed great interest in wanting business leader 
participation in the classroom. But in the majority of schools that solicited volunteers, 
none could be found. One teacher said she had simply given up and will revert to asking 
only the student’s parents to volunteer in the future. Relatively successful schools only 
have guest speakers twice a year and these were usually professors from local 
universities. 
In Kyrgyzstan, due in part to prolonged hard economic times; there is little social 
awareness to give beyond the family. This could be the leading constraint to finding 
business leaders willing to volunteer their time in the JA classroom. 
9
“Our school was just a regular school before JA. Now we are a JA/Economics School” 
 - Administrator (Principle) of School # 62 
• JA program is not yet optimally structured and implemented in terms of 
urban versus rural differences and ethnic issues. There were no gender 
inequities found. 
Urban versus Rural Differences 
It was widely noted that teachers and schools chosen for JA were picked as they were the 
low hanging fruit. Many were the original pilot schools and they were chosen because of 
their proximity to the JA offices so that progress could be easily monitored. 
A major handicap for the inclusion of rural schools is two fold: under-trained teaching 
staff and a lack of computers in the schools. (Computers and internet connection is a 
requirement for many advanced JA programs.) Many rural schools in Kyrgyzstan lack 
even a school telephone. Only being able to reach the school through visits hampers JA’s 
ability to implant the program in the school. Also, teachers are tested and must pass the 
exam at a certain aptitude level before being chosen to teach JA. Many rural school 
teachers lack the test taking/academic sophistication to be chosen to teach JA. A JA 
board member we interviewed said that in order to accept the majority of rural teachers 
they would need to lower the standards required for a JA instructor. 
The downside of the expanding JA program is that as the program includes more and 
more schools, the number of teacher trainings has decreased as a result of finite financial 
resources. 
Gender Inequities 
There were no gender inequities found save for reverse inequities in that girls in the 
majority of schools were noted as being far more eager to get involved in JA exercises 
and activities-especially advanced projects that require time out of school. 
Ethnic Issues 
All JA management staff we interviewed quickly said there were no ethnic issues in the 
implantation and structuring of JAKg. Yet, JAKg is implemented without including 
Uzbek and Tajik schools in Kyrgyzstan. Approximately 150,000 children study in Uzbek 
schools and 3,000 children study in Tajik schools. The JA program leaves out around 
30,000 Uzbek speaking and around 1,000 Tajik speaking students between the grades of 
10
9th to 11th from these schools, the majority of which are in Osh. The problems associated 
with implanting JA in Uzbek and Tajik schools are manifold. First, Kyrgyzstan’s 
Ministry of Education allows for Uzbek and Tajik schools to teach using the Uzbek 
language exclusively. Second, many of the Uzbek schools are private and outside of the 
Ministry of Education’s purview. Third, the majority of students and teachers in the 
Uzbek schools do not understand the Kyrgyz language enough to benefit from the 
Kyrgyz and Russian language versions of the JA materials. 
Frequently teachers, administrators, and JA staff would argue that JA/Uzbekistan should 
provide the materials to them, even though JA/Uzbekistan material would be fitted for 
Uzbekistan’s economic context and not Kyrgyzstan. Although this situation could be 
remedied by a decision from JAKg to translate the materials into Uzbek and Tajik 
languages; these populations are not viewed as a priority in JAKg’s expansion efforts. 
• The JA teaching style is used outside the JA classroom. 
Teachers and administrators in the majority of schools were quick to say that their 
teaching styles have always been modern and that they have always taught with a JA 
style of heavy student involvement even before JA came to their school. 
Interestingly, in these same schools, students we interviewed reported that JA instruction 
was different and involved greater student participation than non-JA classes. This is 
evident in the fact that many teachers report that students who do poorly in other subjects 
become energized and do well in economics as they find the hands on exercises and 
school company programs entertaining. 
Ministry of Education officials that we met with informed us that across the board, JA 
schools encouraged students to be more actively involved and mobile in the classroom
than non-JA schools. One Ministry of Education official noted that this was one of the 
underlying reasons for their eagerness to take on JA in the beginning, as the previous 
mainstay of the Kyrgyz economics curriculum, “Introduction to Economics,” was lecture 
based. 
What the Team can conclude definitively from what we gained in the interviews is that 
by and large the JA teaching style and coursework was followed exactly as it was 
prescribed in the teaching materials. Therefore at least in the JA classroom, student 
involvement and team work was the norm. 
• JA/Kyrgyzstan needs a plan for sustainability. 
Over and over again we heard that it is simply too early to talk sustainability-even after 
ten years in-country. There are currently no plans in place for sustainability if JAKg 
funding sources evaporate. During an interview with a member of the JAKg Board of 
11
Directors, we learned that he has been paying out of pocket for some of JA’s expenses 
due to the current hold on USAID funding of JAKg. 
The main handicap for sustainability of JAKg is that current tax laws in Kyrgyzstan 
provide no incentive to businesses to make charitable donations. Currently an 
amendment to the tax code is under consideration, though it is not expected that there will 
be any major changes in the near future. The July elections are hoped to bring stability in 
the tumultuous Kyrgyzstan political environment. 
In the meantime, JAKg is continuing to seek international support, in-kind donations and 
a continued good relationship with the Ministry of Education to sustain the organization 
and allow JAKg to continue delivering economic education training and materials to 
schools in Kyrgyzstan. 
JA management staff we talked with believe that many of the positive dynamics for 
sustainability were lost in the revolution. JA books were close to being accepted by the 
Ministry of Education prior to the revolution. Once accepted by the Ministry of 
Education, World Bank offered to pay for the printing. The program is currently in a 
holding pattern waiting for the July election results. 
“We are on a shoe string trying to stay around.” 
-JA management staffer 
Another handicap to sustainability is the continued belief by the Ministry of Education 
that economics and business education is secondary to other subjects. JA teachers are 
always primarily a teacher in a different subject, usually math or geography but 
sometimes even crafts and Russian language. In addition, Ministry of Education 
guidelines mandate that economics instruction in the schools is one hour a week. While 
this is an improvement over economics being left as an elective course, many teachers 
reported that this is simply not enough time to devote to the subject. 
JAKg has been effectively expanding its reach annually and has been making an impact 
in the field of capacity building among primary and secondary schools teachers in the 
methodologies of instructing market economics. All of this is due in part thanks to a 
dedicated and professional Board of Directors. Most of the board members are teachers 
and regulators of educational system who care to make a difference in the quality of
education and delivery standards in Kyrgyzstan. 
JAKg is working with the Ministry of Education and Science to endorse JA Economics 
into the 5th through 11th grade curriculum and to publish an adapted version of the JA 
Economics books. This adapted version will be published in both Kyrgyz and Russian. 
12
ADDITIONAL FINDINGS
 
Students unanimously reported that they enjoyed their JA classes. In particular, the 
Kyrgyz examples and case studies in the JA materials caught the students’ attention and 
found to be very helpful. Many students noted that it was the knowledge gained from
case studies that they will take with them after graduation. Furthermore, no previous 
textbooks on applied economics existed in Kyrgyzstan before JA, so the JA materials 
have filled a much needed niche. 
During our evaluation we found a number of problem areas and drawbacks from the way 
the program is currently being run. These fell into three main areas: instruction materials, 
teaching methods, and teacher training. 
Instruction Materials: 
• Not enough JA material for class. One teacher reported having to hand￾carry ten sets of books to and from school to ensure that they weren’t 
taken after hours. Other teachers manage time consuming check out 
procedures to ensure materials are returned. 
• Outside of Bishkek, the JA teaching materials were found to be very 
difficult for teachers not trained in economics. 
• Several schools with Kyrgyz-speaking student bodies received Russian 
language JA materials. This could have resulted from confusion over the 
fact that frequently the teachers tasked with teaching JA in these schools 
also happened to be Russian language teachers. The teachers were 
experiencing great difficulty translating contemporary economic terms 
found in the materials. 
• Some teachers received the materials without a teacher’s guide making the 
task of teaching the materials more difficult. 
• Only one audio tape that supplements the JA teaching materials is 
provided per school. The teachers worry what will happen if that tape 
breaks. 
• One school received dozens of glossy, expensive JA brochures and no 
extra books. The teachers asked the Team, “What are we supposed to do 
with all of these fancy brochures?”
13
Teaching Methods: 
• Very few guest speakers in the classroom, especially from the business 
community.
• Teaching the Business Ethics class is optional for many teachers, even in 
schools that have the computers the course requires. 
• No acknowledgement is provided for students who excel. 
• JA students consistently requested practical opportunities to practice 
skills/lessons learned from JA materials. 
• Student Company Program is not widely adopted. 
• Economics instruction is mandated for one hour a week by the Ministry of 
Education. 
• Students frequently inquired about JA summer camps as a means for 
building on lessons learned. 
Teacher Training: 
• All teachers asked for more JA teachers conferences and trainings, so that 
teachers could learn from each other lessons learned and best practices. 
• A 9th grader, Denise Tsoy, in Bishkek won 7th place in a world wide on￾line competition. No certificate or acknowledgment of his achievement 
was ever sent to him-making his win very anticlimactic. 
• Teaching the Business Ethics class is optional for many teachers. 
Teachers are only paid an additional 400/som/mos ($10) to teach this class 
on their own time. 
• There was no real training for the business ethics course, only one round 
table with someone from India and Atlanta, GA. These individuals were 
unable to answer technical questions; especially regarding operation of the 
computer program. 
• Teachers want more “Training of the Trainer” courses so they can start 
teaching each other. 
• Teachers reported that they could gain a lot from a new training to go 
along with the new books they received. 
14
• There are no full time secondary school economics teachers in 
Kyrgyzstan. 
• A representative from the Department of Education in Osh informed us 
that there is a greater need for basic economics training of JA teachers in 
rural areas. This was confirmed in subsequent interviews with JA 
teachers. 
RECOMMENDATIONS: 
In light of USAID/CAR’s December 10, 2004, suspension of the USAID Cooperative 
Agreement with JA/CAR, several serious deficiencies must be given priority. First, a 
functioning system of internal control needs to be established to ensure the integrity of 
USAID funds and prevent the risk of misuse. Second, job descriptions need to be created 
for JAKg staff vacancies and capable personnel need to be hired. 
The Team Recommends that JA/CAR: 
• Create a regional approach to soliciting business community buy-in. 
The Team Recommends that JAKg: 
• Develop a strategy to approach businesses for fundraising. One such 
business is “Shoro” a beverage company that is becoming increasingly 
popular and gaining an international reputation. 
• Conduct a needs assessment, in JA schools, of textbooks and teacher’s 
manuals to ensure the distribution of materials is in the correct language 
and quantity. 
• Host more training for teachers, including “train the trainers.” 
• Attract more guest lecturers to the classroom. 
• Consider additional means of teaching economics, such as summer camps. 
• Include in the job description for the JAKg Office Director a performance 
measure to work towards sustainability of the program. 
• Develop and implement more opportunities for JA teachers to share 
information and lessons learned, such as teacher’s conferences, regular 
meetings with the Board of Directors, training of trainers, etc. 
• Fund the translation of JAKg materials into Uzbek and Tajik to ensure that 
these large communities are not left out of the JAKg program. 
15
• Encourage a local business outreach program to increase their awareness 
of and possible participation in the JA economics classes. 
• Develop a system for tracking alumni. At a minimum, one example would 
be polling JA students upon graduation as to their future plans. Another 
example would be working with universities and or economics faculty to 
poll incoming first-year students to track JA graduates. This data would be 
especially useful for evaluating future performance by JAKg. For 
instance, in determining “cost per student” who entered or graduated 
college. 
The Team Recommends that USAID: 
• Work with the Ministry of Education to elevate the importance of 
economics in the classroom. For instance by hiring professional 
economics instructors in the schools and providing adequate overtime pay 
for teachers who teach economics electives after hours. 
16
 Annex 1 
SCHEDULE 
Evaluation of Junior Achievement Kyrgyzstan 
Lauren Russell, Khorlan Izmailova 
June 5-10, 2005 
Monday, June 5 
9:00-10:00 Office JA 
10:30-11:30 School #70, Makarova Taiana Mikhailovna, Director, 219875 
11:30 – 12:30 Ilim private school, Esenalieva Guldjamal Djusupbekovna, Director, Toktonalieva 6b, 
541-379 
12:30 – 13:30 Lunch 
13:30 – 14:30 School #24, Alburina Ilmira Fanilovna, Director, Toktohula 110, 66-36-02 
14:30 – 16:30 School #24, Gorolchuk Svetlana Anatolievna, teacher of JA Economics 
17:00 – 18:00 Focus group discussion with students (22 people from JA program) 
18:00- Dinner with Edward Edgaro, Acting Director of JAKg, Chairperson of the Board 
Tuesday, June 6 
8:00-9:00 Eamon Doran, Activity Manager at USAID 
10:00 – 11:00 School #62 Sharikova Lyudmila Alekseevna, teacher of JA Economics, Surekulova 8 
11:00 – 12:30 Ministry of Education, Emma Valentinovna Kazarinova, Kirova-Tynystanova 
12:30 – 13:30 Lunch 
13:30 – 14:30 Soros 
14:45 – 15:45 Counterpart, Erkin Kasybekov, Director, 0502 58-60-56, 66-21-88, Sovetskaya 204, 
4th floor 
16:00-18:00 Ilim private school, Elena Viktorovna Boiko, teacher of JA Economics 
Wednesday, June 7 
9:00 – 10:15 Flight to Osh 
11:00 – 12:00 Bazarov Bakhadyr Tolonbaevich, specialist of Osh Education Department, 21285, 
75902 
12:00 – 13:00 Lunch 
 
13:00 – 14:00 School director that implement JA Economics, focus group discussion, individual 
interviews (8 people) 
14:00 – 16:00 School #34, Arykbaev Abdylaziz 
16:00 – 18:00 Working in the hotel 
Thursday, June 8 
9:00-11:00 School #8, Focus group discussions with students 
11:00 – 12:00 JA staff in Osh, Joldubai Karimovich, Adult Training Center 
12:30-13:30 Lunch 
13:30 – 16:30 Meetings with business representatives 
 
17:00 – 19:00 Flight to Bishkek 
Friday, June 10 Trip to Almaty 
 Annex 2 
Focus Group: Students
Questions to ask students individually, as possible: 
1. How many years have you taken JA classes? 
a. One year 
b. 2-3 years 
c. 3 or more years 
2. What year in school are you now? 
a. 11th 
b. 10th 
c. 9th
d. 8th
e. Other ________ 
3. When attending your JA classes, how involved are you (participation versus just 
listening) compared to your other classes? 
a. More than other classes. 
b. Same as other classes. 
c. Less than other classes. 
 
4. Who teaches your class? 
a. Your teacher 
b. A different teacher in your school 
c. Someone from the business community 
d. Other ___________________________ 
 
5. Does this person teach the class: 
a. All of the time 
b. Most of the time 
c. Some of the time 
6. When the main instructor is not teaching the class, who is? 
a. Your teacher 
b. A different teacher in your school 
c. Someone from the business community 
d. Other ___________________________ 
7. Are any of your other subjects or classes taught like JA? 
a. Most (3 or more classes or subjects) 
b. Some (1-2 other subjects or classes) 
c. None 
 
8. Do you think that JA is teaching you skills that you can use when you graduate? 
a. No 
b. Yes 
 
9. How do you rate the skills you learned in your JA classes to those learned in other 
class? 
a. JA classes were less helpful compared to other classes. 
b. I learned about the same amount of skills in JA classes compared to other 
classes. 
c. JA classes were more helpful compared to other classes. 
10. Did the JA Economics course change your understanding of business 
fundamentals? 
a. Yes 
b. No 
c. Uncertain 
 
11. Did the JA Economics course change your understanding of economics? 
a. Yes 
b. No 
c. Uncertain 
Questions for group:
1. What have you learned from JA? 
 
2. What are the positive things about JA? 
 
3. What are the negative things about JA? 
 
4. What would you like to change about JA? What do you think could improve 
teaching economics and business? 
 
5. How do you think the skills you learned in JA will help you after graduation? 
 
6. Is there anything else you would like to share with us about your experiences with 
JA? 
7. What do you plan to do after you graduate? 
8. Is your class involved in the business community? 
9. Do you think the business community is aware of JA? 
 
Focus Group: Chamber of Commerce Business members
1. Do you know what JA is? 
2. Do you know that secondary schools in your area are using JA teaching 
materials? 
3. Do you personally consider economics instruction in secondary school important? 
4. Do you personally consider business instruction in secondary school important? 
5. Do you feel that students graduating with Junior Achievement have a better 
understanding of economics and business than other students? 
6. If yes, how have students demonstrated their knowledge of economics and 
business because of their participation in JA? 
7. Do you feel that JA is important in teaching business and economics or are their 
better means? 
Interviews: School Administrators and Ministry of Education Officials
1. What is your position? 
 
2. Have you ever been a teacher? 
 
3. Do you have guest speakers for the JA classes? 
a. Who determines the guest speakers for the JA classes? 
 
b. How often are they brought in? 
 
4. How open are the teachers to following the JA curriculum? 
 
5. Have you seen any effects by the JA courses on the business community? 
 
6. Do you feel that JA is important in teaching business and economics or are their 
better means? 
 
8. Do you see a difference between JA aned non JA classes and JA and non JA 
teachers-differences in their style of teaching? 
9. Has the JA teaching style been used in other classes or in other schools that don’t 
have JA? 
 
8. Have you heard or seen evidence of students graduating and using the skills they 
learn in JA? 
 
9. If JA funding ended tomorrow, would this program (at some level) continue? 
 
 
 
Interviews: Teachers
 
1. How long have you been a teacher? 
 
2. What do you teach? 
__________________________________________________________________ 
 
3. How long have you been teaching JA? 
4. Is your class participatory or is it a lecture format? 
 
4. How often do you have a business guest lecturer? 
5. How knowledgeable have been your guest lecturers? 
6. How closely do you follow the JA curriculum? (we will need to translate this so 
that it does not sound accusatory!) 
7. How much student involvement do you have in your JA classes? 
8. How does this involvement compare to your other classes? 
9. Has your involvement with JA caused you to change the way you teach your other 
classes? 
10. How have your students gained a better understanding of economics and business, 
if any, from their involvement in JA? 
11. How effective are they in involving students in the exercises? 
 
12. What are the positive things about JA? 
 
13. What are the negative things about JA? 
 
14. What would you like to change about JA? 
15. Have any gender issues been considered in implementing JAKg programs? 
16. Have any ethnic issues been considered in implementing JAKg programs? 
Interviews: Teachers (non JA) 
1. How long have you been a teacher? 
2. What do you teach? 
3. How long have you been teaching JA? 
4. Have you heard of JA? 
5. 
6. Is your class participatory or is it a lecture format? 
7. If participatory-how long? What influenced your teaching style? 
8. Do you exchange ideas with JA teachers? 
9. If yes, to hearing about JA-what have you heard-positive? Negative things? 
 
Interviews: JA Management Staff 
 
1. What is your role in the organization? 
 
2. How do you determine which schools receive JA? 
 
3. What type of feedback do you receive about JA from the school? 
4. What type of feedback do you receive about JA from businesses? 
5. Has the implementation of JA been different between regions? 
6. Is JAKg making any plans for sustainability if current funding ends? 
7. Have any gender issues been considered in implementing JAKg programs? 
8. Have any ethnic issues been considered in implementing JAKg programs? 
9. Have any urban/rural issues been considered in implementing JAKg programs? 
 
Evaluation Plan 
Participant Team: Kyrgyzstan
Project/Program to be Evaluated: 
Junior Achievement/Kyrgyzstan 
 
Evaluation Questions: 
1. How have students demonstrated new knowledge of economics and business because of their 
participation in JA compared to base-line (zero)? 
2. What is the perceived value of JA in the business community, contrasting those working with 
JA compared to those not exposed to JA?
3. Is JA management optimally structured and implemented in Kyrgyzstan – in terms of assumptions 
about (a) urban/rural differences, (b) gender inequities, and (c) ethnic issues? 
4. Has the JA teaching style that involves greater student involvement been adopted outside the JA 
classroom? 
5. What plans for sustainability does JA/Kyrgyzstan have if current funding sources evaporate? 
Evaluation Methods: Overall Design Strategy 
The design of the evaluation will encompass comparative theory using a range of data collection 
techniques to analyze the following: 
- Student knowledge of economics and business before and after involvement in the JA 
program. 
- Businesses’ perception of JA and JA’s perception of local business involvement. 
- Changes in economic and business knowledge of students in JA sites in Bishkek compared to 
other, more rural, locations. 
- Teaching style exhibited in non-JA classes in schools with JA programs (before and after). 
Evaluation Methods: Data Collection 
The team will use a combination of evaluation methods that include: 
- Reviewing, data combing, and analyzing documents related to the project (cooperative 
agreement, work plan, quarterly reports and the report from the 2004 evaluation, and the 
students’ pre-test and post-test results. 
- Focus group discussions - at least one with students in both Bishkek and Osh and another with 
members of the Chamber of Commerce. 
- Individual “key informant” interviews with teachers, business representatives, JA staff, 
Ministry of Education representatives, and school administrators. 
Team Contact Information: 
The team will be composed of the following experts: 
1. Lauren Russell, Team Leader, lrussell@usaid.gov
2. Khorlan Izmailova, kizmailova@usaid.gov
Proposed Schedule: 
Activity Description Location Approximate 
Dates 
Background Finalize schedule, review background 
documents including performance reports, 
development of interview and focus group 
questions, determining interview and focus 
group sites and scheduling times for 
interviews. 
Home 
Countries 
May 22 – 
June 5 
Kyrgyzstan 
Interviews 
Visit selected sites - three days in Bishkek and 
two days in Osh (exact sites TBD). 
Kyrgyzstan June 5 – 
June 11 
Kazakhstan 
Interviews 
Meeting with JA/CAR and USAID CTO Almaty, 
Kazakhstan 
June 13th 
Analysis, Report Draft final report design, additional 
interviews, if necessary. 
Home 
Countries 
June 14 – 
June 28 
USAID/Almaty 
Comment Period 
Report draft submitted for circulation in 
USAID/Almaty. 
USAID/Almaty reviews and comments on 
final draft. 
Incorporate the comments into the report, 
finalize and submit to USAID/Russia. 
Home 
Countries 
June 29 – 
July 5 
Submit Report Finalize report and submit to MSI Home 
Countries 
July 6 – 
July 21 
Additional Planning Information for JA 
Estimate of JA Country Staff Time/Assistance Needed by Each Team: 
One 8-hour day of JAKg staff time assisting with site selection, providing reports, and logistical 
support. 
JAKg could assist in the evaluation by helping us gather for focus groups a cross section of: 
• Kyrgyzstan Chamber of Commerce; ideally at least 5 members participating. 
• Students; ideally as many as 15 students in each focus group. At least two focus groups will 
be held; one in Bishkek and one in Osh. 
JAKg could help us gather for key informant interviews a cross section of: 
• Teachers 
• Administrators 
• Ministry of Education representatives