2014年-世界发展银行全球_Tajikistan___Higher_Education_Sector_Study_125页_2mb

Tajikistan: Higher Education Sector Study Summary

Core Content

This report presents an analysis of the higher education sector in the Republic of Tajikistan, focusing on governance, quality assurance, financing, and the use of Information and Communication Technologies (ICT) to enhance access, quality, and relevance. The study was conducted in October 2014 by the World Bank education team, with support from various stakeholders in the education sector.

Main Findings

• Vision and Strategy: The government has a clear vision for higher education as a tool for human capital development and economic growth. The National Strategy for Education Development Up To 2020 aims to modernize higher education content and align it with labor market demands. However, major reforms such as establishing a credible quality assurance system and a national qualifications framework are still pending.

• Access and Equity: Access to higher education is highly inequitable, with disparities by gender, socio-economic status, and geography. Only 30% of students are female, and the richest 40% of the population account for 65% of higher education enrollments. Most institutions are concentrated in Dushanbe and RRS, which host only 9.6% and 22.9% of the population respectively, but enroll 62% of students.

• Quality of Education: The quality of higher education is generally low, with part-time correspondence programs being less effective than full-time programs. There is a lack of a holistic internal quality assurance system, and HEIs often rely on fragmented and control-oriented standards. The system is not aligned with international quality assurance standards, particularly the European Higher Education Area (EHEA) standards.

• Governance Structure: The current governance model is highly centralized, with limited autonomy for HEIs. HEIs are managed by government-appointed rectors without effective collegial decision-making bodies, leading to a lack of strategic development and accountability. The role of the Rectors' Council is limited to regulatory implementation rather than strategic leadership.

• Financing: Public funding for higher education has increased due to recent economic growth, but the allocation is not effectively targeted. HEIs are expected to contribute a significant portion of their budget, with about 56% of the higher education budget coming from institutional revenues. However, there is a lack of financial incentives for faculty and staff, and the system is underfunded for research and ICT development.

• ICT Utilization: HEIs have the necessary infrastructure to deliver online courses, but there are challenges in fully utilizing ICT for education. These include power shortages, limited access to localized Tajik language software, and a lack of ICT expertise and guidance. The TARENA network has improved bandwidth but is limited to Dushanbe.

Key Policy Recommendations

Recommendation 1: Quality and Relevance Enhancement

• Develop a robust external quality assurance system and align the national framework with ESGs.
• Strengthen internal quality assurance mechanisms through top and middle management support.
• Deregulate educational standards to involve employers and stakeholders in curriculum development.
• Create performance-based and flexible salary scales to attract young scholars.
• Allocate state funding for professional development opportunities to support younger generations.

Recommendation 2: Governance

• Introduce a collegial governance model with a Governing Board at the apex level.
• Enhance the capacity of administrators and HEIs for strategic and financial management.
• Develop a differentiated financial reward system and reward/sanction mechanisms to motivate faculty and staff.
• Strengthen the role of the Rectors' Council in policy-making and strategic development.
• Establish a National Student Association to represent student interests.
• Create a favorable regulatory environment to encourage private sector participation in higher education.

Recommendation 3: Access and Equity

• Design and implement effective student aid programs to support under-represented groups.
• Target stipends to students in need, rather than to those from the wealthiest quintiles.
• Expand access to ICT resources and improve the relevance of education through localized content and better infrastructure.

Conclusion

The higher education sector in Tajikistan is in a dire situation due to long-term neglect. While the government has initiated some reforms, such as the adoption of the ECTS system and efforts to modernize the sector, significant challenges remain in governance, quality assurance, and financing. The use of ICT offers promising potential for improving access and quality, but requires a supportive regulatory framework and investment in infrastructure and expertise. Addressing these issues is essential for enhancing the relevance and effectiveness of higher education in Tajikistan.