ETF Moderator
Open Space Member • 8 March 2017
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Region
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2017

Introduction and context

NQF snapshot

NQF snapshot

The Tajik national qualifications framework (NQF) has not been adopted yet. It is still in an ad hoc stage, where no major decisions, such as on number of levels or descriptors, have been taken.

Educational, social, economic and political context

Educational, social, economic and political context

The population of Tajikistan has been growing steadily in the past years, reaching circa 8. 7 million in 2016, from 6.25 million in 2000. Its population is predominantly rural, with 73.7% living in the countryside. The country has a very young population with 60.5% below 25 years-old; 32.4% between 25 and 54; and 7.2% over 55.

This data show that there is a challenge in accommodating this large share of young people within the education system as well as in the local labour market. Youth unemployment (age 15 to 29) has been increasing in recent years: in 2009, the
latest year for which figures are available, 15.4% of young people were out of work.
Unemployment is the result of a lack of jobs in the domestic labour market and limited economic development and business growth, especially in rural and remote areas. Migration is officially recognised as a tool to maintain social equilibrium and to support skills development not provided by the VET system.

The primary sources of income in Tajikistan are aluminium production, cotton growing and remittances from migrant workers. Cotton accounts for 60% of agricultural output, supporting 75% of the rural population, and using 45% of irrigated arable land. The aluminium industry is represented by the state-owned Tajik Aluminium Company – the biggest aluminium plant in Central Asia and one of the biggest in the world.

Around 1.3 million Tajik citizens live abroad, notably men aged 20 to 39, of whom one third live and work abroad, especially in Russia. Their labour provides an
important economic support to the home country in the form of remittances. It is estimated by the Economist magazine that approximately 47% of the country’s GDP comes from remittances. The reliance on access to the Russian labour market and remittances makes the country’s economy particularly vulnerable to changes in Russia’s economic fortunes.

In addition to migration, the increase in the working age population has particularly affected the informal sector, which is mainly made up of household-based enterprises or corporate enterprises owned by households producing goods and services. In 2009 informal employment accounted for 51% of the employed, excluding the agricultural sector.

The Tajik labour market lacks qualified people in most branches of industry; it is not sufficiently structured and 70% of employment is rural. The labour market is characterised by high unemployment and low salaries. Young people with traditional vocational qualifications, such as those provided by initial VET, experience considerable difficulties in finding employment in the country, and most become migrants.
Estimates of the number of migrants vary from one eighth to one third of the workforce. At the same time, every year many vacancies remain unfilled due to lack of relevant competences. There is a strong need to revitalise skills development and to improve transparency and efficiency through streamlining numerous specialisations into a manageable number of broad occupations or career paths. The quality and relevance of programmes of study needs to be improved to target gaps in the labour market, and to make vocational, professional and higher education institutions more accountable for quality results. Key elements of this process are the strengthening of quality assurance mechanisms and recognition of qualifications at national level.

 

Policy objectives

Education and training reforms

Education and training reforms

Tajikistan adopted in 2012 the National education development strategy 2020 (NEDS 2020); this assumes a transition to competence-based training in VET, modularisation of programmes and adoption of an NQF. An NQF would contribute to transparency of qualifications, and their quality and relevance to the labour market.

International cooperation

International cooperation

Tajikistan aspires to cooperation with the Bologna process area. Links with Kazakhstan and Russia are important and should form part of NQF planning considerations. The country currently participates in the Central Asia Education Platform (CAEP) initiative.

Levels and use of learning outcomes

Alignment to other classification systems

Alignment to other classification systems

The national classification of occupations (NCO) adopted in 2013, links occupations to qualifications. Four levels of qualifications are allocated in the NCO, in a hierarchy. The initial level corresponds to primary and secondary general education, the second level to lower secondary VET, the third to upper secondary VET and the fourth to higher education.


Various projects have produced occupational standards and higher education has developed qualification standards. HE providers propose a standard and it is ultimately approved by the Ministry of Education. In VET, similar processes apply. In essence, the old Soviet standards are still in operation and there is little or no employer involvement.
 

NQF levels and level descriptors

NQF levels and level descriptors

There is no decision on the number of levels, but eight is likely, given it is the international norm and the country’s aspiration to be linked to the Bologna process, most of whose members have eight-level qualifications frameworks.

None developed yet at national level.

Qualifications

Qualifications

No definition available yet.

Use of learning outcomes

Use of learning outcomes

The NDES 2020 implies an NQF would be outcomes-based.

NQF scope and structure

NQF scope and structure

No decision has been made yet on the scope of any NQF.

Stakeholder involvement and institutional arrangements

Legal basis of NQF

Legal basis of NQF

Governance and institutional arrangements for the NQF

Governance and institutional arrangements for the NQF

The Ministry of Education is responsible for qualifications; it currently approves State
Education Standards.
 

Roles and functions of actors and stakeholders

Roles and functions of actors and stakeholders

While previous donor projects included employers and other stakeholders, awareness of NQFs as instruments of change is otherwise very limited, so stakeholder representation in qualifications issues is limited.

Resources and funding

Resources and funding

These are limited. An NQF will need much donor support.

Quality assurance of qualifications

Quality assurance of qualifications

No system for quality-assuring qualifications is in place. References to quality assurance broadly appear across various laws and regulations governing education, but there is nowhere a clear definition of quality assurance or allocation of quality assurance functions. There is provision in law to accredit providers, plus the State education standards, but no quality assuring of assessment or criteria to validate qualifications. The State has, to date, been concerned with control, not improvement.

Recognising and validating non-formal and informal learning and learning pathways

Recognising and validating non-formal and informal learning and learning pathways

No framework to authorise validation of non-formal learning yet exists. However, the Ministry of Labour, Migration and Employment of the Population is developing adult learning and plans to establish a mechanism to recognise skills acquired outside
formal education. Similarly, the National Adult Training Centre issues some qualifications to adults whose work experience illustrates their skills equivalent to specified qualifications.

 

NQF implementation

Inclusion of qualifications in a register

Inclusion of qualifications in a register

There is no national register or database yet.

Monitoring, evaluation and review of the NQF

Monitoring, evaluation and review of the NQF

Given very limited progress of NQF plans, there are no mechanisms to monitor development.

Impact for end-users

Impact for end-users

None yet.

Referencing to regional frameworks

Referencing to regional frameworks

Tajikistan is not involved in any regional framework.

Important lessons and future plans

Important lessons and future plans

The NQF has not gone beyond an aim set in the National Education Development Strategy 2020. Capacities to develop an NQF are lacking. There is a need to conceptualise and define qualifications in terms of outcomes achieved; stakeholder awareness is largely absent. Occupational standards need to be developed with employers and to provide the basis of qualifications. An NQF concept needs to be developed fully by the ministries in cooperation with stakeholders as the basis of a law.

Abbreviations

Abbreviations

CAEP - Central Asia Education Platform (an EU initiative in education for this region)
NCO - national classification of occupations
NEDS - 2020 National education development strategy 2020 NQF national qualifications framework.
EQF European qualifications framework
NQF national qualifications framework
VET vocational education and training
 

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