After completing secondary education, students may enrol in higher education institutes, universities or specialized colleges normally housed within institutions of higher education  (UNESCO 2010). There are 5 levels of higher education in Tajikistan: Bachelor's degree (typically 4 years long); Specialist degree (typically a 5 years long); Master's degree (typically 2 years long); Candidate of Science degree (typically 3 years long); Doctoral degree (typically 5 years long). Higher education is provided in 3 languages: Tajik, Uzbek and Russian. In general, access to HEIs has improved, although concerns about quality and gender equality remain.

TVET programmes are divided into two levels: primary professional (typically 2 years long) and secondary professional (typically 3 years long). Students can enrol in primary level vocational schools after completing the 4 years of compulsory lower secondary education (UNESCO 2010). These schools are designed to train students in a skilled profession. Colleges, often known by their Russian name – technicums – provide secondary level vocational education. Primary TVET programmes are free in state education institutions and orphan students may receive two TVET diplomas free of charge. 

Access to higher education in Tajikistan has been badly damaged during the civil war, although some improvements have been made in the past decade. Gross enrolment ratios have risen from 42% in 2000 to 61% in 2010 (UIS n.d.). As of 2009, 35 HEIs (13 universities, 11 institutes, 4 non-civil institutions, 1 conservatory and 6 other institutions) were functioning in the country; the number of establishments has increased by 22 since independence (Академия Образования Таджикистан. n.d.). Most of the HEIs are located in the capital of Dushanbe and only 6 are located in the most populous region of the country – the Khatlon Province. Gender gap in higher education is significant. In 2007, only 27% of students enrolled in HEI programmes were women. The government has implemented special presidential quotas for girls from rural areas to attempt to close the divide. This system was extended to boys from rural areas in 2006. However, the quota is mostly applied to programmes in the field of education and only a limited number of places are reserved in other professional programmes of higher social prestige such as law and management (UNESCO 2008). 

The TVET sector, already in a poor shape at the twilight of the Soviet era, also suffered significant damage during the civil conflict of the 1990s. A new, post-soviet, concept for TVET was only developed in 2003 with the adoption of the Law on Initial Vocational Education that same year. In 2008, there were 68 primary and 53 secondary TVET institutions in Tajikistan. Overall, the number of primary TVET establishments decreased from 76 that were functioning in 1992. The majority of the closures happened in the rural areas, with only a few establishment being shutdown in the capital. As in the case of higher education, the enrolment gender gap at the level of primary and secondary programmes is highly problematic. In 2009, only 19% of students enrolled in primary TVET were girls (Академия Образования Таджикистан. n.d.). The gender difference is yet to be fully addressed by national education policies. 

During recent years, some efforts have been made to ensure the quality of HEIs and the educational services provided by these establishments. The MoE has endeavoured to improve educational standards, the provision of more autonomy to HEIs and the number of private higher education providers (UNESCO 2008). Despite a growth in quantity and enrolment rates, institutions of higher learning are beset by the same problems as other levels of the educational system: inadequate funding; lack of textbooks, instructional materials, equipment, and even basic office supplies; departure of faculty members and administrators; and the absence of curriculum reform (State University n.d.). As with other education levels in Tajikistan, staff qualifications are low. Only 6% of staff working at HEIs held PhDs and 29% were Candidates of Science in 2009 (European Commission Tempus 2009). At present, no evaluation mechanisms of HEIs exist. The main obstacle standing in the way of implementing learning assessments is widespread corruption – buying spots in HEIs, grades, and diplomas - in the higher education sector (UNESCO 2008). 

The reforms of TVET programmes in Tajikistan, once geared towards the demands of a state-run economy, have been slow. As a result, the quality of education and the employability of graduates have suffered. Currently, the specializations provided by both primary and secondary TVET programmes are not in demand by the economy. The instability of the country’s economy obstructs the ability to forecast the occupations that will respond to the market’s needs in the medium and long term. While the 2006 Government National Action Plan for the Reform of the Initial Vocational Education and Training System in Tajikistan sought to address the structure of qualifications, quality control and the links to the labour market, many other quality issues remain (European Training Foundation 2010). For instance, the curricula and duration of training have been deemed ineffective since most curricula and training materials were developed back in the 1980s and are obsolete for training in new occupations (Jakobsone 2009). In addition, no quality assurance mechanisms exist for TVET programmes in Tajikistan. Deterioration of the infrastructure as well as problems with water and heating supplies still affect the quality of TVET (UNESCO 2008).

The Government is responsible for establishing, restructuring and eliminating HEIs but it is the state higher education bodies (Ministry of Education and other ministries that have institutions of higher education under them as well as the department of licensing, assessment and accreditation of educational establishments) that play a master role in the operations of a higher education institution (Ministry of Education 2005b). The Departments of Education are in charge of rector appointments. The HEIs are autonomous in selecting and appointing academic staff including deans of faculties, heads of departments, professors, associate professors, senior instructors, instructors and assistants.

TVET was previously managed by two ministries: the Ministry of Labour and Social Protection (MLPS) and the MoE. The MLPS was responsible for primary TVET, while the MoE supervised secondary TVET programmes. In 2006, the MoE gained responsibility for the management of both levels. However, since TVET has remained a low priority on the MoE’s agenda of reform with the added inexperience of MoE in managing TVET has slowed down the restructuring process of this sub-sector (UNESCO 2008).

The Government is seeking to reform its higher education sector and bring it in line with the Bologna Process (standardization of quality assurance and academic degrees). It is currently in the process of reforming the credit system of its HEIs, which should be completed by 2012 (European Commission Tempus 2009). In order to achieve this objective the National Strategy for Education Development (2006-15) and the Poverty Reduction Strategy Paper (2009) for the Republic of Tajikistan outlined the following goals: reviewing and improving curricula; developing a regulation mechanism; adopting a credit system; and building an ICT strategy and equipping education institutions with computers (UNESCO 2008). These initiatives will require an increase in the allocation of funds to the higher education sector; but so far, no extra funding has been made available.

The key policy changes to TVET are outlined in the National Strategy for Education Development (2006-15) and the Poverty Reduction Strategy Paper (2009). The new approach to the TVET system focuses on providing trainees with qualifications complying with the labour market requirements. The National Action Plan to Reform the Basic Vocational Education and Training System in the Republic of Tajikistan for 2006 – 15 was developed to implement the decrees of the President of the Republic of Tajikistan and the requirements of the National Basic Vocational Education and Training System Reforms Concept adopted by the Resolution of the Government of the Republic of Tajikistan. This National Action Plan became the basis for national policy and strategy in the basic vocational education and training system development (Jakobsone 2009).