Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan
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...
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| Language: | English en_US |
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Washington, DC
2015
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| Online Access: | 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 http://hdl.handle.net/10986/22809 |
| Summary: | 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. |
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