The general education system in Tajikistan includes 11 grades, but only grades 1 to 9 are free and compulsory. Grades 1 to 4 are considered to be primary education; grades 5 to 9 lower secondary; and grades 10 to 11 higher secondary (UNESCO 2008). Enrolment rates in primary education are high and have been slightly increasing; and gender parity is not an issue. Enrolment in secondary education is significantly lower, although it has increased in the past 10 years (UIS 2011). Gender parity is more problematic in secondary schools as girls in rural regions often leave studies after primary school. Regional differences in terms of access and quality persist at both levels of general education.

In the 2007-08 school year, 3,810 public schools were functioning in the country (Академия Образования Таджикистан. n.d.). The net enrolment rate in primary education increased from 95% in 2000 to 97% in 2010; and gender parity, according to the GPI, also rose slightly from 0.93 to 0.96 over the same time period. Net enrolment rates in secondary education have significantly improved from 63% in 1999 to 85% in 2010 (UIS 2011). The GPI was pegged at 0.89 for secondary school enrolment in 2010 (UIS 2011). Low short-term economic returns on education – due to high unemployment levels – and the resurgence of stereotypes regarding women’s role in society have been blamed for the considerable gender gap in secondary school enrolment. In addition, the regional differences in enrolment rates become more pronounced at the lower secondary and upper secondary levels. For instance, enrolment in urban areas is estimated to be 20% higher for lower secondary education and 15% higher for upper secondary education than in rural areas of Tajikistan. Other accessibility challenges such as shortage of electricity, heating problems and the collection of unofficial school fees undermine equal access to both primary and secondary schooling (UNESCO 2008).

Several quality challenges plague the general education system in Tajikistan. These include the quality of curricula, quality of teaching staff and process of assessment of the overall quality of education services. In general, curricula at both primary and secondary levels do not comply with national education standards. The MoE has attempted to make improvements, but the lack of funds at the national and local levels has hampered successful implementation of reforms (UNESCO 2008). Schools providing education in a language other than Tajik face particular difficulties procuring textbooks that are not outdated and developing education plans. The quality of education services is further hampered by the relatively low-skilled teaching staff. This is especially a concern in rural areas where only 62% possessed a university degree. Low salaries exacerbate the situation by failing to attract a sufficient number of qualified candidates. As a result, teacher shortages have become common. Again, this problem is more pronounced in the rural areas.

Overall, Tajikistan’s experience in administering large-scale standardized tests and other forms of national educational assessment has been limited. To date, there have been no national or international surveys of student achievement. Due to the fact that there have been neither systematic assessments nor evaluation of education performance, no reliable information exists on student learning outcomes in Tajikistan. There are no existing institutions in charge of conducting assessments in Tajikistan (World Bank 2009). However, a National Testing Centre was established in 2009 with a mandate to administer transparent nationwide university entrance exams and grade level assessments. While affiliated with the MoE, the centre will be semi-autonomous. Assessment activities will include national assessments in various grade levels, beginning with measuring mother tongue and math skills in grades 4 and 9; establishing a Unified University Entrance Exam for selection to universities; and preparation for eventual participation in international surveys (World Bank 2009).

The MoE establishes the curricula for both primary and secondary schools, with little choice left to individual schools. General schooling is provided free to all citizens of Tajikistan, but as in other Central Asian countries, parents typically pay substantial informal fees. The amounts of these extra payments have increased especially in Tajikistan to cover the growing gap in education financing (Open Society Institute 2010). In fact, in Tajikistan, 61% of teachers reported making monthly collections of supplementary fees. The Departments of Education at the local levels are responsible for: implementation of primary and secondary education policies; the establishment, organization and management of educational institutions primary and secondary schools;  drafting regional education budgets; and arranging programmes for professional development (UNESCO 2008). 

The key policy changes to general primary and secondary education are outlined in the National Strategy for Education Development (2006-15) and the Poverty Reduction Strategy Paper (2009). One of the main priorities of the Tajik government is to ensure access to quality education at the primary and secondary school levels. In this regard, the MoE will seek to ensure phased introduction of Standard State Test for the school graduates that will help monitor education achievement; continue to emphasize gender equality in the education system; and create conditions for ensuring equitable access to education in rural areas. Other main policy targets include: upgrading the content of the state standards, curricula, textbooks and teaching manuals; ensuring pre-service and in-service training of the pedagogical staff; introducing new technology and methodologies in the educational process (Republic of Tajikistan 2007). In addition, there are plans at the national level to extend compulsory general secondary education to 11 years. The government would also like to encourage the development of private schools, through the use of incentives such as tax exemptions on the institutions’ activities (European Training Foundation 2010).