Central Asia Institute in Tajikistan

Project Overview

Project Title Central Asia Institute in Tajikistan
Project Number N/A
Country Tajikistan
Overall Project Value(EUR) Not Assigned
Project Start – Project End January 1, 2011–
Project Status Active

Funding and Implementing Organizations

Origin of Funding Other
Project Budget(EUR) N/A
Implementing Organization / Consortium


Contact / Team Leader / Project Team

Mahbuba Qurbonalieva, Country Director for CAI Tajikistan

Beneficiary CAI Tajikistan

Project Summary, Objectives and Results

Project Summary

Central Asia Institute (CAI) is an international non-profit organization established in 1996, based in Bozeman, Montana, and works to promote and support community-based education throughout Afganistan, Pakistan and Tajikistan.

The organization collaborates with communities to build schools in Pakistan, Afghanistan, and Tajikistan, with a particular emphasis on areas where there is little or no access to education.

CAI has several types of programmes that promote peace through education: (i) scholarships; (ii) teacher support; (iii) school building, maintanance, equipment and supplies; (iv) public health; (v) women’s literacy and vocational centers; (vi) community support.

Tajikistan is the most recent addition to the countries where the CAI works. It’s the poorest of the former Soviet bloc countries. CAI works closely with their partner in Tajikistan to address the conditions under which students learn. They help identify crumbling infrastructure in need of repair and updating Soviet era learning methodologies to help the struggling country to meet its education objectives.

Project Objectives
  • To empower local communities of Central Asia through literacy and education, especially for girls.
  • To promote peace through education.
  • To convey the importance of these activities globally.
Education Sector HE, VET (IVET & CVET)
Components of the Education Process Career planning, Institutional strengthening & capacity building, Social Partnership, Teaching and learning technologies (arrangements), Training of teachers / trainers
Occupational Field Not applicable
Target Groups Learners (scholar, student, apprentice etc.)
Related Projects



Activities of CAI are different for each programme they are providing. The relevant (promoting the field of education) programmes and activities are following:

  1. Scholarships for All – it is a programme based on CAI philosophy to start with the needs of the community first. Recipients range from kindergarten to Ph.D. students, ensuring that bright young students have the foundation to excel and women have the support to push boundaries into new fields. In developing countries like Pakistan, Afghanistan, and Tajikistan it is important to consider financial and cultural barriers to education. CAI’s scholarships take a holistic approach to create a successful environment for all students, sometimes covering travel expenses, room and board, and stipends for those who come from low-income families.
  2. Teacher support – CAI provides teacher support to schools in CA to ensure their students are learning through the most up-to-date practices by supplying salaries and helping offset the cost of trainings. By doing this, teachers are able to learn the latest teaching techniques and stay up-to-date on curriculum. They return to their classrooms with a better sense of classroom management, and understanding of how to teach to different learning styles, and a better ability to help their students succeed. Teachers who are trained in the standard state curriculum have more opportunity to prepare their students for higher learning. Their students have a better chance of passing national exams that pave the way for college or university.
  3. Student Education Support program (SESP) – SESP programs offer free afterschool lessons to students in core subjects like math, English, and other topics necessary to complete government approved curriculum. These programs are designed to ensure girls have adequate help to succeed in their classes and keep them from falling behind or dropping out with the goal of finishing high school and preparing for university entrance exams. Girls are more likely than boys to drop out of school, some with only a middle school education. Cramped classrooms, insufficient time to learn subjects, and even overwhelmed and unqualified teachers can become obstacles for girls to finish high school. The SESP programs are designed to catch girls who may fall through the cracks, and give them the support they need to continue with their studies. These SESP programs meet six days a week for an hour and a half over a six-month period. The program accepts girls whose families cannot afford private tutors and are in the most danger of dropping out of school. Girls receive lesson overviews and expanded information on topics they learned in class earlier. This is especially helpful for students who don’t have enough time in classrooms to adequately understand their lessons, or for those in large classes where there may not be an opportunity to ask questions or get clarification. SESP  is an important addition to CAI’s programming and has proved helpful in not only keeping girls in school, but also encouraging them to go on to university studies. They are shaping the future leaders of Central Asia, and keeping them working hard in school.
  4. Women’s Lietaracy & Vocational Centers – Women’s education needs in CAI supported communities include many nontraditional students. CAI supports women’s literacy centers where women of all ages can learn basic reading, writing, and math. These centers also teach hygiene, sanitation, nutrition, and money management. Often hosted in a local home these private tutorial settings can provide the safe environment necessary for women to attend in areas of the world where women’s empowerment is not always supported. Literacy, even at a basic level, is one of CAI’s most important mission initiatives. Once women can read they become aware of what is happening in the world around them. Suddenly, they can read street signs and navigate their way to markets. They are able to read newspapers. They are able to read the constitution of their own country and recognize their own inalienable rights. And when women are aware of their rights they much more likely to exercise them. In countries like Afghanistan where over half of the population is illiterate this is one of the most powerful instruments of change.
Project Results

More than 400 projects in Afganistan, Pakistan and Tajikistan (many in rural, high-conflict regions) initiated.

Links and Materials

    Link to project relevant data