Ref 3. NSED 2021-2030 (final draft) - 20 Jan 2020 EN.docx

January 20, 2020

[FINAL DRAFT VERSION]

National Strategy for Education Development 2021-2030

Republic of Tajikistan

CONTENTS

i. LIST OF TABLES

ii. ACRONYMS

1. MAIN GOAL AND OBJECTIVES OF THE STRATEGY

1.1. Main goal and vision of reforms in education and science

Education is a national priority of the state policy of the Government of the Republic of Tajikistan, and it is enshrined in article 41 of the Constitution of the Republic of Tajikistan. Education is the main factor in the creation and transfer of new cultural and universal values, in the development of human capital, in the formation of national self-awareness and self-determination, in the implementation of the desire for employment and improving their well-being. Education plays a paramount role in creating the prerequisites for the sustainable development of the individual and building a society based on fundamental knowledge, skills and competencies. The quality of education to a large extent determines the quality of life and creates opportunities for the most complete use of the abilities of each citizen.

The long-term strategy of the education sector is based on the economic and social development priorities of the Republic of Tajikistan, reflected in the National Development Strategy of the Republic of Tajikistan for the period until 2030 and is consistent with the goals and objectives of the Sustainable Development Goals (SDGs). The objective of strategic planning, given broader perspective, is to identify priority and key reform measures by identifying opportunities and challenges in the context of socio-economic development.

The need to develop a strategy for the development of the education sector is dictated by socio-economic developments and the priorities of the Government of the Republic of Tajikistan for the formation and strengthening of the human potential of the Republic of Tajikistan. The development of such a strategy should contribute to addressing existing challenges and concentrate the role and functional areas of the Ministry of Education and Science of the Republic of Tajikistan to determine the directions in which the country will develop its education system. In particular, the Strategy focuses on the so-called cross-cutting priorities for the development of the education and science sectors, including: (a) access to education and participation in the educational process; (b) internal efficiency of the education system; (c) quality and relevance of the education system; (d) ensuring the principles of equality in the education sector; and (e) good governance and financing of the education sector. The Strategy is also the starting point for a more rational allocation of public resources to address the critical problems facing Tajikistan's education system.

The main and long term goal of the National Strategy for the Education Development (NSED) of the Republic of Tajikistan for 2021-2030 is the creation of an effective education system that provides inclusive and equal opportunities and contributes to the development of abilities, intellectual development, employment, and improvement of the general well-being of the population of the Republic of Tajikistan.

The goal of the reforms is to create an educational system that should be of high quality and accessible to all throughout life, providing the country's economy with competent workers, appropriate infrastructure and based on modern and innovative technologies. The educational system of the Republic of Tajikistan should be economically sustainable and meet the standards of the world's leading educational systems and international quality assessment systems. To protect the interests and ensure the prestige of the country, the education system must ensure the preservation and development of cultural identity, as well as maintaining national identity and cultural diversity. It is extremely important to integrate Tajikistan into the global educational space.

Compliance with international standards also implies addressing the root causes of vulnerabilities for children, including by assessing the risks associated with various sources of hazards; strengthening the capacities of children and systems of their protection in at-risk situations; identifying safety priorities in schools (safe school facilities, disaster management in schools, and risk reduction and resilience training); and ensuring meaningful participation of children in decision-making processes.

1.2. Key objectives of the NSED for 2021-2030

The National Strategy for Education Development of the Republic of Tajikistan for 2021-2030 is the main policy document in education. It sets medium and long-term goals and objectives for the development of education and determines the guidelines and priority directions for the development of the education system in the Republic of Tajikistan. Aiming for the integrated coordination of the strategic planning process in education, the main provisions and priorities of the Strategy are based on the national policy reflected in the annual Addresses of the President of the Republic of Tajikistan to Parliament and the National Development Strategy of the Republic of Tajikistan for the period until 2030, the need to continue previously initiated reforms in the field of education and science, as well as the needs for addressing key challenges in accordance with prior experience of implementing reforms and the education sector's development priorities.

National Strategy for Education Development of the Republic of Tajikistan for the period 2021-2030 proposes to shift the emphasis in education towards the quality of the education process, as well as professional skills and competencies that young people and adults receive through education. The personal success of each citizen depends on the ability to adapt to change and learn continuously. Hence, the national education system must provide an environment suitable for the development of these competencies. In the context of economic shocks, external factors and demographic changes, lifelong education is the main task of the education system.

The key objectives of the National Strategy for Education Development of the Republic of Tajikistan for the period 2021-2030 are:

1. Ensuring equal access and participation in education and science at all levels for all throughout life;

2. Improving the quality and relevance of education and science at all levels; and

3. Strengthening effective governance of the education sector.

Despite the fact that the National Strategy for Education Development of the Republic of Tajikistan for 2021-2030 clearly defines specific reform measures and priority reform areas, however, it leaves the opportunity for the Ministry of Education and Science of the Republic of Tajikistan to respond to emerging needs throughout its implementation.

In addition, under the National Strategy for Education Development of the Republic of Tajikistan for 2021-2030, safe schools and other educational institutions are considered in accordance with the national policy on disaster risk management and adaptation to climate change, implemented at the national, regional, district and local levels.[footnoteRef:1] [1: The National Disaster Risk Reduction Strategy of the Republic of Tajikistan for 2019-2030 (Source: https://www.preventionweb.net/english/professional/policies/v.php?id=65074) and the National Climate Adaptation Strategy of the Republic of Tajikistan for 2019-2030 (expected to be published in 2020).]

The National Strategy for Education Development of the Republic of Tajikistan determines:

· Overall strategic framework for reforms in the education sector (Section 3);

· The main directions of reforms in the education sector for the period 2021-2030, based on a comprehensive assessment of the implementation of reforms and priorities (Section 5);

· Clear and achievable mechanisms for implementing and monitoring the priority areas of the Strategy based on realistic and measurable performance indicators (Section 6); and

· Integrated risk management in the implementation of education reforms (Section 7), including safe schools, disaster risk management in schools, and disaster risk reduction and resilience training.

The National Strategy for Education Development of the Republic of Tajikistan for 2021-2030 has been developed in coordination with relevant ministries and departments, as well as in close collaboration with national and international development partners.

The National Strategy for Education Development of the Republic of Tajikistan for 2021-2030:

· shows the progress and lessons learned from the implementation of reforms in previous years;

· Ensures compliance of reforms with national goals and development priorities of the Republic of Tajikistan;

· determines the prioritization of key reforms in the education sector for the period 2021-2030;

· defines key ministries, institutions and departments of the Republic of Tajikistan responsible for the implementation of the Strategy, and determines their roles in this process; and

· offers key performance indicators (i.e. expected results) in order to measure progress over the implementation period.

The implementation of the Strategy will allow revising and restructuring the content of education, teacher training practices, the education management system and infrastructure of the education sector in accordance with international and national best practices. The National Strategy for Education Development of the Republic of Tajikistan for 2021-2030 will contribute to the formation of a developed national economy based on knowledge, skills and competencies, as well as the establishment of the information society and the country's sustainable development.

2. SOCIO-ECONOMIC SITUATION AND LEGISLATIVE FRAMEWORK

2.1. Socio-economic situation

During the 1990s, the economy of the Republic of Tajikistan had experienced structural changes due to a reduction in industrial production and disposable incomes, brain drain and the growing socio-economic inequality and poverty. This was inevitable in many ways, because Tajikistan in those years suffered substantial losses due to the civil conflict and the collapse of the USSR. In those years, the country's gross domestic product (GDP) fell by more than 60%, while labor productivity fell to 35% from the 1991 level.[footnoteRef:2] [2: Source: Agency for Statistics under the President of the Republic of Tajikistan.]

In the meantime, upon achieving peace and the consolidation of resources, i.e. by the early 2000s, key reforms had been successfully implemented in the field of public administration and the economic bloc, including the education sector. Following the growth of the economy, individual incomes and state budget resources increased, which enabled the government to finance the needs of social sectors. In addition, thanks to the consistent actions of the Government of the Republic of Tajikistan, the absolute poverty incidence in the country decreased from 72% in 2003 to 37.4% in 2012 and further down to 27.4% in 2018. Extreme poverty decreased from 42% in 2003 to 17% in 2018. [footnoteRef:3] Poverty reduction had a positive impact on the educational opportunities and access to education of young people and adults, especially from vulnerable families and in rural areas. [3: Source: World Bank (https://www.vsemirnyjbank.org/ru/news/infographic/2019/10/17/poverty-in-tajikistan-2019).]

Obviously, the insufficient participation of children in education and the widening gender gap in the education sector of the Republic of Tajikistan had been a direct result of poverty and income inequality. At the same time, social and cultural factors also play an important role. For example, there are still situations where a girl in the countryside may be prohibited from attending school because of distance to travel (e.g., remoteness), domestic affairs or religious considerations. In addition, girls from poor and more traditional families sometimes drop out of the educational process in later years of education, as with limited financial resources investing in boys is often mistakenly considered more profitable than investing in girls. Unfortunately, society has not yet completely abandoned these conservative views.

In general, an extremely difficult transition period in the economy of the Republic of Tajikistan during 1991-2010. and a high population growth rate - the population has almost doubled since the early 1980s, amounting to 8,931,195 people at the end of 2018 - directly affected education performance indicators.[footnoteRef:4] Despite the fact that the share of state budget resources and other investments in education is gradually increasing, the competitiveness of the economy remains low and is heavily dependent on labor migration, which affects the demand for labor (i.e., the demand for professional skills, competencies and knowledge) and employment opportunities for graduates of professional educational institutions. [4: Economic growth should be at least 9% per year in order to sufficiently "compensate for" (or catch up with) the demographic burden, which especially affects the education sector. This emphasizes the vulnerability of the Republic of Tajikistan to external conditions, which affect economic growth and the financing of social sectors.]

The current growth rates will remain unsustainable[footnoteRef:5] unless a strong link is re-established between the national education system and the domestic labor market. In addition, the economy of the Republic of Tajikistan does not create enough jobs for a growing workforce - for example, despite a significant increase in GDP, official employment has increased by only slightly more than 8% over the past 10 years, i.e. in the period 2010-2019.[footnoteRef:6] At the same time, as of 2017, 74.9% of official unemployment is in the countryside, and 51.8% of all unemployed have not completed secondary education.[footnoteRef:7] In fact, an excess of unskilled labor creates significant pressure on the domestic labor market. [5: According to forecasts of the Ministry of Economic Development and Trade of the Republic of Tajikistan, ceteris paribus, the annual GDP growth will average slightly more than 7% per year over the next few years. This estimate corresponds to the parameters of the industrial scenario of economic development according to the National Development Strategy of the Republic of Tajikistan for the period until 2030.] [6: Source: Agency for Statistics under the President of the Republic of Tajikistan.] [7: Source: Agency for Statistics under the President of the Republic of Tajikistan.]

Undoubtedly, early education affects the future employment outcomes of citizens. The relatively low level of enrollment of girls in preschool and primary educational institutions, as well as dropping out of girls from later grades means that they will most likely have fewer job opportunities and lower wages than boys during the course of their professional career in the Republic of Tajikistan. This seriously affects the dynamics of private sector development and the demand for many academic specialties taught in vocational educational institutions (namely, vocational lyceums, vocational colleges and higher educational institutions).

In addition, the working-age population has changed from 60.9% of the total population in 2010 to 62.4% in 2018,[footnoteRef:8] however, the average quality of new jobs in the country leaves much to be desired and, in most cases, requires workers to possess formal education. The younger generation is expected to contribute to significant and stable population growth in Tajikistan over the next several decades. However, a growing number of young people in Tajikistan require appropriate education and employment opportunities. In response to these challenges, the Government of the Republic of Tajikistan is taking measures to reduce youth unemployment. Nevertheless, it should be noted that the share of youth (i.e., the population under the age of 30) in the total population decreased from 70% in 2000 to 65.9% in 2010 and further to 62.9% in 2018.[footnoteRef:9] [8: Source: Agency for Statistics under the President of the Republic of Tajikistan.] [9: Source: Agency for Statistics under the President of the Republic of Tajikistan.]

Nonetheless, despite these slowing growth rates, the population growth in the Republic of Tajikistan is expected to continue in the next few decades, which will put a significant strain on educational institutions in terms of the need to provide for and educate young people, especially in rural areas. According to the latest estimates of the UN Population Division, the population of the Republic of Tajikistan will reach approximately 11.6 million people by 2030, 16.2 million people by 2050, and 25.3 million people by 2100.[footnoteRef:10] [10: Source: UN Population Division (https://population.un.org/wpp/DataQuery/).]

Given that in 2017 about 52.7% of all public sector employees were employed in the education sector, and 9.6% of official employment was in education,[footnoteRef:11] it is imperative to restore the prestige of the profession of an education worker and stimulate wage growth so that average wages in the education sector are at least competitive in the public sector. In particular, thanks to the reforms carried out by the Government of the Republic of Tajikistan and the annual increase in wages of public sector employees, the wage gap between men and women in the education sector has somewhat decreased. In 2010, women earned 25% less than men in all state educational institutions (i.e. 257.1 somoni among women compared to 343 somoni among men), and in 2017 this gap in nominal monthly wages narrowed to 22.7% (806.6 somoni among women compared to 1,043.5 somoni among men).[footnoteRef:12] Given that just over 2.6% of the population (and 9.6% of the workforce) is employed in the education sector, it is important to continue efforts to reduce the pay gap and thus ensure equal opportunities for men and women.[footnoteRef:13] [11: Source: Agency for Statistics under the President of the Republic of Tajikistan.] [12: Source: Agency for Statistics under the President of the Republic of Tajikistan.] [13: Source: Agency for Statistics under the President of the Republic of Tajikistan.]

The Republic of Tajikistan is also prone to various natural disasters, including avalanches, droughts, earthquakes, floods, heavy snowfalls, landslides and mudflows that impede sustainable development. In addition, melting glaciers, heavy rainfall and mountainous terrain create flood conditions. The country is located in a seismically high-risk area, and about 63% of the population lives in areas affected by earthquakes. From 2010 to 2015, 145 earthquakes were registered in the Republic of Tajikistan. Despite the fact that earthquakes occur less frequently than floods, their consequences are more serious. UNICEF estimates that over 88% of children in Tajikistan live in areas with high and very high risk of seismic hazard.[footnoteRef:14] In terms of vulnerability to climate change, the country ranks first among the countries of Europe and Central Asia, and the situation is exacerbated by limited capacity to adapt and respond to repeated shocks.[footnoteRef:15] [14: UNICEF, 2019. Source: https://www.unicef.org/tajikistan/emergencies-and-disaster-risk-reduction.] [15: World Bank. "Climate Change Adaptation in Europe and Central Asia," 2009.]

Climate change is a serious problem for the Republic of Tajikistan. Climate change is expected to increase the number of hydro-meteorological incidences, and increase the frequency and intensity of floods and mudflows, which are the most common hazards in the country.[footnoteRef:16] Of the 180 countries included in the Notre Dame Global Adaptation Initiative (ND-GAIN), the Republic of Tajikistan is the 81st most vulnerable country and the 48th least prepared country. Compared to other countries, its current vulnerabilities are manageable. However, according to the country index of the Global Notre Dame Adaptation Initiative (ND-GAIN country index), which reflects the country's vulnerability to climate change and other global problems and its willingness to increase sustainability, improving preparedness will help the Republic of Tajikistan better adapt to future challenges. In this regard, the risk of natural disasters and climate change jeopardize the most basic rights of children, thus putting at risk their survival and well-being. [16: Source: https://gain.nd.edu/our-work/country-index/rankings/.]

2.2. Institutional environment in the area of education and science

In accordance with the Law of the Republic of Tajikistan "On Education"[footnoteRef:17] (section 2, article 10, point 5), the following types of educational institutions operate in the Republic of Tajikistan: [17: The list of various types of educational institutions was approved by the Decree of the Government of the Republic of Tajikistan #1004 on July 22, 2013.]

· preschool institutions;

· general secondary institutions (primary, basic and secondary);

· primary professional educational institutions;

· secondary professional educational institutions;

· higher professional educational institutions;

· professional educational institutions (after graduating from higher professional educational institutions);

· institutions of continuing education;

· institutions of specialized education;

· institutions of adult education;

· other educational institutions, which offer education and care services.

The structure of formal education in the Republic of Tajikistan is as follows:

Table 1: The structure of formal education in the Republic of Tajikistan.

(3 years) Master's degreeOn-the-job (i.e. at-work) education and increase of qualification

26 years and above

Continuing educationShort-term education: formal, informal and self-education

Specialized education

Preschool education

Preschool education in the Republic of Tajikistan is offered with the aim of developing the abilities, interests, psychological, physical, intellectual and cultural characteristics of preschool children, and the provision of practical assistance to parents (or their substitutes) in educating and raising children, as well as preparing them for further education.

In preschool institutions of the Republic of Tajikistan, children aged 1-3 years are admitted to nursery groups, and children aged 4-6 years go through preschool education and care. According to article 7 of the Law of the Republic of Tajikistan "On Preschool Education and Training," adopted in 2013, various types of preschool institutions may be created in the Republic of Tajikistan:

· nursery - for children under 3 years old;

· nursery-kindergarten - for children from 1 year and 6 months old to 7 years old;

· kindergarten - for children from 3 to 7 years old;

· kindergarten - primary school - for children from 3 to 10 years old;

· orphanage - for children from 2 months to 7 years old;

· boarding school (preschool group) - for children from 1 year to 7 years old;

· specialized boarding school (preschool group) - for children from 6 to 7 years old;

· educational institution with groups (classes) for preschool preparation - for children aged 5-7;

· child development center - for children from 4 to 7 years old;

· family-based kindergarten - for children up to 7 years old;

· kindergarten for rehabilitation purposes;

· preschool educational institution for children from 2 to 8 years old who require physical medical treatment or mental development, treatment or rehabilitation;

· kindergarten (boarding type);

· preschool educational institution, which provides maintenance, upbringing, training and social assistance to orphans and children left without parental care of preschool and school age, at the expense of the state;

· orphanage for children - orphans and children without parental care; and

· a preschool educational institution of the health care system for the medical and social protection of children - orphans and children left without parental care, children with congenital physical and mental disabilities, abandoned children, as well as children, parents (or persons replacing them) who for some reason are temporarily cannot be engaged in their education or deprived of parental rights.

According to the national legislation of the Republic of Tajikistan, parents may choose a preschool institution according to the age of their child and language of instruction. At the end of the educational process in preschool institutions, the child enrolls in a general secondary educational institution.

General secondary education

General secondary education in the Republic of Tajikistan is intended to obtain general knowledge and competencies about nature, society, science, as well as national and universal cultural and historical values. General secondary education is carried out through state and non-state (private) educational institutions of primary education, general basic education, general secondary education, small-staffing schools (classes) and other educational institutions across three levels: primary, basic and secondary. General secondary education also contributes to the personal development of children and their well-being in the educational environment.

Children in educational institutions of the Republic of Tajikistan begin their education from the 1st grade at the age of 7 years. The involvement of children who have reached the age of 7 in the first grade of primary education is mandatory. Compulsory education lasts 9 years, starting from the elementary grades (grades 1-4), ending with incomplete basic education (grades 5-9) and, finally, complete secondary education (grades 10-11). After the first 9 years of compulsory general education, students can go in one of two areas of further education: (a) completion of all 11 classes of general secondary education, or (b) obtaining a vocational education. According to the Constitution of the Republic of Tajikistan, the completion of grades 10-11 in educational institutions is not mandatory. Students are admitted to the third level of education in educational institutions of general secondary education according to their intent and abilities.

Education in educational institutions of general secondary education is organized in full-time, evening, correspondence, distance, inclusive, family forms and externships. Education in state general secondary educational institutions, along with free education, can be carried out at the request of the student’s parents (or persons replacing them) on the basis of a bilateral agreement for a fee. Basic and secondary education concludes with the state certification of graduation.

As an achievement, it should be noted that the National Talent Development Center was created on the basis of the Resolution of the Government of the Republic of Tajikistan #353 on June 3, 2014 in order to implement the State Talent Development Program for 2015-2020. The Program is aimed at identifying talent, developing talented and inventive youth, and also overseeing the work of talent development centers in regions, cities and rayons. At the same time, the activities of the Center include monitoring the educational process in presidential schools and lyceums for gifted students. The Center, based on its Charter, is developing a regulatory and methodological framework for gifted youth.

In addition, the Republic of Tajikistan also provides for continuous education. The transition of extracurricular institutions to a new qualitative state coincides in time with the process of understanding continuous education not only as a new phenomenon for Russian pedagogy, but also as one of the components of development pedagogy. Continuous education is an uninterrupted process. It has no fixed deadlines and sequentially moves from one stage to another. First, soil is created that is favorable for a child’s creative activity, then cooperation is ensured in the creative process of beginners with those who have already mastered some skills and gained experience; next, creative activity is followed by independent creativity that accompanies a person throughout his/her life, forming the need for a creative perception of the world and understanding of himself in this world.

Main objectives of continuous education are:

· quality assurance and improving the effectiveness of continuing education for children and youth;

· improving the organization of the educational process in the implementation of an educational program of continuing education of children and youth at a high level;

· ensuring the innovative nature of the activities of associations in the interests of various professional areas;

· development of environmental education in the interests of resource conservation and sustainable development of the society through a network of associations in the interests of environmental and technical areas;

· encouraging the participation of children and youth in high-end technologies and innovation, as well as research activity;

· the development of student self-government bodies, and the revitalization of children's and youth public associations;

· creation of new opportunities for students to learn modern and future professions and professional competencies.

During the implementation of the NSED for 2021-2030, the Republic of Tajikistan is planning a transition to a 12-year education system. In reference to the National Strategy for Education Development of the Republic of Tajikistan for 2012-2020, "fundamental changes should occur in the structure of education amongst primary schools (grades 1-5), lower secondary schools (grades 6-10) and upper secondary schools (grades 11-12)." However, throughout implementation of the NSED of the Republic of Tajikistan for 2012-2020, due to some objective and subjective (e.g., demographic and economic) reasons, fundamental changes outlined in the structure of education did not occur. This is due to the inconsistency of the traditional structure of education with modern requirements and the goals of ensuring vocational education in the context of the industrialization of Tajikistan's economy. These changes are a response to the growing demands of the modern industrial economy for the availability of professional skills among citizens of the Republic of Tajikistan.

Primary and secondary professional education

The vocational education system of the Republic of Tajikistan can be broken down into three levels of education: primary professional (vocational) education, secondary professional (vocational) education, and higher professional (vocational) education.

Primary vocational education in the Republic of Tajikistan is intended for the provision of education in line with working professions, as well as for acquiring professional skills and competencies in primary vocational institutions. Admission to primary vocational education is carried out at the request of persons with basic and secondary education, on a competitive basis, and in accordance with the results of entrance examinations. The term of study at primary vocational institutions is 2 years for people with completed basic education, and 1 year for people with completed general secondary education. Education in primary vocational institutions is either subsidized by the state budget or provided on a contractual basis. Students are provided with one-time free meals. After completing two-year primary vocational education, a state diploma is issued and general secondary education is regarded to be completed.

Secondary vocational education is aimed at educating and training mid-level specialists. In order to increase the accessibility of secondary vocational education for young people and to ensure transparency of enrollment in secondary vocational education, since 2016 admission of students to secondary vocational educational institutions has been through centralized entrance examinations, the organization and conduct of which is approved by the Government of the Republic of Tajikistan.[footnoteRef:18] The duration of study in secondary vocational educational institutions is 4 years for people with basic education and 3 years for people with general secondary education. Education of students in secondary vocational educational institutions is carried out in full-time (separately from production activity), correspondence (i.e. distance learning), and evening study (without separation from production). [18: Law of the Republic of Tajikistan "On secondary professional education" (#1225, dated August 8, 2015; p.10).]

Higher professional education

A pupil who has completed all 11 grades of general secondary educational institution may subsequently move on to higher professional education. Citizens of the Republic of Tajikistan are admitted to educational institutions of higher professional education upon graduation from educational institutions of general secondary, primary vocational or secondary vocational education. Higher professional education is carried out in state and non-state higher educational institutions (i.e. universities), academies, institutes and other equivalent educational institutions of higher professional education.

The duration of study in higher professional educational institutions, with the exception of educational institutions of health care education, enables students to obtain the Bachelor's degree in at least 4 years, specialist degree (i.e. diploma) in at least 5 years, and Master's degree in at least 2 years.

The status of a higher educational institution (i.e. university)[footnoteRef:19] The status of a higher educational institution (university) is determined depending on its type, legal form, and the results of state accreditation. The following three types of higher educational institutions are established in the Republic of Tajikistan: university, academy, and institute. [19: In line with the Law of the Republic of Tajikistan "On higher and postgraduate education."]

In accordance with the Law of the Republic of Tajikistan "On Higher and Postgraduate Education," the following stages of higher professional education are established in Tajikistan:

· higher professional education, confirmed by the qualification of Bachelor's degree (at least 4 years of study) to a person who has successfully passed the final attestation;

· higher professional education, confirmed by the qualification of Specialist degree (at least 5 years of study) to a person who has successfully passed the final attestation;

· higher professional education, confirmed by the qualification of Master's degree (at least 2 years of study) to a person who has successfully passed the final attestation.

In accordance with article 12 of the Law of the Republic of Tajikistan "On Higher and Postgraduate Education," postgraduate study at state higher educational institutions cannot exceed 3 years in full-time and 4 years in correspondence. Doctoral students of higher educational institutions, scientific institutions or organizations accept persons with a scientific degree of Candidate of Sciences. The duration of doctoral study in these institutions and organizations may not exceed three years.

Admission of foreign citizens to postgraduate school and doctoral study of higher educational institutions, scientific institutions or organizations is carried out in accordance with international treaties and intergovernmental agreements.

Continuous education

Continuous education in the Republic of Tajikistan is made available in order to meet the needs of citizens, society and the state on the basis of respective curricula and continuous educational services. Individuals may receive continuous education in the corresponding educational institutions. Continuous education is offered in educational institutions of general secondary education and professional education outside the main curriculum or in educational institutions of continuous education.

Educational institutions of continuing education include:

· creativity centers for children and adolescents;

· small-scale academies of sciences;

· palaces, stations, and clubs for children and teenagers;

· professional sports, crafts, art and musical schools, as well as painting schools;

· short-term vocational training courses;

· houses, creative studios for children and teenagers, sports and tourist camps;

· children and youth sports schools, special youth schools of the Olympic reserve, sports youth clubs, as well as children's playgrounds;

· physical education clubs and sports clubs in the community;

· physical education clubs and sports clubs for the people with disabilities;

· health facilities, schools of higher sportsmanship and centers of Olympic training;

· special primary art educational institutions; and

· educational institutions for training and retraining, and other institutions.

Adult education and short-term education

Upon the adoption of the Law of the Republic of Tajikistan "On Adult Education" in 2017 and the Concept of Continuing Education for 2017-2023, the principles of lifelong learning, non-formal and informal education have all been encouraged in the education policy, and andragogy[footnoteRef:20] was recognized as a science. In addition, the concept of "validation" was introduced, which implies recognition of the professional competence gained by adult students from non-formal and informal education, regardless of the place and time where it was acquired, and the award of a state document on the results achieved.[footnoteRef:21] [20: Андрагогика - область науки, учебная дисциплина, определяющая особенности, формы и методы обучения взрослых. Понятие и сущность андрагогики как отрасли педагогической науки охватывает теоретические и практические проблемы образования, обучения и воспитания взрослых.] [21: Juraev, J. and Quddusov, J. (2019) "Analytical Report: Indicators for Adult Education Sector: Opportunities for the Development of Statistics in Adult Education in Tajikistan."]

The adoption of legislation and regulatory documents on adult education secured the commitment of the Government of the Republic of Tajikistan to ensure the right of adults to: (a) equal access to education at any time throughout life; (b) meeting a variety of personal needs for knowledge, abilities and skills; (c) the enrichment of knowledge and skills necessary for productive participation in various types of social activities; and (d) free choice of the area of study and the educational institution.

In general, adult education is organized with the aim of assisting the development of an individual’s personality, continuous improvement of professional competencies and exploring the creative potential, meeting the needs of adults in knowledge, skills and abilities, adapting to a changing situation, skilled work, moral development, and personal growth. Adult education contributes to:

· development of the ability to acquire new knowledge and competencies, which contribute to the comprehensive development of the individual, either independently or in groups or organized training in specialized educational institutions; and

· ensuring the conscious and effective inclusion of the individual in professional life by providing technical and vocational education, as well as developing the ability to create, independently or in a group, new material goods and new spiritual or aesthetic values.

Since 2008, to expand the access of adults to professional education a network of adult education centers has been actively developing in the country. Under the Ministry of Labor, Migration and Employment of the Population of the Republic of Tajikistan, the Adult Education Center of Tajikistan was created within the structure of the Agency of Labor and Employment of the Population.[footnoteRef:22] By the end of 2015, the Center already had more than 70 representative offices and branches covering approximately 90% of the country's territory. Today, over 80,000 people pass through this system annually, of which about 60% are women. The Center offers a flexible training system depending on the needs of its students, up to increasing the literacy level of the population, and is based on 3 types of education: [22: Resolution of the Government of Tajikistan #115 dated March 5, 2008.]

· free education and training based on the direction of the Agency of Labor and Employment;

· fee-based adult education;

· fee-based certification of knowledge and skills (i.e. "validation") of adults.

In addition, on the basis of the license of the Ministry of Education and Science of the Republic of Tajikistan, more than 260 non-governmental educational institutions offer short-term education and training services, including language courses, driving courses, vocational training, and others.

2.3. Legislative framework

During the country's independence, the Government of the Republic of Tajikistan adopted a number of laws and regulatory documents which determined the state policy in the area of education. In general, all laws and regulations are aimed at modernizing the education system, achieving equal access to education, addressing gender issues, improving the quality of education, and eliminating poverty by raising the level of education among the population.

Constitution of the Republic of Tajikistan

The Government of the Republic of Tajikistan firmly adheres to the principles of compliance with international standards in the field of human rights and fundamental human freedoms within the framework of the Constitution of the Republic of Tajikistan.[footnoteRef:23] The Constitution of the Republic of Tajikistan guarantees free basic education and full equality of men and women. Article 17 of the Constitution of the Republic of Tajikistan states: "Everyone is equal before the law and the court. The state guarantees the rights and freedoms of everyone, regardless of nationality, gender, race, language, religious beliefs, political beliefs, social status, knowledge and property status." [23: Adopted via the national referendum of the Republic of Tajikistan on November 6, 1994. Amendments and additions to the Constitution of the Republic of Tajikistan were introduced on September 26, 1999 and June 22, 2003 through referendum.]

Article 41 of the Constitution of the Republic of Tajikistan also states that "everyone has the right to education. General basic education is compulsory. The state guarantees general basic compulsory free education in state educational institutions." Within the framework of the law, every citizen can receive free general secondary, primary professional, secondary professional and higher professional education in state educational institutions. Other forms of education are provided for by the legislation of the Republic of Tajikistan.

National legislation of the Republic of Tajikistan

The national legislation of the Republic of Tajikistan includes 10 baseline laws regulating activities in the area of education (see Table 2).