Report
Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan
collection.link.12 |
https://openknowledge.worldbank.org/handle/10986/2113
| |
collection.name.12 |
Other Education Study
| |
dc.contributor.author |
World Bank
| |
dc.date.accessioned |
2015-11-03T15:59:04Z
| |
dc.date.available |
2015-11-03T15:59:04Z
| |
dc.date.issued |
2015-06
| |
dc.date.lastModified |
2021-04-23T14:04:10Z
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dc.description.abstract |
With the adoption of sweeping changes in
the governance of university admission, namely the
implementation of the university entrance exam (UEE) in July
2014, and with broader reforms supported by the World Ban
The UEE reform improves governance in only one step, if a
key one, in the long process to access and complete higher
education: this report uses an original stakeholder
assessment conducted in March and April 2014 as well as a
recent nationally representative household survey to examine
other steps to access and complete higher education and give
voice to stakeholders’ perspectives on the new reform.
Tajikistan’s education system is undergoing potentially
transformative change. This report presents the findings of
a Technical Assistance to the Government of Tajikistan that
conducted a stakeholder assessment and used nationally
representative household data to examine: 1) barriers to
accessing and completing higher education in Tajikistan, and
2) how these barriers could change with the UEE reform. The
assessment was conducted before the implementation of the
UEE reform in six communities and five universities. To
enable comparative analysis, a standardized package of data
collection instruments was applied in the field. The
instruments feature gender- and generation-specific focus
group discussions (FGD) and semi-structured individual
interviews with the users of education services: high school
and university students, parents, and out-of school youths.
In addition, semi-structured individual interviews were
conducted with education providers: high school teachers and
university professors. The data was conducted in urban,
peri-urban and rural contexts.
| en |
dc.identifier |
http://documents.worldbank.org/curated/en/2015/08/24947358/moderate-expectations-barriers-access-complete-higher-education-tajikistan-listening-stakeholders’-voices-during-university-entrance-exam-reform
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dc.identifier.uri |
http://hdl.handle.net/10986/22809
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dc.language |
English
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dc.language.iso |
en_US
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dc.publisher |
Washington, DC
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dc.rights |
CC BY 3.0 IGO
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dc.rights.holder |
World Bank
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dc.rights.uri |
http://creativecommons.org/licenses/by/3.0/igo/
| |
dc.subject |
HIGHER EDUCATION STUDENTS
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dc.subject |
EMPLOYMENT
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dc.subject |
HIGHER EDUCATION PROJECT
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dc.subject |
MEDICAL UNIVERSITY
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dc.subject |
FEMALE EDUCATION
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dc.subject |
BASIC EDUCATION
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dc.subject |
COMMUNICATION TECHNOLOGIES
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dc.subject |
TEACHERS
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dc.subject |
ILLITERACY
| |
dc.subject |
UNIVERSITY GRADUATES
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dc.subject |
UNIVERSITY ADMINISTRATORS
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dc.subject |
TUITION
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dc.subject |
ACADEMIC INSTITUTIONS
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dc.subject |
ADEQUATE EDUCATION
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dc.subject |
UNIVERSITY ENTRANCE
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dc.subject |
LABOR FORCE
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dc.subject |
HIGH SCHOOL GRADUATES
| |
dc.subject |
HIGH SCHOOL
| |
dc.subject |
FEMALE PARTICIPATION
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dc.subject |
LEARNING CENTERS
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dc.subject |
GENDER EQUITY
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dc.subject |
HIGHER EDUCATION
| |
dc.subject |
PAPERS
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dc.subject |
LABOR MARKET DEMAND
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dc.subject |
TECHNICAL SKILLS
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dc.subject |
UNIVERSITY ADMISSIONS
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dc.subject |
COLLEGES
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dc.subject |
PROFESSOR
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dc.subject |
STATE UNIVERSITIES
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dc.subject |
HIGH SCHOOL TEACHERS
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dc.subject |
HIGHER EDUCATION SECTOR
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dc.subject |
EXAM
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dc.subject |
FACULTY
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dc.subject |
HIGH SCHOOLS
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dc.subject |
PROFESSORS
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dc.subject |
LITERACY
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dc.subject |
EDUCATION SECTOR
| |
dc.subject |
KNOWLEDGE
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dc.subject |
UNIVERSITY ENTRANCE EXAMS
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dc.subject |
PRIVATE UNIVERSITY
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dc.subject |
TECHNICAL ASSISTANCE
| |
dc.subject |
UNIVERSITY BUDGET
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dc.subject |
QUALITY OF EDUCATION
| |
dc.subject |
TRAINING
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dc.subject |
EDUCATIONAL ATTAINMENT
| |
dc.subject |
PRIVATE SCHOOLS
| |
dc.subject |
GRADUATE
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dc.subject |
ACADEMIC WORK
| |
dc.subject |
ACCESS TO HIGHER EDUCATION
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dc.subject |
HIGHER EDUCATION INSTITUTIONS
| |
dc.subject |
GENDER INEQUALITIES
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dc.subject |
VOCATIONAL EDUCATION
| |
dc.subject |
LEARNING
| |
dc.subject |
GRADUATES
| |
dc.subject |
EDUCATION SYSTEM
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dc.subject |
RESEARCH
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dc.subject |
GENERAL SECONDARY STUDENTS
| |
dc.subject |
UNIVERSITY FACULTY
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dc.subject |
HIGHER EDUCATION INSTITUTES
| |
dc.subject |
UNIVERSITY EDUCATION
| |
dc.subject |
EDUCATIONAL SYSTEM
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dc.subject |
TEACHING
| |
dc.subject |
FEE-PAYING STUDENTS
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dc.subject |
FURTHER EDUCATION
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dc.subject |
UNIVERSITY STUDENTS
| |
dc.subject |
ACCESS TO INFORMATION
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dc.subject |
UNIVERSITY-BOUND STUDENTS
| |
dc.subject |
PROFESSIONAL EDUCATION
| |
dc.subject |
SPORTS
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dc.subject |
DROPOUT RATES
| |
dc.subject |
ACADEMIC PERFORMANCE
| |
dc.subject |
WORKERS
| |
dc.subject |
SCIENCE
| |
dc.subject |
UNIVERSITY LEVEL
| |
dc.subject |
SCHOOLS
| |
dc.subject |
STUDENT
| |
dc.subject |
UNIVERSITY DEPARTMENT
| |
dc.subject |
NATIONAL TESTING
| |
dc.subject |
MINISTRY OF EDUCATION
| |
dc.subject |
HIGH SCHOOL STUDENT
| |
dc.subject |
GRADUATION RATES
| |
dc.subject |
GIRLS’ EDUCATION
| |
dc.subject |
FACULTIES
| |
dc.subject |
ENTRANCE EXAM
| |
dc.subject |
PEER REVIEW
| |
dc.subject |
PUBLIC EXPENDITURES
| |
dc.subject |
QUALIFIED STUDENTS
| |
dc.subject |
EDUCATIONAL QUALITY
| |
dc.subject |
INCOMING STUDENTS
| |
dc.subject |
EXPENDITURES
| |
dc.subject |
LITERATURE
| |
dc.subject |
UNIVERSITY ADMINISTRATION
| |
dc.subject |
UNIVERSITY STAFF
| |
dc.subject |
EDUCATIONAL INSTITUTIONS
| |
dc.subject |
TECHNICAL COLLEGES
| |
dc.subject |
DISADVANTAGED STUDENTS
| |
dc.subject |
INTERNATIONAL STUDENT ASSESSMENT
| |
dc.subject |
TEACHER
| |
dc.subject |
FACULTY MEMBERS
| |
dc.subject |
FEMALE STUDENTS
| |
dc.subject |
COGNITIVE SKILLS
| |
dc.subject |
INSTITUTES
| |
dc.subject |
UNIVERSITY PROFESSORS
| |
dc.subject |
UNIVERSITY
| |
dc.subject |
STUDENTS
| |
dc.subject |
HIGH SCHOOL LEVEL
| |
dc.subject |
DEGREES
| |
dc.subject |
NORMAL UNIVERSITY
| |
dc.subject |
HIGH SCHOOL STUDENTS
| |
dc.subject |
CONTINUING EDUCATION
| |
dc.subject |
LABOR MARKETS
| |
dc.subject |
ACCESS TO UNIVERSITY
| |
dc.subject |
SCHOOL
| |
dc.subject |
SECONDARY EDUCATION
| |
dc.subject |
TERTIARY EDUCATION
| |
dc.subject |
ACADEMIC YEAR
| |
dc.subject |
HIGHER EDUCATION CURRICULA
| |
dc.subject |
EDUCATION STUDENTS
| |
dc.subject |
UNIVERSITIES
| |
dc.subject |
HUMAN DEVELOPMENT
| |
dc.title |
Moderate Expectations
| en |
dc.title.subtitle |
Barriers to Access and Complete Higher Education in Tajikistan
| en |
dc.type |
Report
| en |
okr.date.disclosure |
2015-08-24
| |
okr.doctype |
Economic & Sector Work
| |
okr.doctype |
Economic & Sector Work :: Other Education Study
| |
okr.docurl |
http://documents.worldbank.org/curated/en/2015/08/24947358/moderate-expectations-barriers-access-complete-higher-education-tajikistan-listening-stakeholders’-voices-during-university-entrance-exam-reform
| |
okr.googlescholar.linkpresent |
yes
| |
okr.identifier.externaldocumentum |
090224b083092e19_1_0
| |
okr.identifier.internaldocumentum |
24947358
| |
okr.identifier.report |
AUS7057
| |
okr.imported |
true
| |
okr.language.supported |
en
| |
okr.pdfurl |
http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2015/08/24/090224b083092e19/1_0/Rendered/PDF/Moderate0expec0entrance0exam0reform.pdf
| en |
okr.region.administrative |
Europe and Central Asia
| |
okr.region.country |
Tajikistan
| |
okr.sector |
Education
| |
okr.theme |
Human development :: Education for all
| |
okr.theme |
Social dev/gender/inclusion :: Gender
| |
okr.theme |
Public sector governance :: Other accountability/anti-corruption
| |
okr.topic |
Tertiary Education
| |
okr.topic |
Secondary Education
| |
okr.topic |
Primary Education
| |
okr.topic |
Effective Schools and Teachers
| |
okr.topic |
Access Equity in Basic Education
| |
okr.topic |
Education
| |
okr.unit |
EDU GP ECA (GED03)
|
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