Tajikistan - Education

AKDN is supporting existing government endeavors in Education while building its own institutions of secondary and higher education. Tajikistan’s education system has been confronted by significant challenges in the past decade as it faced an exodus of teaching talent and a significant decline in government funding following the break-up of the Soviet Union.

An important part of the country’s development going forward is an education system that can help its future leaders develop critical thinking skills, understand the ways of the global economy and communicate effectively with the rest of the world. As Tajik citizens begin to reassert the indigenous culture that had often been overlooked in the Soviet era, education is also taking on increasing importance in fostering an appreciation for cultural diversity amongst the population.

AKDN has been an active contributor to the education sector of Tajikistan since 1995. Initially focused on providing textbooks and supplies to schools, AKDN activities now include operating its own educational institutions, providing scholarship assistance to students, training teachers and school administrators at existing institutions and working with the Government of Tajikistan to develop educational policy at a national level.

AKDN agencies, including the Aga Khan Foundation and the Aga Khan Education Services, work closely with local partners, international organisations, international donors and the Tajik Ministry of Education in an effort to provide the resources, expertise and guidance necessary to transform Tajikistan’s education system into one that will ensure success for the country’s future generations.

Aga Khan Lycée
A chemistry teacher at the Aga Khan Lycée in Khorog instructs students on an experimental lab. The Lycée encourages teachers to use experiential learning methods in the classroom.Established in 1998, the Aga Khan Lycée (AKL) is the first privately-operated school in the Gorno-Badakhshan Autonomous Oblast (GBAO) region. Each year, AKL educates over 950 students from grades 1 to 11 with a graduation rate above 90 percent. It aims not only to offer a high quality education to its students and prepare them for studies at first-rate universities, but also to test and develop new teaching and learning approaches which can be established as models of best practice in Tajikistan.

The curriculum at AKL is offered in three language streams - English, Tajik and Russian - in order to encourage students to develop fluency in more than one language. The curriculum focuses on student-centred approaches that foster critical thinking skills while also developing creativity and problem-solving abilities. Special attention is paid to teaching the Tajik language and cultivating a knowledge and appreciation of the country’s rich history, literature and culture.

The Aga Khan Lycée educates more than 950 students from grades 1 to 11 with a graduation rate of above 90%. It is the first privately operated school in the GBAO region.The professional staff of 63 teachers at AKL is offered constant pedagogical and English language training. With support from the Aga Khan Education Services (AKES), seven AKL educators have obtained their Master’s in Education degrees from the Aga Khan University’s Institute for Educational Development (AKU-IED) in Karachi while another 12 have participated in AKU-IED’s Certificate in Education programme.

Outside the classroom, AKL’s extra-curricular clubs and camps help students develop life skills in areas such as theatre, dance, sports, business, English, mathematics, television and student government. Students also benefit from a highly developed Learning Resource Centre, including 105 Internet-connected computers which are used to help students develop study skills, understand how to conduct research electronically and pursue independent learning projects.

For more information on the Aga Khan Lycée, please visit its website.

The University of Central Asia
The University of Central Asia was established to offer an internationally recognised standard of higher education in Central Asia and create knowledgeable, skilled and creative graduates who will contribute leadership, ideas and innovations to the transitioning economies and communities of the region. UCA was founded by an international treaty and charter in 2000 by the Governments of Kazakhstan, the Kyrgyz Republic and Tajikistan, and His Highness the Aga Khan.

Operational since 2006, UCA’s School of Professional and Continuing Education is Central Asia’s first provider of formal, university-based, non-degree educational programmes and offers vocational, professional development and personal improvement opportunities to youth and adults, all with the goal of fostering economic development.

Located in the centre of Khorog, the administrative capital of Tajikistan’s GBAO region, SPCE offers internationally-benchmarked programmes such as English for Business, accounting, information technology, Mountain Tour Operator, and an apprenticeship-based programme in the construction trades. In 2008, the School opened a Learning Centre in Dushanbe.

Construction on a UCA campus in Khorog, one of three main campuses to be built in Central Asia, is currently in process. The campus is being designed for approximately 1,000 students and 100 faculty members, with a planned floor area of about 100,000 square meters. When complete, UCA’s undergraduate School of Arts and Sciences and the Graduate School of Development will offer a full range of academic programmes.

The Aga Khan Humanities Programme (AKHP), established in 1997 and headquartered in Dushanbe, Tajikistan, became a part of UCA in January 2007. AKHP promotes pluralism in ideas, cultures and people through the development and implementation of innovative humanities curricula based on the cultural traditions of Central Asia. AKHP’s Humanities Curriculum consists of eight courses with textbooks and teaching manuals that are taught in 24 universities of Central Asia.

More than 20,000 students in Central Asia have successfully completed an AKHP course. Additionally, under AKHP’s Faculty Development Programme, 46 master trainers have been certified in Central Asia to train university faculty in interactive pedagogy and in teaching of the AKHP Humanities Curriculum. The Humanities Curricula is also taught at the Aga Khan Lycée in Khorog and at the Aga Khan School in Osh.

For more information on UCA, please visit its website.

Scholarship and Summer Programmes
Each year, the AKDN offers scholarships for both undergraduate and postgraduate study in Tajikistan and abroad. Since 1993, the Tajik Scholarship Programme, funded by the Aga Khan Foundation (AKF) and managed by the Aga Khan Education Services (AKES), has allowed more than 200 meritorious students from Tajikistan the chance to access quality undergraduate education in Russia, Kazakhstan, Kyrgyz Republic and Tajikistan. More than 65 scholarship recipients have gone on for further study.

The AKF International Scholarship Programme has enabled 27 Tajik students to pursue graduate studies at institutions of high quality in Central Asia, Europe and North America. For more information on the International Scholarship Programme, please visit the International Scholarship Programme section.

Through the District Scholarship Programme, over 80 awards have enabled students from the remote areas of GBAO to study at Khorog State University. The Aga Khan Lycée has also awarded more than 120 scholarships since 2001 to enable students from the districts of GBAO to attend AKL.

A summer internship programme was started by AKES in 2003 to help scholarship recipients explore different career fields and gain work experience upon their return home. Placements are made within AKDN affiliates in Tajikistan and Kyrgyzstan and have included the PamirEnergy company, the First MicroFinanceBank and the University of Central Asia.

Summer Programmes
AKES administers several summer experiences, such as the Youth Leadership Forum, which brings together two students from each of the 13 high schools in Khorog, including the Aga Khan Lycée. The Forum aims to develop participants’ leadership skills and encourage the application of these skills in school action projects that address social issues affecting Khorog.

Launched in 2005, the AKES Summer Camp is a residential programme held in the Bartang Valley in GBAO aimed at helping students develop teamwork, leadership skills, self-esteem and an understanding of the notions of pluralism and civil society. Participants are comprised of both AKL and government school students.

Supporting and Improving Existing Educational Systems
Whole School Improvement Programme
AKDN has recognised the need for a strong partner that can offer continuous assistance and development opportunities to teachers. In this vein, it works closely with the Institute of Professional Development (IPD), an agency of the Government of Tajikistan, in implementing its initiatives. Tajikistan’s Ministry of Education has chosen to incorporate into its national teacher training programmes many of the methodologies IPD has developed in collaboration with AKDN.

IPD is currently implementing the Whole School Improvement Programme (WSIP) in GBAO, which employs a holistic approach to undertake comprehensive improvements to primary and secondary education systems in the region.

AKDN has developed Learning Resource Centres which are used by school students and community members for research and learning purposes.WSIP activities focus on mentoring initiatives, trainings to introduce teachers and school administrators to innovative methods, the establishment of Learning Resource Centres (LRC) and the engagement of community members through Parent Committees (PC). During 2006, 105 schools benefited from SIP programs, including over 1,000 teachers, 500 school administrators and 15,000 students. By 2011, SIP is expected to have fully reached all GBAO schools and serve as a model for wider replication.

The Key-Teacher training initiative, implemented by IPD as part of WSIP, identifies top-performing teachers for each subject area in a particular region and provides them with 15 days of intensive workshop training in new curriculum frameworks and innovative approaches to student-centred learning. Once trained, these teachers are required to organise workshops in their respective regions to provide the same training to colleagues. Key-Teachers are also responsible for supporting four to five schools in their assigned “cluster” with training and guidance in their chosen subject area. In the regions of GBAO, Rasht and Khatlon, almost 500 individuals have been identified as Key-Teachers and been provided with training.

WSIP follows up these trainings with mentoring initiatives designed to provide Key-Teachers and their trainees with in-class support and assistance in applying their newly learned skills and approaches to teaching. Mentoring programs last for three days twice a year and are carried out by staff from the IPD and the local government education systems. During the mentoring sessions, Key-Teachers develop action plans outlining how they will implement the training they have received in their respective school clusters and how they will provide mentoring support to those who attend their training sessions.

Through Parent Committees (PCs), WSIP seeks to leverage support from local communities in order to benefit schools and link the education system with the wider community. With WSIP’s support, over 110 PCs have been created in existing school clusters while over 200 PCs have been either established or revitalised.

One of the functions of PCs is to engage in income generating activities, such as establishing stationery shops and canteens in schools. The accumulated funds can subsequently be used for minor repairs, upgrades and to support the most vulnerable members of the local community. Many PCs have received US $200 seed grants from AKF to assist in establishing these activities.

Local Resource Centres (LRCs) are being created by WSIP to improve access to learning and teaching resources. In 2006, 22 new LRCs were established as part of WSIP, while an additional 22 were provided with support and enhanced resources.

Many of WSIP’s activities have helped schools shift to more a decentralised approach to management. Evidence of this change can been seen through the growth of PCs, increased autonomy for IPD and the occurrence of teacher trainings that originate at the local level. The impact of this shift has been an increase in the capacity of local leadership, including the development of School Management and Leadership Support Group (SMLSG) in local schools. SMLSGs are supported by IPD with management training and have helped to increase the capacity of school administrators in the areas of management and leadership, financial management, non-budget funds creation and community mobilisation.

As part of its Improving Basic Education in Tajikistan and Improving Secondary Education in Tajikistan initiatives, AKDN also provides extensive school improvement support to schools in Khatlon and the Rasht Valley. In the area of community mobilisation, AKDN is providing support to schools in the Maschohi Kuhi and Aini districts of the Sughd Oblast to strengthen the collaboration between the education system and the community.

Allied Schools Project
In collaboration with the Aga Khan Foundation, the Aga Khan Education Services (AKES) established the Allied Schools Project (ASP) in 2002 to use the progress achieved and lessons learned at the Aga Khan Lycée to raise standards of education in six government schools in the districts of GBAO. This goal has been primarily pursued through the professional development of ASP school teachers, the development of Learning Resource Centres (LRC) in these schools and the improvement of school buildings and facilities.

AKES conducts in-school trainings to teach educators at ASP schools new approaches to teaching. These workshops are followed up with teacher shadowing sessions at AKL, where these methods are already in place. Further trainings on educational leadership are being conducted to introduce more effective styles of management into these schools. To date, these programmes have benefited over 400 teachers and 30 administrators and, in turn, their 3,500 students. Outcomes have included improved student attendance and improved matriculation results.

To complement the introduction of these more interactive approaches to learning, AKES has developed LRCs in ASP schools which are used for seminars, video viewing and as libraries, to the benefit of students, teachers and local community members. These centres also provide a way for schools to generate non-budgetary funds, enabling them to expand the resources offered.

AKES has supported extensive rehabilitation efforts at ASP schools, including repairing roofs, replacing heaters and purchasing new desks, chairs and chalkboards. These efforts have sought to enhance the learning environment and enable classes to continue during the cold winter months, while also generating community support for the schools by employing local residents in the improvement projects.

Early Childhood Development
AKES is now working with the IPD to develop an Early Childhood Development (ECD) strategy for GBAO.

The programme will aim to provide children six years of age and younger ECD experiences before they reach primary school in order to maximise their learning potential thereafter. AKES hopes to eventually launch an ECD centre in Khorog as well as home-based kindergartens in districts and remote villages.

Assisting in the Development of National Education Policy
AKDN, in collaboration with other stakeholders, is working to modernise school curriculums across Tajikistan. During these efforts, the Institute for Professional Development (IPD) has been a key partner, empowering local teachers to use their years of experience to develop curriculum materials and resources that reflect both the realities of Tajikistan’s diverse local communities and the demands imposed by an increasingly globalised world.

In collaboration with the Institute for Professional Development, AKDN has designed Curriculum Enrichment Frameworks endorsed by the Government for use in all schools nationwide.Curriculum Development
The Aga Khan Foundation (AKF) has been involved in a nationwide curriculum development process, in which 134 Curriculum Enrichment Frameworks have been developed to improve the quality of education students receive. Initially, these frameworks were adopted in 54 schools across GBAO, the Rasht valley and the Khatlon regions of Tajikistan, however, the Ministry of Education (MoE) has since approved them for distribution across the country.

In addition to assisting with the development of the new curriculum, the AKF assisted in the administration of a World Bank Fast Track initiative grant. The funds from the grant were used to print and disseminate the newly developed curriculum and educational material to over 3000 schools across Tajikistan. AKF also provided input and support to the National Education Development Strategy 2006-2015, guided by MoE.

Teacher Training
Paramount to ensuring students have a positive and productive learning environment is providing their teachers with skills training and access to the most current teaching methods. The MoE has created a national teacher training programme currently being implemented across Tajikistan that incorporates many of the methodologies AKF has helped developed with IPD.

Moving to Per Capita Funding
One of the most important processes taking place within Tajikistan’s education sector is the introduction of a per capita funding structure. As part of a national working group, the MoE along with AKF and other international organisations administered a pilot project to examine the feasibility and benefits of moving away from a centrally administered funding mechanism to a policy of per capita funding. The project was carried out in five regions across the country and was administered by AKF in the city of Khorog.

One of the key policy areas investigated was how much authority teachers, head teachers and administrators should have in the new system and how much should be decentralised to the regional and local levels. After the National Working Group prepared its findings, a joint national conference between Tajik and Kyrgyz educators and policy makers was convened to discuss the results. AKF was able to report upon the success of its project in Khorog and share with others the resulting policy ideas and lessons learned. The impact of the project indicates that adopting a policy of per capita funding will encourage the process of decentralisation and allow for more flexibility and autonomy at the regional and local level while providing incentives for individual schools to better utilise available resources.

> Find out more on AKDN’s Programmes in Education