Appendix 1
Appendix 1c. Tajikistan youth advocacy statement July 7, 2010 We are youth and young adult representatives from the many communities of Tajikistan. We are researchers for UNICEF’s investigation of adolescent and youth perspectives on the quality of education in Tajikistan. We are members of many institutions and public organizations from across our country. We are university and secondary school students; we are also young teachers, and we have gathered here in Dushanbe, Tajikistan, to discuss the problems that exist within our education system. The challenges we as young people face are the problems that our nation must address if it and we are to be prosperous. For this reason we, as youth representatives, would like to express our individual and the general opinion youth hold concerning the quality of education in Tajikistan. We present this statement with the hopes and aspirations that, together with our leaders, we will improve the quality of education, improve the welfare of adolescents and young people and build the prosperity of Tajikistan. Through this statement we offer some ideas for how the problems facing education quality in Tajikistan can be solved. We would like you to consider the following core education quality issues: Throughout Tajikistan we are faced with a shortage of well-equipped secondary schools. Existing classrooms are frequently overcrowded. The infrastructure of schools is often poor and problematic, and does not meet the needs of the physically disabled. In many regions of Tajikistan, schools are too far away for students to readily access them, and in some villages there are no secondary schools at all, and even other villages are without preschool facilities. Girls, the economically poor and the disabled have an equal right to a quality education, but institutional and societal barriers have prevented their equal access. Our textbooks are woefully inadequate in both quality and quantity. Textbooks are not compliant with our curricular requirements, and are not regularly available in native or second languages. We lack enough schools where instruction is offered in second languages such as Russian or Uzbek. Conversely, we lack Tajik language teachers at Uzbek- and Kyrgyz-dominated schools (such as in the Asht, Oksinjot, Oshoba and Murghob districts). This has contributed to the deteriorating level of education quality in secondary and higher education institutions. Many schools do not have proper libraries, and libraries that do exist, often lack proper publications and resources. Electronic libraries are even less likely to be available. Furthermore, schools do not offer language, computer, sewing, dancing or music courses. Sports facilities are also not usually available (such as in the Asht, Danghara Sebiston and Kulob districts). These services and facilities should not be viewed as luxuries; they are important components to developing well-rounded students. They are important for providing constructive extra-curricular activities that offer students positive alternatives to unhealthy behaviours. Teachers are not encouraged and do not generally use interactive and engaging teaching methods. Many teachers lack the skills or knowledge base needed to teach the subjects for which they are responsible. Teachers who are specialized in one subject are expected to teach other courses for which they are not trained. Teachers are also not given proper incentives to do their job well. They are poorly paid and are not given the manuals and resources they need for their classes. Too many teachers also misappropriate school resources for their own private use. Youth and teachers do not respect the laws and policies put forth by the Ministry of Education, and there is a broad absence of mutual respect between students and teachers. Corruption exists at a number of educational institutions. Student scoring is neither transparent nor fair. Some teachers expect payment for good scores. Students are forced to pay to use what are supposed to be free
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Demand for Education Innovation: Adolescent and youth perspectives on education quality in the CEECIS Region