EENET asia Newsletters : Fifth issue 4th Quarter 2007 / 1st Quarter 2008

Save the Children Education Activities in Tajikistan

Shahlo Shoeva and Parviz Abduvahobov

Tajikistan’s socio-economic context has remained unchanged for a long period. A midterm review of the Poverty Reduction Strategy Paper claims a 20% reduction in poverty but no significant changes or improvements are observed in the lives of children belonging to poor and marginalized families. Economic disparity between rich and poor has widened, family fragmentation due to economic migration has continued and the number of children leaving families for work has not reduced. Due to widespread poverty many families still cannot afford to pay school fees or buy sufficient clothing and stationery for their children. Families concentrate their efforts on survival and as a result many children are denied their basic right to education.

Tajikistan seems to be moving towards achieving stability and economic growth through market reforms and improved democratic norms and practices, however financing of children’s needs and basic services in general remains low on the government’s development agenda.

The problem of poor school infrastructure, low morale of teachers due to low salaries, and lack of investment in teachers’ skills and competencies remains a challenge for the Government, local and international NGOs and the donor community. Many qualified teachers continue to look for alternative jobs for better income and improved quality of life.

The current education system does not maintain a regular and up to date record of school dropouts [both temporary and permanent]. This leads to inadequate analysis of underlying reasons for non-attendance and hence, ineffective follow up mechanisms either at school or policy implementation levels.

The action plan for Education for All [EFA] is yet to be finalized and the fast track initiatives to implement EFA have not moved ahead. The country has finalized the “Need Assessment Report” on the Millennium Development Goals which has laid out the strategies to achieve primary universal education by 2015. Though the comments given by agencies like Save the Children [SC] have not been fully incorporated, however it gives SC an opportunity to further advocate and influence the proposed strategies. The education goals could be achieved faster if more progressive approaches would have been adopted by the donors and the government of Tajikistan.

Problems of poor physical conditions of schools, low teacher morale and lack of training have not changed during this period. Many qualified teachers are still leaving their jobs for better incomes.

The government of Tajikistan has opened up a bit to new initiatives but problems remain. SC’s involvement in education is not new in Tajikistan. SC got an opportunity to apply consolidated and more focused approaches to realize children and young people’s right to education in marginalized areas of Tajikistan.

Khatlon is the largest province in the Republic of Tajikistan situated in the south of the country. The population of the province is engaged in cotton growing, cattle raising, silkworm raising and agricultural activities. A large number of schools and daycare centers were destroyed during the civil war while those that were not, are in a poor state. Poverty levels rose as local industries collapsed resulting in unemployment.

Soghd province, situated in the northern part is an industrial centre of Tajikistan. SC is experienced in promoting children’s access to quality basic services and education. This remit leads to work, which contributes towards achieving several of the Millennium Development Goals [MDG]. The project mobilized existing teacher training and curriculum development institutions and trained key people to introduce innovative child-centered methodologies. 1145 primary school teachers and 80 pre-school teachers were trained within 3 years in the use of interactive methodologies, child-centered teaching, mentoring, activity-based learning, classroom management and working with parents. Over 3000 primary and secondary school teachers’ became familiar with active learning methodology, activity-based learning, classroom management and working with parents. Besides, Save the Children has implemented the Community-based Education Management Information System [C-EMIS] across Tajikistan to improve access to and quality of education for all children through mobilizing communities around educational issues. Over the past 3 years SC supported small projects initiated by communities, for which communities contributed at least 40 percent of the funding. These have included installation of heaters, repair of classrooms and furniture, provision of teaching materials and establishment of Child Clubs who helps children develop their self-esteem, self-confidence, decision making skills and feeling of social responsibility.

Members of child-led groups and community education committees are taking an active role in supporting children experiencing difficulties in learning with extra lessons conducted by the Child Clubs and monthly monitoring of attendance and dropout, while trying to bring back such children by creating a learning-friendly atmosphere in the schools.

In all 150 communities where SC established and works with Community Education Committees [CEC] and Child Clubs, there is a strong sense of commitment to fulfill children’s right to primary education by adults. Most people feel that they should be accountable and support schools in this regard.

Training has been provided to CECs, children and teachers, and make them responsible for the fulfillment of children’s right to education. Child Clubs are seen to be extending linkages with other children groups in neighboring communities. Children’s groups came together to assist their peers who have a disability to attend the Special Games in Khatlon region. Children’s groups communicate and share experiences with each other through letters.

SC’s education programme continued to involve children in all its implementation steps. Children have participated in the data collection and analysis on non-enrolment and non-attendance in target communities. The information collected is used by the CECs to develop actions to address issues affecting children’s right to quality education. The children are usually consulted and involved in the implementation and monitoring of some CEC proposed activities aimed at improving the overall quality of education in targeted communities. Over 1500 of children have been trained in child rights, information collection through participatory approaches, working with adults and action planning. Each child club has its own action plan to improve the school condition, attract non-enrolled children and reduce drop out rates.

Teacher Training Institute [TTI] and Pedagogical college representatives found the teacher training activities very useful and mentioned that ALM is very flexible and could be adapted easily to different subjects to meet the requirements of the curriculum. Department of Education representative mentioned that monitoring of school showed that the attendance in classrooms where teachers are trained on ALM level of attendance is higher.

Save the Children works with child-led groups, community education committees, school administrators and teachers to create schools that welcome everyone from the community, including girls and disabled children.

Ms. Shahlo Shoeva is the Inclusive Education Programme Officer and Mr. Parviz Abduvahobov is the c-EMIS Programme Officer for Save the Children in Tajikistan. They can be contacted via email shahlo_sh@savechildren.tj and parviz_a@savechildren.tj
Postal address: Save the Children
8-10, 2nd drive, Akademicheskaya St.
734001, Dushanbe, Tajikistan

EENET asia Newsletters : Fifth issue 4th Quarter 2007 / 1st Quarter 2008