Distance Education to Improve Quality and Access in Kyrgyzstan, Mongolia, and Tajikistan (presentation 2)

• In Event: Leveraging EdTech for teaching and equitable learning in the digital era: evidence from the field

Proposal

This presentation is also based on the results of the GPE KIX research project Distance Education for Improved Quality and Access (2021-2023), but will focus only on Tajikistan.

The project findings reveal several critical issues faced by the education sector in Tajikistan during the pandemic. The study uncovered significant disparities in access to digital education resources and the level of preparedness among different stakeholders. The survey data indicated that the overall readiness for digital learning was uneven, with a particularly low readiness index in remote regions like Sogd and Khatlon, compared to urban centers such as Dushanbe.

Teachers reported varied expertise in digital competencies, with many lacking adequate training and resources to effectively implement innovative teaching methods required for digital education. Moreover, the inequalities in educational access and outcomes were compounded by socio-economic factors, regional disparities, and entrenched gender norms.

The presentation will discuss ongoing policy initiatives in Tajikistan aimed at enhancing digital education, including the establishment of various educational platforms and materials to facilitate distance learning. The presentation will show that while considerable efforts have been made to establish digital infrastructure, the implementation of such initiatives has often been hindered by a lack of training for teachers and insufficient access to technology for students.

Key recommendations include improving Internet access and affordability, particularly for marginalized communities; fostering collaboration among stakeholders in the education sector; and ensuring ongoing professional development for educators, emphasizing ICT competencies. They also include the development of tailored educational resources for vulnerable groups and the creation of supportive environments that encourage teacher innovation in digital pedagogy.

The presentation will highlight the urgent need for prioritization of the digital transformation of education in Tajikistan, underpinned by collaborative efforts and a commitment to equity, to mitigate the systemic challenges exacerbated by the pandemic and to ensure quality education for all learners in the future. The outcomes will serve as a valuable resource for policymakers, educators, and other stakeholders invested in the advancement of educational strategies that align with global standards and best practices. The findings and recommendations are expected to significantly contribute to the ongoing dialogues within the education sector in Tajikistan and beyond.

Author

• Abduvohid Safarov, Anahita