Tajikistan

Community-based methodological support, more accessible information on teacher professional development, and an app that builds students’ reading skills are helping improve learning outcomes in Tajikistan.

Over the last decade, USAID has been supporting the Government of Tajikistan (GOT) to improve learning outcomes in primary education. The GOT has not previously used a national objective assessment to measure those learning outcomes.

Aligning donor investment with country priorities and effective approaches of engagement are essential for long-term impact. Over the last decade, USAID has been supporting the Government of Tajikistan (GOT) to improve literacy and numeracy skills of all primary education students.

The USAID Leading Through Learning Global Platform (LTLGP) and USAID Improving Learning Outcomes for Asia (ILOA) presented a panel at the 2024 CIES Conference on what each project has been learning about establishing and implementing learning networks.

The United States Agency for International Development's (USAID's) Bureau for Asia conducted a strategic review to examine the depth and breadth of USAID higher education (HE) programming in Asia over the five-year period from 2016 through 2021.

The purpose of this formal group panel presentation is to hold an in-depth discussion on USAID’s investments into system strengthening across Asia over the past decade and how these efforts are situated within the broader global move to focus more intentionally and coherently on education system str

Digital transformation: an opportunity for long-lasting improvement of quality of education service delivery in Kyrgyz Republic, Tajikistan, and Uzbekistan Over the past decade, Uzbekistan, Tajikistan, and Kyrgyz Republic have been consistently demonstrating their commitment to quality education, ev

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking.

Governance and financing of early childhood education (ECE) are complex, involving multiple actors, levels, objectives, and approaches, from general expansion of education access to targeted coverage of the most underserved.