Moderate Expectations

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.

Bibliographic Details

Main Author:	World Bank
Format:	Report biblioteca
Language:	English en_US
Published:	Washington, DC 2015-06
Subjects:	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,
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 https://hdl.handle.net/10986/22809
Tags:	Add Tag No Tags, Be the first to tag this record!