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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| Format: | Report |
| 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 |
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okr-10986-22809 |
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| recordtype |
oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
HIGHER EDUCATION STUDENTS EMPLOYMENT HIGHER EDUCATION PROJECT MEDICAL UNIVERSITY FEMALE EDUCATION BASIC EDUCATION COMMUNICATION TECHNOLOGIES TEACHERS ILLITERACY UNIVERSITY GRADUATES UNIVERSITY ADMINISTRATORS TUITION ACADEMIC INSTITUTIONS ADEQUATE EDUCATION UNIVERSITY ENTRANCE LABOR FORCE HIGH SCHOOL GRADUATES HIGH SCHOOL FEMALE PARTICIPATION LEARNING CENTERS GENDER EQUITY HIGHER EDUCATION PAPERS LABOR MARKET DEMAND TECHNICAL SKILLS UNIVERSITY ADMISSIONS COLLEGES PROFESSOR STATE UNIVERSITIES HIGH SCHOOL TEACHERS HIGHER EDUCATION SECTOR EXAM FACULTY HIGH SCHOOLS PROFESSORS LITERACY EDUCATION SECTOR KNOWLEDGE UNIVERSITY ENTRANCE EXAMS PRIVATE UNIVERSITY TECHNICAL ASSISTANCE UNIVERSITY BUDGET QUALITY OF EDUCATION TRAINING EDUCATIONAL ATTAINMENT PRIVATE SCHOOLS GRADUATE ACADEMIC WORK ACCESS TO HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS GENDER INEQUALITIES VOCATIONAL EDUCATION LEARNING GRADUATES EDUCATION SYSTEM RESEARCH GENERAL SECONDARY STUDENTS UNIVERSITY FACULTY HIGHER EDUCATION INSTITUTES UNIVERSITY EDUCATION EDUCATIONAL SYSTEM TEACHING FEE-PAYING STUDENTS FURTHER EDUCATION UNIVERSITY STUDENTS ACCESS TO INFORMATION UNIVERSITY-BOUND STUDENTS PROFESSIONAL EDUCATION SPORTS DROPOUT RATES ACADEMIC PERFORMANCE WORKERS SCIENCE UNIVERSITY LEVEL SCHOOLS STUDENT UNIVERSITY DEPARTMENT NATIONAL TESTING MINISTRY OF EDUCATION HIGH SCHOOL STUDENT GRADUATION RATES GIRLS’ EDUCATION FACULTIES ENTRANCE EXAM PEER REVIEW PUBLIC EXPENDITURES QUALIFIED STUDENTS EDUCATIONAL QUALITY INCOMING STUDENTS EXPENDITURES LITERATURE UNIVERSITY ADMINISTRATION UNIVERSITY STAFF EDUCATIONAL INSTITUTIONS TECHNICAL COLLEGES DISADVANTAGED STUDENTS INTERNATIONAL STUDENT ASSESSMENT TEACHER FACULTY MEMBERS FEMALE STUDENTS COGNITIVE SKILLS INSTITUTES UNIVERSITY PROFESSORS UNIVERSITY STUDENTS HIGH SCHOOL LEVEL DEGREES NORMAL UNIVERSITY HIGH SCHOOL STUDENTS CONTINUING EDUCATION LABOR MARKETS ACCESS TO UNIVERSITY SCHOOL SECONDARY EDUCATION TERTIARY EDUCATION ACADEMIC YEAR HIGHER EDUCATION CURRICULA EDUCATION STUDENTS UNIVERSITIES HUMAN DEVELOPMENT |
| spellingShingle |
HIGHER EDUCATION STUDENTS EMPLOYMENT HIGHER EDUCATION PROJECT MEDICAL UNIVERSITY FEMALE EDUCATION BASIC EDUCATION COMMUNICATION TECHNOLOGIES TEACHERS ILLITERACY UNIVERSITY GRADUATES UNIVERSITY ADMINISTRATORS TUITION ACADEMIC INSTITUTIONS ADEQUATE EDUCATION UNIVERSITY ENTRANCE LABOR FORCE HIGH SCHOOL GRADUATES HIGH SCHOOL FEMALE PARTICIPATION LEARNING CENTERS GENDER EQUITY HIGHER EDUCATION PAPERS LABOR MARKET DEMAND TECHNICAL SKILLS UNIVERSITY ADMISSIONS COLLEGES PROFESSOR STATE UNIVERSITIES HIGH SCHOOL TEACHERS HIGHER EDUCATION SECTOR EXAM FACULTY HIGH SCHOOLS PROFESSORS LITERACY EDUCATION SECTOR KNOWLEDGE UNIVERSITY ENTRANCE EXAMS PRIVATE UNIVERSITY TECHNICAL ASSISTANCE UNIVERSITY BUDGET QUALITY OF EDUCATION TRAINING EDUCATIONAL ATTAINMENT PRIVATE SCHOOLS GRADUATE ACADEMIC WORK ACCESS TO HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS GENDER INEQUALITIES VOCATIONAL EDUCATION LEARNING GRADUATES EDUCATION SYSTEM RESEARCH GENERAL SECONDARY STUDENTS UNIVERSITY FACULTY HIGHER EDUCATION INSTITUTES UNIVERSITY EDUCATION EDUCATIONAL SYSTEM TEACHING FEE-PAYING STUDENTS FURTHER EDUCATION UNIVERSITY STUDENTS ACCESS TO INFORMATION UNIVERSITY-BOUND STUDENTS PROFESSIONAL EDUCATION SPORTS DROPOUT RATES ACADEMIC PERFORMANCE WORKERS SCIENCE UNIVERSITY LEVEL SCHOOLS STUDENT UNIVERSITY DEPARTMENT NATIONAL TESTING MINISTRY OF EDUCATION HIGH SCHOOL STUDENT GRADUATION RATES GIRLS’ EDUCATION FACULTIES ENTRANCE EXAM PEER REVIEW PUBLIC EXPENDITURES QUALIFIED STUDENTS EDUCATIONAL QUALITY INCOMING STUDENTS EXPENDITURES LITERATURE UNIVERSITY ADMINISTRATION UNIVERSITY STAFF EDUCATIONAL INSTITUTIONS TECHNICAL COLLEGES DISADVANTAGED STUDENTS INTERNATIONAL STUDENT ASSESSMENT TEACHER FACULTY MEMBERS FEMALE STUDENTS COGNITIVE SKILLS INSTITUTES UNIVERSITY PROFESSORS UNIVERSITY STUDENTS HIGH SCHOOL LEVEL DEGREES NORMAL UNIVERSITY HIGH SCHOOL STUDENTS CONTINUING EDUCATION LABOR MARKETS ACCESS TO UNIVERSITY SCHOOL SECONDARY EDUCATION TERTIARY EDUCATION ACADEMIC YEAR HIGHER EDUCATION CURRICULA EDUCATION STUDENTS UNIVERSITIES HUMAN DEVELOPMENT World Bank Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan |
| geographic_facet |
Europe and Central Asia Tajikistan |
| description |
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. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan |
| title_short |
Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan |
| title_full |
Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan |
| title_fullStr |
Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan |
| title_full_unstemmed |
Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan |
| title_sort |
moderate expectations : barriers to access and complete higher education in tajikistan |
| publisher |
Washington, DC |
| publishDate |
2015 |
| url |
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 |
| _version_ |
1764451851313348608 |
| spelling |
okr-10986-228092021-04-23T14:04:10Z Moderate Expectations : Barriers to Access and Complete Higher Education in Tajikistan World Bank HIGHER EDUCATION STUDENTS EMPLOYMENT HIGHER EDUCATION PROJECT MEDICAL UNIVERSITY FEMALE EDUCATION BASIC EDUCATION COMMUNICATION TECHNOLOGIES TEACHERS ILLITERACY UNIVERSITY GRADUATES UNIVERSITY ADMINISTRATORS TUITION ACADEMIC INSTITUTIONS ADEQUATE EDUCATION UNIVERSITY ENTRANCE LABOR FORCE HIGH SCHOOL GRADUATES HIGH SCHOOL FEMALE PARTICIPATION LEARNING CENTERS GENDER EQUITY HIGHER EDUCATION PAPERS LABOR MARKET DEMAND TECHNICAL SKILLS UNIVERSITY ADMISSIONS COLLEGES PROFESSOR STATE UNIVERSITIES HIGH SCHOOL TEACHERS HIGHER EDUCATION SECTOR EXAM FACULTY HIGH SCHOOLS PROFESSORS LITERACY EDUCATION SECTOR KNOWLEDGE UNIVERSITY ENTRANCE EXAMS PRIVATE UNIVERSITY TECHNICAL ASSISTANCE UNIVERSITY BUDGET QUALITY OF EDUCATION TRAINING EDUCATIONAL ATTAINMENT PRIVATE SCHOOLS GRADUATE ACADEMIC WORK ACCESS TO HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS GENDER INEQUALITIES VOCATIONAL EDUCATION LEARNING GRADUATES EDUCATION SYSTEM RESEARCH GENERAL SECONDARY STUDENTS UNIVERSITY FACULTY HIGHER EDUCATION INSTITUTES UNIVERSITY EDUCATION EDUCATIONAL SYSTEM TEACHING FEE-PAYING STUDENTS FURTHER EDUCATION UNIVERSITY STUDENTS ACCESS TO INFORMATION UNIVERSITY-BOUND STUDENTS PROFESSIONAL EDUCATION SPORTS DROPOUT RATES ACADEMIC PERFORMANCE WORKERS SCIENCE UNIVERSITY LEVEL SCHOOLS STUDENT UNIVERSITY DEPARTMENT NATIONAL TESTING MINISTRY OF EDUCATION HIGH SCHOOL STUDENT GRADUATION RATES GIRLS’ EDUCATION FACULTIES ENTRANCE EXAM PEER REVIEW PUBLIC EXPENDITURES QUALIFIED STUDENTS EDUCATIONAL QUALITY INCOMING STUDENTS EXPENDITURES LITERATURE UNIVERSITY ADMINISTRATION UNIVERSITY STAFF EDUCATIONAL INSTITUTIONS TECHNICAL COLLEGES DISADVANTAGED STUDENTS INTERNATIONAL STUDENT ASSESSMENT TEACHER FACULTY MEMBERS FEMALE STUDENTS COGNITIVE SKILLS INSTITUTES UNIVERSITY PROFESSORS UNIVERSITY STUDENTS HIGH SCHOOL LEVEL DEGREES NORMAL UNIVERSITY HIGH SCHOOL STUDENTS CONTINUING EDUCATION LABOR MARKETS ACCESS TO UNIVERSITY SCHOOL SECONDARY EDUCATION TERTIARY EDUCATION ACADEMIC YEAR HIGHER EDUCATION CURRICULA EDUCATION STUDENTS UNIVERSITIES HUMAN DEVELOPMENT 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. 2015-11-03T15:59:04Z 2015-11-03T15:59:04Z 2015-06 Report 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 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC Economic & Sector Work Economic & Sector Work :: Other Education Study Europe and Central Asia Tajikistan |