Report

Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan

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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
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
dc.identifier.uri
http://hdl.handle.net/10986/22809
dc.language
English
dc.language.iso
en_US
dc.publisher
Washington, DC
dc.rights
CC BY 3.0 IGO
dc.rights.holder
World Bank
dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo/
dc.subject
HIGHER EDUCATION STUDENTS
dc.subject
EMPLOYMENT
dc.subject
HIGHER EDUCATION PROJECT
dc.subject
MEDICAL UNIVERSITY
dc.subject
FEMALE EDUCATION
dc.subject
BASIC EDUCATION
dc.subject
COMMUNICATION TECHNOLOGIES
dc.subject
TEACHERS
dc.subject
ILLITERACY
dc.subject
UNIVERSITY GRADUATES
dc.subject
UNIVERSITY ADMINISTRATORS
dc.subject
TUITION
dc.subject
ACADEMIC INSTITUTIONS
dc.subject
ADEQUATE EDUCATION
dc.subject
UNIVERSITY ENTRANCE
dc.subject
LABOR FORCE
dc.subject
HIGH SCHOOL GRADUATES
dc.subject
HIGH SCHOOL
dc.subject
FEMALE PARTICIPATION
dc.subject
LEARNING CENTERS
dc.subject
GENDER EQUITY
dc.subject
HIGHER EDUCATION
dc.subject
PAPERS
dc.subject
LABOR MARKET DEMAND
dc.subject
TECHNICAL SKILLS
dc.subject
UNIVERSITY ADMISSIONS
dc.subject
COLLEGES
dc.subject
PROFESSOR
dc.subject
STATE UNIVERSITIES
dc.subject
HIGH SCHOOL TEACHERS
dc.subject
HIGHER EDUCATION SECTOR
dc.subject
EXAM
dc.subject
FACULTY
dc.subject
HIGH SCHOOLS
dc.subject
PROFESSORS
dc.subject
LITERACY
dc.subject
EDUCATION SECTOR
dc.subject
KNOWLEDGE
dc.subject
UNIVERSITY ENTRANCE EXAMS
dc.subject
PRIVATE UNIVERSITY
dc.subject
TECHNICAL ASSISTANCE
dc.subject
UNIVERSITY BUDGET
dc.subject
QUALITY OF EDUCATION
dc.subject
TRAINING
dc.subject
EDUCATIONAL ATTAINMENT
dc.subject
PRIVATE SCHOOLS
dc.subject
GRADUATE
dc.subject
ACADEMIC WORK
dc.subject
ACCESS TO HIGHER EDUCATION
dc.subject
HIGHER EDUCATION INSTITUTIONS
dc.subject
GENDER INEQUALITIES
dc.subject
VOCATIONAL EDUCATION
dc.subject
LEARNING
dc.subject
GRADUATES
dc.subject
EDUCATION SYSTEM
dc.subject
RESEARCH
dc.subject
GENERAL SECONDARY STUDENTS
dc.subject
UNIVERSITY FACULTY
dc.subject
HIGHER EDUCATION INSTITUTES
dc.subject
UNIVERSITY EDUCATION
dc.subject
EDUCATIONAL SYSTEM
dc.subject
TEACHING
dc.subject
FEE-PAYING STUDENTS
dc.subject
FURTHER EDUCATION
dc.subject
UNIVERSITY STUDENTS
dc.subject
ACCESS TO INFORMATION
dc.subject
UNIVERSITY-BOUND STUDENTS
dc.subject
PROFESSIONAL EDUCATION
dc.subject
SPORTS
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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