Education in Tajikistan
The Ministry of Education and Science of the Republic of Tajikistan (MoES) in partnership with development partners, including support from the series of Fast Track Initiative (FTI)/Global Partnership for Education (GPE) grants, has introduced key reforms in education in recent years, guided by the National Strategy on Education Development 2020 and Education Action Plans 2012-2014 and 2015 – 2017.
The role of education towards development of the country’s human capital has been strengthened with the National Development Strategy 2030 and the Medium Term National Development Program 2020. In addition, the Republic of Tajikistan has committed to work towards achieving the targets set by the SGDs, with the focus on SGD 4 in ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all. The education legislative and policy frameworks are being revised and alignment with SDGs is being taken into considerations by the Government as well as development partners active in the education sector.
While the primary schools (1-4 grades) in Tajikistan are reaching near universal coverage, the gross enrollment ratio in upper secondary education drops sharply. The transition rate from basic to secondary education for male and female students has been low in previous years, but continues to steadily increase. The major area of concern remains the low coverage of early childhood education services for young children of Tajikistan, only 12.5% according to EMIS data. Tajikistan has made good progress in achieving high enrollment and completion rates in the primary cycle and reaching gender parity, but it still faces many challenges that contribute to poorinadequate performance in the education system.
In order to address the overall issue of quality education, the curriculum is moving from being knowledge-based towards being competency-based. With support from GPE-4, UNICEF and USAID the Ministry of Education and Science started the introduction of a new competency-based curriculum in primary grades from September 2016. While all 33,000 primary grade teachers have been trained, there is still substantial work to be done to relation to implementation and further support to teachers in strengthening pedagogical approaches.
The National Strategy for Education Development (NSED) outlines the following priorities (currently under revision):
- Changing the structure of education by:
- Revising the education content to move from a knowledge-based to a competency-based education model.
- Developing and implementing new programs to encourage early childhood development.
- Modernizing the content of supplementary, special needs, basic, secondary, higher and vocational education.
- Implementing a structural adjustment of the education system and business mechanisms by:
- Introducing early childhood education programs.
- Establishing a new remuneration system in education.
- Establishing a system allowing students to select which supplementary classes they would like to take.
- Developing a systematic and diagnostic framework for supplementary education institutions.
- Introducing inclusive education practices.
- Establishing a national education quality monitoring system for all levels.
- Creating a special system to educate children with disabilities.
- Ensuring equal access to quality education by:
- Providing access for children with special needs.
- Ensuring that minorities receive an education in their native language.
- Creating the necessary conditions and incentives for girls to continue studying after they have completed the compulsory education.
- Establishing a support system for students who live in rural areas and participate in vocational education programs.
- Introducing administrative and legal reforms for the provision of early childhood education services.