DOCSLIB.ORG

Tajikistan's Legal and Regulatory Framework

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tajikistan's Legal and Regulatory Framework Report No: ACS10383 Republic of Tajikistan Tajikistan: Higher Education Sector Study Public Disclosure Authorized October 2014 GEDDR EUROPE AND CENTRAL ASIA Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Standard Disclaimer: This volume is a product of the staff of the International Bank for Reconstruction and Development/ The World Bank. The findings, interpretations, and conclusions expressed in this paper do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Copyright Statement: The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/ The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA, telephone 978-750-8400, fax 978-750-4470, http://www.copyright.com/. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street NW, Washington, DC 20433, USA, fax 202-522-2422, e-mail [email protected]. Tajikistan Higher Education Sector Study October 2014 GEDDR Europe and Central Asia Tajikistan: Higher Education Sector Study Table of Contents Acknowledgement ......................................................................................................................................... i List of Abbreviations ..................................................................................................................................... ii Executive Summary ...................................................................................................................................... iv Introduction .................................................................................................................................................. 1 Chapter 1: Overview and performance of the higher education system ..................................................... 7 1.1 Education system ........................................................................................................................ 7 1.2 Access to Higher Education ......................................................................................................... 8 1.3 Equity .......................................................................................................................................... 9 1.4 Sector Performance .................................................................................................................. 10 Chapter 2: Governance ............................................................................................................................... 22 2.1 Legal Framework ....................................................................................................................... 22 2.2 System-level Higher Education Governance: Distribution of Responsibilities ......................... 23 2.3 Institutional-level Governance .................................................................................................. 24 2.4 Stakeholders ............................................................................................................................. 27 2.5 Corruption in Higher Education ................................................................................................ 27 2.6 Summary of Findings and Policy Recommendations ................................................................ 28 Chapter 3: Quality Assurance ..................................................................................................................... 30 3.1 Introduction .............................................................................................................................. 30 3.2 Quality Assurance: International Trends .................................................................................. 31 3.3 Quality Assurance: The Case of Tajikistan ................................................................................ 38 3.3.1 Legal Framework ....................................................................................................................... 38 3.3.2 Quality Assurance Framework .................................................................................................. 40 3.3.3 External Quality Assurance Agency........................................................................................... 41 3.3.4 Internal quality assurance mechanisms at institutional level ................................................... 45 3.4 Summary of Findings and Policy Recommendations ................................................................ 47 Chapter 4: Financing ................................................................................................................................... 53 4.1 Public Spending on Higher Education ....................................................................................... 53 4.2 Higher Education Financing Model ........................................................................................... 54 4.3 Summary of Findings and Policy Recommendations ................................................................ 59 Chapter 5: Using ICT to Improve Access, Quality, and Relevance of Higher Education ............................. 61 5.1 ICT infrastructure for higher education .................................................................................... 61 5.2 Current Policies on Correspondence Education and Distance Education ................................ 66 5.3 Pilot Project ............................................................................................................................... 70 5.4 International Examples of Distance Learning ........................................................................... 75 5.5 Summary of Findings and Recommendations .......................................................................... 79 Chapter 6: Conclusions and Policy Recommendations ............................................................................... 82 6.1 Summary of findings ................................................................................................................. 82 6.2 Policy recommendations .......................................................................................................... 85 Annex 1: Tajikistan’s legal and regulatory framework underpinning the higher education system .......... 88 Annex 2: Functions of the Academic Council .............................................................................................. 89 Annex 3: Quality assurance functions and approaches .............................................................................. 90 Annex 4: Proposed Timetable for Quality Assurance Reform Actions ....................................................... 94 Annex 5: Possible ICT solutions for higher education challenges ............................................................... 96 Annex 6: Comparison of the Procedures on Distance and Correspondence Education ............................ 98 Annex 7: Results of pilot project ............................................................................................................... 104 REFERENCES .............................................................................................................................................. 108 Acknowledgement This report was prepared by a World Bank education team led by Sachiko Kataoka (Senior Education Economist) and consisting of Susanna Karakhanyan (Consultant), Saori Imaizumi (Consultant), Shodibeg Kodirov (Consultant), Asomiddin Atoev (Consultant), Saodat Bazarova (Senior Operations Officer), Jeremie Matthew Amoroso (Junior Professional Associate), and Dariga Chukmaitova (Consultant). Sohail Naqvi (Consultant) provided valuable guidance to the team. Norosoa Andrianaivo (Senior Program Assistant), Farangis Dakhte (Program Assistant), and Tojinisso Khomidova (Program Assistant) provided administrative support. The team benefited from valuable feedback from peer reviewers, Xiaonan Cao (Senior Education Specialist), Marina Bakanova (Country Economist for Tajikistan), and Francisco Marmolejo (Lead Education Specialist), as well as colleagues, including Mohammed Khan (Senior Education Specialist), Jason Weaver (Education Specialist), and Abla Safir (Economist). Most importantly, the team is grateful for generous support and contributions from representatives of Tajikistan’s higher education institutions and non-governmental organizations working on higher education, as well as the officials of the Ministry of Education and Science, and the State Agency on Supervision in Sphere of Education. In particular, the team would like to thank the participants from 20 higher education institutions in the institutional
Load more

Recommended publications
  • Tajikistan Region: Europe and Central Asia Income Group: Low Income Source for Region and Income Groupings: World Bank 2018
    Tajikistan Region: Europe and Central Asia Income Group: Low Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update OVERVIEW In Tajikistan, the academic year begins in September and ends in June, and the official primary school entrance age is 7. The system is structured so that the primary school cycle lasts 4 years, lower secondary lasts 5 years, and upper secondary lasts 2 years. Tajikistan has a total of 1,817,000 pupils enrolled in primary and secondary education. Of these pupils, about 771,000 (42%) are enrolled in primary education. Figure 3 shows the highest level of education reached by youth ages 15-24 in Tajikistan. Although youth in this age group may still be in school and working towards their educational goals, it is notable that approximately 2% of youth have no formal education and 1% of youth have attained at most incomplete primary education, meaning that in total 3% of 15-24 year olds have not completed primary education in Tajikistan. FIG 1. EDUCATION SYSTEM FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL FIG 3. EDUCATIONAL ATTAINMENT, YOUTH (IN 1000S) AGES 15-24 School Entrance Age: Primary Post- Incomplete Primary Complete Primary school - Age 7 Upper Secondary No Education2% 2% Secondary 15% 2% 236 Duration and Official Ages for School Cycle: Primary : 4 years - Ages 7 - 10 Primary Lower secondary : 5 years - Ages 11 - 15 771 Secondary Upper secondary : 2 years - Ages 16 - 17 Incomplete 43% Academic Calendar: Secondary Complete Lower 36% Starting month : September Secondary 810 Ending month : June Data source: UNESCO Institute for Statistics Data Source: UNESCO Institute for Statistics 2013-2017 Data source: EPDC extraction of DHS dataset 2012 SCHOOL PARTICIPATION AND EFFICIENCY The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school.
    [Show full text]
  • Challenges to Education in Tajikistan: the Need for Research-Based Solutions Sarfaroz Niyozov Aga Khan University, [email protected]
    eCommons@AKU Book Chapters January 2006 Challenges to education in Tajikistan: The need for research-based solutions Sarfaroz Niyozov Aga Khan University, [email protected] Stephen Bahry University of Toronto, Canada Follow this and additional works at: http://ecommons.aku.edu/book_chapters Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons, Other Educational Administration and Supervision Commons, and the Other Teacher Education and Professional Development Commons Recommended Citation Niyozov, S., & Stephen, B. (2006). Challenges to education in Tajikistan: The need for research-based solutions. In J. Earnest & D. F. Treagust (Eds.), Education reform in societies in transition: International perspectives (pp. 211–231). Rotterdam: Sense Publishers. SARFAROZ NIYOZOV & STEPHEN BAHRY CHAPTER 14 CHALLENGES TO EDUCATION IN TAJIKISTAN: THE NEED FOR RESEARCH-BASED SOLUTIONS ABSTRACT Education in Tajikistan today is acknowledged by the Ministry of Education ofthe Republic of Tajikistan and by international agencies as facing manychallenges. Infrastructure and materials need replacement or repair; curriculum needs to be adapted to changing conditions; professionaldevelopment for teachers is required, while means to retain experiencedteachers and attract new ones need to be found. At the same time, childrens'meaningful access to education has been threatened by various factors thatreduce their attendance
    [Show full text]
  • Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability
    Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability David M. Abramson SILK ROAD PAPER March 2010 Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability David M. Abramson © Central Asia-Caucasus Institute & Silk Road Studies Program – A Joint Transatlantic Research and Policy Center Johns Hopkins University-SAIS, 1619 Massachusetts Ave. NW, Washington, D.C. 20036 Institute for Security and Development Policy, V. Finnbodav. 2, Stockholm-Nacka 13130, Sweden www.silkroadstudies.org “Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability” is a Silk Road Paper published by the Central Asia-Caucasus Institute and the Silk Road Studies Program. The Silk Road Papers Series is the Occasional Paper series of the Joint Center, and addresses topical and timely subjects. The Joint Center is a transatlantic independent and non-profit research and policy center. It has offices in Washington and Stockholm and is affiliated with the Paul H. Nitze School of Advanced International Studies of Johns Hopkins University and the Stockholm-based Institute for Security and Development Policy. It is the first institution of its kind in Europe and North America, and is firmly established as a leading research and policy center, serving a large and diverse community of analysts, scholars, policy-watchers, business leaders, and journalists. The Joint Center is at the forefront of research on issues of conflict, security, and development in the region. Through its applied research, publications, research cooperation, public lectures, and seminars, it functions as a focal point for academic, policy, and public discussion regarding the region.
    [Show full text]
  • Violent Extremism and Insurgency in Tajikistan: a Risk Assessment
    VIOLENT EXTREMISM AND INSURGENCY IN TAJIKISTAN: A RISK ASSESSMENT AUGUST 14, 2013 This publication was produced for review by the United States Agency for International Development. It was prepared by Dr. Eric McGlinchey for Management Systems International for USAID’s Office of Technical Support in the Bureau for the Middle East (USAID/ME/TS). VIOLENT EXTREMISM AND INSURGENCY IN TAJIKISTAN: A RISK ASSESSMENT DRAFT Contracted under AID-OAA-TO-11-00051 Democracy and Governance and Peace and Security in Asia and the Middle East Dr. Eric McGlinchey is Associate Professor of Politics and Government in the Department of Public and International Affairs at George Mason University. He is an expert in Central Asian regime change, comparative politics, and political Islam. He is the author of Chaos, Violence, Dynasty: Politics and Islam in Central Asia. DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. CONTENTS Acronyms .................................................................................................................................... i Map ............................................................................................................................................ ii Executive Summary.................................................................................................................. iii I. Background: The Interplay of Religion and Politics in Tajikistan .....................................1
    [Show full text]
  • September 2000 Public Disclosure Authorized
    20925 September 2000 Public Disclosure Authorized ANTICORRUPTION IN Public Disclosure Authorized RANSITION A Contribution to the Policy Debate Public Disclosure Authorized Public Disclosure Authorized A W 0 R L D F R EE 0 F P 0 V E R T Y I Anticorruption in Transition A Contribution to the Policy Debate The World Bank Washington, D.C. Copyright © 2000 THE WORLDBANK 1818 H Street, N.W. Washington, D.C. 20433, USA All rights reserved Manufactured in the United States of America First printing September 2000 1 2 3 4 03 02 01 00 The opinions expressed in this report do not necessarily represent the views of the World Bank or its member governments. The World Bank does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use. The material in this publication is copyrighted. Requests for permission to reproduce portions of it should be sent to the Office of the Publisher at the address shown in the copyright notice above. The World Bank encourages dissemination of its work and will normally give permission promptly and, when the reproduction is for noncommercial purposes, without asking a fee. Permission to copy portions for classroom use is granted through the Copyright Clearance Center, Inc., Suite 910, 222 Rosewood Drive, Danvers, Massachusetts 01923, USA. ISBN 0-8213-4802-7 Library of Congress Cataloging-in-Publication Data hasbeen appliedfor. TABLE OF CONTENTS Foreword........................................................................ vii Acknowledgments ........................................................................ ix Abbreviations ........................................................................ xi Executive Summary ........................................................................ xiii Chapter 1 The Level and Pattern of Corruption in the Transition Countries...............................
    [Show full text]
  • UC Berkeley Electronic Theses and Dissertations
    UC Berkeley UC Berkeley Electronic Theses and Dissertations Title The Logic of Kleptocracy: Corruption, Repression, and Political Opposition in Post-Soviet Eurasia Permalink https://escholarship.org/uc/item/92g1h187 Author LaPorte, Jody Marie Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California The Logic of Kleptocracy: Corruption, Repression, and Political Opposition in Post-Soviet Eurasia By Jody Marie LaPorte A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Political Science in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Jason Wittenberg, Co-chair Professor Michael S. Fish, Co-chair Professor David Collier Professor Victoria Bonnell Spring 2012 The Logic of Kleptocracy: Corruption, Repression, and Political Opposition in Post-Soviet Eurasia Copyright 2012 by Jody Marie LaPorte Abstract The Logic of Kleptocracy: Corruption, Repression, and Political Opposition in Post-Soviet Eurasia by Jody Marie LaPorte Doctor of Philosophy in Political Science University of California, Berkeley Professor Jason Wittenberg, co-chair Professor Michael S. Fish, co-chair This dissertation asks why some non-democratic regimes give political opponents significant leeway to organize, while others enforce strict limits on such activities. I examine this question with reference to two in-depth case studies from post-Soviet Eurasia: Georgia under President Eduard Shevardnadze and Kazakhstan under President Nursultan Nazarbayev. While a non- democratic regime was in place in both countries, opposition was highly tolerated in Georgia, but not allowed in Kazakhstan. I argue that these divergent policies can be traced to variation in the predominant source and pattern of state corruption in each country.
    [Show full text]
  • Tajikistan by Raissa Muhutdinova
    Tajikistan by Raissa Muhutdinova Capital: Dushanbe Population: 6.6 million GNI/capita: US$1,560 The social data above was taken from the European Bank for Reconstruction and Development’s Transition Report 2007: People in Transition, and the economic data from the World Bank’s World Development Indicators 2008. Nations in Transit Ratings and Averaged Scores 1999 2001 2002 2003 2004 2005 2006 2007 2008 Electoral Process 5.50 5.25 5.25 5.25 5.75 6.00 6.25 6.50 6.50 Civil Society 5.25 5.00 5.00 5.00 5.00 4.75 5.00 5.00 5.50 Independent Media 5.75 5.50 5.75 5.75 5.75 6.00 6.25 6.25 6.00 Governance* 6.25 6.00 6.00 6.00 5.75 n/a n/a n/a n/a National Democratic 6.25 Governance n/a n/a n/a n/a n/a 6.00 6.25 6.25 Local Democratic 6.00 Governance n/a n/a n/a n/a n/a 5.75 5.75 5.75 Judicial Framework 6.00 and Independence 5.75 5.75 5.75 5.75 5.75 5.75 5.75 5.75 Corruption 6.00 6.00 6.00 6.00 6.25 6.25 6.25 6.25 6.25 Democracy Score 5.75 5.58 5.63 5.63 5.71 5.79 5.93 5.96 6.07 * With the 2005 edition, Freedom House introduced separate analysis and ratings for national democratic governance and local democratic governance to provide readers with more detailed and nuanced analysis of these two important subjects.
    [Show full text]
  • Education System of Tajikistan During the Civil War
    EDUCATION SYSTEM OF TAJIKISTAN DURING THE CIVIL WAR: STUDENTS’ PERSPECTIVES OF HARDSHIPS A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Muhabbat Makhbudovna Yakubova In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Major Department: Sociology and Anthropology July 2014 Fargo, North Dakota North Dakota State University Graduate School Title EDUCATION SYSTEM OF TAJIKISTAN DURING THE CIVIL WAR: STUDENT PERSPECTIVES OF HARDSHIPS By MUHABBAT MAKHBUDOVNA YAKUBOVA The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF SCIENCE SUPERVISORY COMMITTEE: CHRISTOPHER WHITSEL Chair ANN BURNETT CHRISTINA WEBER GARY GOREHAM Approved: 07/01/2014 JEFFREY T. CLARK Date Department Chair ABSTRACT Civil wars have devastating consequences for people who witness them. Wars collapse states’ economies, ruin infrastructures, and result in death of people. The goal of this study is to examine the multiple perspectives of students about the effects of the civil war in Tajikistan on the education system. The study uses secondary data collected by the “Oral History of Independent Tajikistan Project” of the Organization for Security and Cooperation in Europe (OSCE) Academy. 107 interviews with participants representing all regions of the country, who were in school or university during war in Tajikistan, were selected translated, transcribed and coded. Coding revealed topics and characteristics such as the start of the war, school quality issues, and long-term consequences of the war are the effects of the war on education. The findings also revealed differences in standpoints about the effects of the war on their education based on participants’ gender and region.
    [Show full text]
  • The Rise of Kleptocracy: Laundering Cash, Whitewashing Reputations
    The Rise of Kleptocracy: Laundering Cash, Whitewashing Reputations Alexander Cooley, John Heathershaw, J.C. Sharman Journal of Democracy, Volume 29, Number 1, January 2018, pp. 39-53 (Article) Published by Johns Hopkins University Press DOI: https://doi.org/10.1353/jod.2018.0003 For additional information about this article https://muse.jhu.edu/article/683634 Access provided at 13 Jun 2019 01:42 GMT from Griffith University The Rise of Kleptocracy LAUNDERING CASH, WHITEWASHING REPUTATIONS Alexander Cooley, John Heathershaw, and J.C. Sharman Alexander Cooley is director of the Harriman Institute at Columbia University and Claire Tow Professor of Political Science at Barnard College. John Heathershaw is associate professor of international re- lations at the University of Exeter. J.C. Sharman is Sir Patrick Sheehy Professor of International Relations at the University of Cambridge. Kleptocracy and grand corruption are now under scrutiny as never be- fore. With renewed global attention on these abuses, a relatively clear picture has emerged of the domestic political economies shaped by klep- tocratic rule. Analysts have shown how state institutions are set up to allow elites and their families to systematically loot, while protecting these elites politically. In particular, this research has placed under the microscope the resource-rich countries that are vulnerable to kleptocrat- ic state capture. Yet to understand the operations of today’s jet-setting kleptocrats, one must look beyond the borders of the polities they despoil. Copi- ous news items feature kleptocrats and their families purchasing luxu- rious penthouses and cars; attending international cultural galas and charitable initiatives; and enlisting Western agents, lawyers, spokes- people, and pillars of the establishment to whitewash their reputations.
    [Show full text]
  • Tajikistan Progress Report Millennium Development Goals Tajikistan Progress Report
    Republic of Tajikistan MillenniuM DevelopMent Goals Tajikistan Progress Report Millennium Development Goals Tajikistan Progress Report 2010 Цель 1: Цель 2: Радикальное Достижение сокращение всеобщего крайней начального бедности образования Цель 3: Цель 8: Поощрение Формирование равенства глобального мужчин и партнерства женщин, расширение в целях прав и развития возможностей женщин Цель 4: Сокращение Цель 7: детской Обеспечение смертности экологической устойчивости Цель 6: Борьба с ВИЧ/СПИД, Цель 5: туберкулёзом, Сокращение малярией и материнской другими смертности основными заболеваниями The opinions expressed in this report do not necessarily reflect the views of the United Nations. Republic of Tajikistan MillenniuM DevelopMent Goals Tajikistan Progress Report Goal 1: Goal 2: Eradicate Achieve extreme universal poverty and primary hunger education Goal 3: Goal 8: Promote Develop gender a global equality and partnership empowerment for development of women Goal 4: Goal 7: Reduce child Ensure mortality environmental sustainability Goal 6: Combat HIV/AIDS, Goal 5: tuberculosis, Improve malaria and maternal other diseases health 2010 2 Millennium Development Goals Achievement Progress Report: Tajikistan Contents Acknowledgments................................................................................................... 8 Introduction............................................................................................................. 9 Goal.1..Eradicate.extreme.poverty.and.hunger......................................................
    [Show full text]
  • National Strategy of Education Development of the Republic of Tajikistan Till 2020
    Approved by Decree of the Government of the Republic of Tajikistan June 30, 2012, №334 National Strategy of Education Development of the Republic of Tajikistan till 2020 Introduction In the modern world education is becoming the most important resource for economic and social development of countries, improving wellbeing and individual development of citizens. Paying particular attention to the development of the education system and implementation of educational sector reform programs, the President of the Republic of Tajikistan notes that, “one truth should be kept in mind during this process: in today’s world, only those countries will achieve great success which pay great attention to improving the level of education in the society and introduce new methods and latest technologies”1. National education development strategy of the Republic of Tajikistan (National Strategy) was developed in accordance with the goals, set forth by the President of the Republic of Tajikistan and the Government of the Republic of Tajikistan in the area of education and also in line with major goals and objectives of the National Development Strategy of the Republic of Tajikistan up to 2015. The National Education Development Strategy of the Republic of Tajikistan up to 2020 takes into account the main priorities of Millennium Development Goals, goals and objectives of “Education for All” and other significant strategic documents in the Republic of Tajikistan. This document should contribute to solving existing problems to ensure that, properly coordinated activities of the Government of the Republic of Tajikistan, interested ministries, agencies and the society are focused on education development priorities and implementation of long-term goals of reforming of the education system.
    [Show full text]
  • Kazakhstan, Kyrgyz Republic and Tajikistan 2009
    Reviews of NationalReviews Policies for Education Reviews of National Policies Reviews of National Policies for Education for Education Kazakhstan, Kyrgyz Republic and Tajikistan 2009 Kazakhstan, Kyrgyz STUDENTS WITH SPECIAL NEEDS AND THOSE WITH Republic and Tajikistan DISABILITIES 2009 This OECD publication reviews the current state of education policies for children with special education needs and those with disabilities in Kazakhstan, the Kyrgyz STUDENTS WITH SPECIAL NEEDS Republic, and Tajikistan. It offers an overview of the respective country backgrounds, AND THOSE WITH DISABILITIES education systems and relevant legislation, and takes a critical look at access to education for what is considered to be the most vulnerable group of children in the countries reviewed. Particular attention is paid to inclusive education policies, to the processes of identification and assessment, to overall policy co-ordination for the provision of education services, to integration in mainstream education, as well as to good practices and the role of NGOs and the donor community. 2009 Tajikistan and Republic Kyrgyz Kazakhstan, The publication is part of the OECD series Reviews of National Policies for Education and is prepared by the Programme for Co-operation with Non-Member Economies of the Directorate for Education. The full text of this book is available on line via these links: www.sourceoecd.org/education/9789264073210 www.sourceoecd.orgemergingeconomies/9789264073210 Those with access to all OECD books on line should use this link: www.sourceoecd.org/9789264073210 SourceOECD is the OECD online library of books, periodicals and statistical databases. For more information about this award-winning service and free trials ask your librarian, or write to us at [email protected].
    [Show full text]