|Project Title||Education Reform Project|
|Overall Project Value(USD)||More than 4 000 000|
|Project Start – Project End||May 13, 1999–September 30, 2003|
Funding and Implementing Organizations
|Origin of Funding||World Bank|
|Implementing Organization / Consortium||
|Contact / Team Leader / Project Team||
|Beneficiary||Ministry of Education on behalf of the Government of the Republic of Tajikistan|
Project Summary, Objectives and Results
The country has been hit hard by a combination of civil war, economic collapse and lcoalized natural disasters. By the end of 1998, real wages had fallen to less than 5 % of their 1991 level, and the avarega monthly salary of teachers and health care workers was TR 2,400 (US$7). Poverty has intensified in many parts of the country, especially in remote and war-affected areas, with women, children and orphans particularly vulnerable. Despite the severity of the situation, there is hope that poverty can be reduced over time. One way to accomplish that is through the reformed education system. The main issues now facing the sector include: (i) a deterioration of the quality of education, (ii) the need for a change of „mentality“ among teachers, students and education administration officials, (iii) inequitable access to school, (iv) inadequate management capacity, (v) inefficiencies in funding, (vi) insatisfactory school facilities, and (vii) a serious shortage of textbooks.
The main objective of the project is to improve access to high quality education as well as to raise learning achievements of students.
|Education Sector||VET (IVET & CVET)|
|Components of the Education Process||Education Management, Education Policy Advice & Development, Institutional strengthening & capacity building, Standards and curriculum development, Teaching and learning technologies (arrangements), Training of teachers / trainers|
|Occupational Field||Not applicable|
|Target Groups||Politicians/decision-makers in economics, labour, employment & education policy, Decision-makers and managers in VET and HE institutions, Developers of standards, programs, curricula etc., Learners (scholar, student, apprentice etc.), Lecturers, teachers, instructors, trainers, Training providers (public and private)|
Component 1: Capacity Building
This component comprises two types of activities: (i) training, and (ii) management training). The teacher training is a key component in achieving the project objectives, as it is needed to bring about active learning in the classrooms, as well as a greater understanding and openness to decentralization, community involvement and participation. More active teaching methods’ approach will be to select and train about 20 teachers with suitable skills as teacher trainers, using overseas trainers during three 5-day training courses. The trainers’ courses will have four main elements: personal development in independent learning; teaching and learning methods; planning school improvement; and team and training development. Management training will be provided through the establishment of three management support units, one in the Ministry of Education and one in each of the pilot rayons, equipped with basic information technology and office equipment. Local and international specialists will provide training in general management subjects such as: (i) management responsibilities; (ii) the effects of various management styles applied in specific organizational cultures; (iii) setting and implementation objectives; (iv) decision making; (v) management information systems; (vi) budgeting and finance; and (vii) recruiting and deployment of human resources and development and implementation of incentive systems.
Component 2: Improving Education Assets and Materials
Refurbishment and equipping of the pilot schools, the MOE, the pilot rayons and the teacher training institution. The MOE and the education officials in Dushanbe and Leninsky selected 20 pilot schools based on needs and competition. The rehabilitation of the pilot schools will only be up to a functional level, with priority being given to the following: roof repairs, insulation from the weather; repair and replacement of windows; installation of heating systems and lighting; provision of adequate water and sewerage systems; repair of toilets; and painting of walls and floors, etc. The project will also support the introduction of an innovative textbook rental system in the 20 pilot schools. Under the scheme, sets of textbooks will be rented out to students for one school year with them paying about one third of the cost. The money collected will go into a special fund which will pay for the purchase of further copies of textbooks. Particularly poor children such as orphans, will be able to borrow sets of textbooks free of charge, with the cost of the “free rentals” being met by the local authority. The storage of textbooks in the selected schools over the vacations will be addressed through the school refurbishment program, as each classroom will have cupboard space and shelving provided as part of the renovations.
Component 3: Project Management
This component will finance local consultant services, equipment and project audits. The salaries of the Project Implementation Unit (PIU) director and any other local consultants working on the implementation of the project as well as PIU operating costs will be financed by the project. This component will also provide for the monitoring and evaluation of the project.
Links and Materials
|Link to project relevant data|