A modern, viable and competence-based continuous professional development (CPD) system for teachers is developed that is responsive to their needs and based upon a competence framework and detailed training needs analyses.
Develop Needs-Based Continuous Professional
A modern, viable and competence based teachers' CPD
system, better responding to teachers' needs and built on
successful national and regional experiences is developed
and piloted for secondary school teachers in selected regions
- Analysis of the current INSET services provided Development of a Teachers’ Competences Framework (TCF);
- A Teachers’ Continuous Professional Development (CPD) midterm strategy and action plan for its implementation;
- Training needs analysis (TNA) piloted and the results used for designing the new INSET/CPD provision;
- Methodology will be handed over to RITTI and research institutions.
A National Learning Assessment System is developed and implemented, in line with agreed quality standards and targeted at key educational stages.
Create Objective and Accurate Assessment
Develop and implement a National Learning System in line with agreed quality standards. Raise awareness about a National Learning Assessment System
- Policy framework for National Assessment System;
- Modular plan for capacity building for implementation of a National Standardized Learning Assessment System;
- Training, coaching and mentoring to the relevant employees of MoES departments on the use of assessments;
- Communication strategy to raise awareness about the introduction of National Learning Assessment System.
A strengthened planning budgeting and monitoring (PBM) process is recommended resulting in a more equitable and efficient distribution of resources that is informed by improved monitoring of the National Strategy Education Development (NSED).
Strengthen Planning, Budgeting, and Monitoring
The current PBM Practices are assessed and organisational changes are proposed for implementation.
- National Education Strategy and Education Action Plan are supported and improved monitoring of NSED implementation is done;
- EMIS improved in quality, so it genuinely results in a more equitable and efficient distribution of resources for the education;
- Monitoring of NSED implementation and training to relevant MoES officials in financial management and MTEF cycle planning.
The curriculum reform process is strengthened through increased coherence, coordination and technical support in selected subjects in secondary grades.
Creating and Implementing a Comprehensive
A new competency-based curriculum, to give the students in schools the skills that they need to compete in the workforce of tomorrow
- A new competency-based curriculum, which integrates Life Skills;
- Harmonisation of capacity building activities on good practices to enhance the shift to a competency-based curriculum;
- Learning materials for Grades 7 -11 in Tajik and maths;
- Learning materials on three science subjects for Grades 5 -11.
The project’s early successes and achievements of innovative practices are assessed within a framework that is established to evaluate and monitor the long-term impact of EU integrated sector support.
Implementing Research-Based Planning and Impact Evaluation
Assess the short-term achievements and successes of innovative practices in education for long-term impact of EU integrated support in the sector,through education research
- Assess and strengthen the research capacities of existing institutes, university education faculties and relevant MoES departments;
- Selected areas of interest for researches and studies identified;
- A research network between individual researchers, universities and policy makers is established;
- A final evaluation of the project with recommendations for actions.
Cross-cutting sector-wide initiatives are coordinated so as to improve the monitoring and the impact evaluation of policy initiatives and to enhance the collaboration between the development partners.
Cross-cutting activities that serve to underpin the achievements in other results areas
The activities of all stakeholders in the sector are coordinated to ensure a common purpose, where objectives are shared and there is improved planning and monitoring in order to enhance the outcomes
- Organising and coordinating the work of annual Joint Sector Reviews (JSR) with JSR workshops and dissemination conferences from 2017-2019;
- Coordinating the operations and providing secretarial services to the Local Education Group (LEG);
- Ensuring close cooperation between lots 1 & 2 of QESP to improve the qualıty and enhance the cooperation and continuity between general secondary education and professional/vocational education and trainıng;
- Liaising with other development partners to agree common standards and expectations in respect of professional development, assessment, planning and budgeting, and curriculum development.