Tajikistan Print Page
Girl in front of yellow door. © Evgeni Zotov
Tajikistan is a small, landlocked low-income country in Central Asia with a population of 7.6 million. A former republic of the Soviet Union, it achieved independence in 1991 and underwent a period of civil unrest and economic contraction until peace accords were signed in 1997. Between 2000 and 2010, the country's gross domestic product (GDP) grew annually by around 8%. In 2011, the economy grew by 7.4 %. The poverty rate declined from 72% in 2003 to 47% in 2009. Nonetheless, the country remains among the poorest in the region. Tajikistan is ranked 125 out of 186 countries in the UNDP's 2013 Human Development Index.
Tajikistan joined the Global Partnership for Education in 2005. The current National Strategy for Education Development (2012-2020) focuses on universal access and education quality education. The three main priorities are to: (i) modernize the curricula; (ii) re-organize the education system; and (iii) ensure equal access to quality education.
The Government's commitment to education is reflected in its budget. In 2009, education was 19% of the state budget. Spending for basic education accounted for 68% of the education budget. Despite this commitment, the funding gap to implement the government's medium-term Action Plan 2012-14 is estimated at $ 131 million (out of a total $ 512 million). This gap is mainly due to enormous needs in infrastructure upgrade and equipment provision.
The Government and its GPE partners worked closely to develop the 2012-2020 National Strategy for Education Development. The Local Education Group, which includes donors, international development organizations and civil society organizations, meets regularly under the direction of the Minister of Education. This ensures adequate sector coordination in support of the Government's education strategy and the medium-term action plans. Previous GPE grants in Tajikistan have had a catalytic effect helping to mobilize and improve the use of national and international resources.
Tajikistan received a first GPE grant in 2008 for $18.4 million. The second and current grant of US$ 13.5 million became effective in April 2010. These grants supported classroom construction for 37,000 students; provided school furniture for 100,000 students; funded the publishing of 1.7 million textbooks which helped eliminate the shortage of Tajik language textbooks in major subjects; helped develop per capita financing reforms in education for more transparency in local budgeting processes; established an Education Management Information System (EMIS); and improved management and fiduciary capacities within the MOE.
In 2013, Tajikistan has applied to a third grant of in the amount of $16.2 million in line with the indicative allocation provided by the GPE Needs and Performance Framework. This new grant will focus on increasing access to quality early childhood education; enhance the quality of education; improve child-friendly learning environments; and strengthening the capacity of the education system.
In Tajikistan, basic education is mandatory from grade 1 to grade 9. Enrollment and completion of grades 1 to 4 are near universal, with almost gender parity (0.92). The transition rate from primary to secondary school is 98% and lower secondary school completion rate is more than 100%.
A 2011 Early Grade Reading Assessment (EGRA) found that about one third of grade 2 students did not meet national standards for reading fluency. This rose to 45% (girls) and 56% (boys) in grade 4. In 2009, the government established the National Testing Centre (NTC) to ensure better measurement of learning. The NTC will start to conduct regular assessments of learning in basic education after 2014.
for Primary Completion Rate
as % of Total Public Spending
as % of Total Education Spending
AT A GLANCE
Local Education Group
Local Education Group
A Local Education Group (LEG) is a forum of stakeholders within the education sector who develop, implement, monitor and evaluate education sector plans. All member countries of the Global Partnership have a LEG. They are led by the national government, and are composed of education development partners such as donors and development agencies, teachers' organizations, civil society organizations, and private education providers. Nonetheless, the specific composition, title, and working arrangements of a LEG vary from country to country.