Tajikistan is investing in early education, with the support from the Global Partnership for Education, because it understands that children who attend preschool will perform better in later grades....
Ten years ago, the government of Tajikistan started an ambitious education reform effort with the support from the Global Partnership for Education, World Bank, UNICEF and USAID. The new competency-...
In October 2017, the Global Partnership for Education Secretariat approved US$329,400 for Tajikistan for education sector analysis and development of the education plan.

Education in Tajikistan

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 poor performance in the education system.

These include curriculum issues, inadequacy of teaching and learning materials, deficient learning environments, and insufficient use of the information system for decision-making and strategic planning.

The National Strategy for Education Development (NSED) outlines the following priorities:

  1. 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.
  2. 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.
  3. 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.


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2013-2017 16,200,000 16,200,000 IBRD
2010-2013 13,500,000 13,500,001 IBRD
2006-2010 18,250,293 18,250,293 IBRD
Sector plan development 2017 133,400 - UNICEF
2013 250,000 247,797 UNICEF
Program development 2013 200,000 123,647 IBRD
  TOTAL 48,533,693 48,321,737  


Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.


Primary Gross Enrollment Rate (%)

Primary Completion Rate (%)

Lower Secondary Completion Rate (%)

Out-of-school Children Rate (%)

Domestic Financing

Public Expenditure on Education as Share of GDP (%)

Public Expenditure on Education as a Share of Public Expenditure (%)

Public Expenditure on Primary as a Share of Total Education Expenditure (%)


Student/Trained teacher ratio

Teachers Trained (%)

GPE in Tajikistan

A teacher and a student in a classroom in Tajikistan. Credit: UNICEF

The grant of US$16.2 million allocated to Tajikistan aims to increase access and improve the learning conditions in early childhood and general education.

This grant supports the GPE program (called GPE-4) which is fully aligned with the education strategy and contributes to achieving the following goals:

  • Increase coverage and quality of early childhood education.
  • Modernize general education content by increasing its relevance and moving from a knowledge to a competency-based model.
  • Improve teachers' effectiveness.
  • Improve the physical infrastructure of existing schools and build new schools to accommodate population growth.
  • Strengthen management capacities in the education system and the system's efficiency.

GPE-4 has the following four components:

  1. Increase access to affordable and quality early childhood education programs by:
    • Carrying out an analysis of the early childhood education sector including the different kinds of institutions operating and the services they provide.
    • Reinforcing or opening state kindergartens and early learning centers.
    • Building the capacity of teachers to deliver the early childhood education curriculum effectively by providing them with the appropriate training and giving them a package of essential teaching-learning materials.
  2. Upgrade general education content by:
    • Upgrading primary education content and practices, which involves training teachers on how to deliver the revised standards and content and on learning techniques and formative assessments. These teachers will also receive a package of essential teaching-learning materials for primary grades.
    • Upgrading secondary education content and practices, which involves financing piloting activities of the education program in one subject of secondary education including training participating teachers, periodic seminars with participants, and collecting and consolidating findings.
  3. Improving learning environments by:
    • Constructing or rehabilitating schools
    • Distributing furniture to schools. Each beneficiary school will receive a full set of furniture, including desks and chairs for students and teacher, blackboards, shelving, and furniture for the Director‘s office, teacher‘s room, and the library.
  4. Strengthen the capacities at the central and local levels to manage the education system by:
    • Providing training, technical assistance and organizing study tours to strengthen the capacities of the ministry of Education staff in the areas of financial and contracts management; the use of EMIS data for decision-making and strategic planning; the development of a monitoring and evaluation system for the sector plan.
    • Extending the EMIS to three new sectors: early childhood education, vocational education and training and higher education.

The local education group in Tajikistan is composed of partners that are active in the education sector. The coordinating agency is UNICEF and the grant agent for the GPE grant is the World Bank.

Source: World Bank Project Appraisal Document. October 2012


The current GPE grant has achieved the following results:

  • 5,395 primary teachers were trained on the new curriculum and all subjects have upgraded standards and programs.
  • 47,300 students benefited from upgraded schools.
  • 160,000 students were enrolled in schools with improved learning conditions.
  • 1034 pre-primary teachers were qualified thanks to project interventions.
  • 33% of pre-primary students have received a package of teaching and learning.
  • 946 classrooms have been built or rehabilitated.

Source: World Bank Implementation Status & Results Report March 2017

Last updated January 26, 2018