DCC Education Working Group Consultation on Mediumterm Development

DCC Education Working Group Consultation on Medium-term Development Strategy (Mt. DS) 2016 -2020 Dushanbe 21 November 2016

1) What is indicated in the Mt. DS as a priority in specific sectors? Gross Enrolment Ratio (GER) Girls 10% Boys 11% Preschool Education/ECE 30% Total 11% 0% 5% 10% 15% Target by 2020 20% 2016 25% 30% 35%

1) What is indicated in the Mt. DS as a priority in specific sectors? (cont. ) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 98% 69% GER 95% Ø Preparation for transition to 12 -Year Education System; 64% Ø Universal general secondary education; Total Girls 2015 Target by 2020 Cw. D 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% General Secondary Education 80% 19% 2015 Target by 2020 Ø Improving quality of teaching and learning; Ø Improve the efficiency in education; Ø Inclusive Education for Children with Disabilities

1) What is indicated in the Mt. DS as a priority in specific sectors? (cont. ) 2021 35% 2020 30% 2019 25% 2018 2017 20% 2016 15% 2015 Ø Review of curriculum and linking with the labour market; 10% 2014 5% 2013 2012 Primary and Secondary Vocation Education 1 2 % of basic school graduates (9 grades) enrolled in primary and secondary vocational education By 2020, 18% of vocational education institutions accessible for Pw. D 0% Ø Introduction of learning outcome assessments; Ø Professional development and teacher training (management skills, law, foreign languages, ICT); Ø Diversifying vocational schools to offer 7 -10 key specialties.

1) What is indicated in the Mt. DS as a priority in specific sectors? (cont. ) Higher Education By 2020, 15% increase in enrolment Ø Design new educational standards and programmes and translate in education process and research; Ø Improve quality assurance system through internal audits, state attestation and accreditation and public oversight mechanisms; Ø Introduction of PCF and expansion of competitive research grants; Ø Establishment of small enterprises, techno-parks, joint labs and centres.

2) What DPs are doing jointly and remain the priority for the sectors? • Increasing access to and improving the quality of early childhood education; • Curriculum reform in general secondary education; • Promotion of safe and inclusive education; • Improving educational results in primary schools through providing free daily meals in rural areas; • Strengthening capacity on education management at all levels (EMIS, financing, M&E, planning); • Improving teacher preparedness and professional development (pre-service and in-service teacher training); • Improving national education quality assurance system, including learning outcome assessment system; • Improvement of relevance of professional education to the labour market needs; • Coordination, Policy Advocacy and Joint Planning and Reviews.

3) What is missing, but is important for the sector development? • Strengthen focus on evidence generation and monitoring of progress and performance for improved planning and decision making; • Improve cross sectoral collaboration for children holistic development, such as early childhood development (nutrition, early stimulation, early screening and intervention, social protection); • Link with the on-going curriculum reform; • Stronger focus on equity in learning; • Involvement of private sector in improving education at all levels; • Performance assessment framework linking policy statements to measurable goals along with a set of costed programmes is somewhat missing.

4) Priority areas/Results to be achieved by 2020? • Near universal basic education is achievable, however not in upper secondary (1011 grades); also target for Cw. Ds enrolment is extremely ambitious; • Efficiency gains and improvement of teaching quality are attainable with the ongoing curriculum reform; • Effective use of public funds for education thanks to introduction of PCF, however allocation of 1% of GDP for Science by 2020 seems unrealistic; • Matrix of policy actions in the Mt. DS should be reviewed as per committed contribution of DPs.

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