DOCSLIB.ORG

Tajikistan Country Study

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tajikistan Country Study ALL CHILDREN IN SCHOOL BY 2015 Global Initiative on Out-of-School Children TAJIKISTAN COUNTRY STUDY December 2013 UNESCO INSTITUTE for STATISTICS United Nations Educational, Scientific and unicef Cultural Organization Global Initiative on Out-of-School Children Tajikistan Country Study © United Nations Children’s Fund (UNICEF) December 2013 United Nations Children’s Fund 37/1, Bokhtar st., Dushanbe Tajikistan, 734025 The material in this publication has been commissioned by the United Nations Children’s Fund (UNICEF). The contents do not necessarily reflect the policies or the views of UNICEF. The designations employed and the presentation of the material in this publication do not imply on the part of UNICEF the expression of any opinion whatsoever concerning the legal status of any country or territory, or of its authorities or the delimitation of its frontiers. The text has not been edited to official publication standards and UNICEF accepts no responsibility for errors. Any part of this publication may be freely reproduced with the appropriate acknowledgement. For more information, please contact [email protected] UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere. Cover image: © UNICEF Tajikistan/2013/SJUNAYDOVA 2 Contents Acknowledgements ...................................................................................................................4 List of Tables and Figures ........................................................................................................5 Acronyms ...................................................................................................................................6 Executive summary ...................................................................................................................8 Background ............................................................................................................................. 8 Country context ....................................................................................................................... 8 Conceptual framework and methodology ...............................................................................9 Findings .................................................................................................................................. 9 Bottlenecks and barriers ....................................................................................................... 12 Conclusions and recommendations ...................................................................................... 14 Chapter 1: Introduction ...........................................................................................................17 1.1) Overview of the global initiative on out-of-school children ............................................. 17 1.2) Country context ............................................................................................................. 17 1.3) Methodology .................................................................................................................. 26 1.4) Five dimensions of exclusion from education ............................................................... 29 Chapter 2: Profiles of excluded children...............................................................................32 2.1) Dimension 1 ................................................................................................................... 32 2.2) Dimensions 2 and 3 ....................................................................................................... 35 2.3) Dimensions 4 and 5 ....................................................................................................... 45 2.4) Analytical summary ........................................................................................................ 52 Chapter 3: Bottlenecks and barriers......................................................................................55 3.1) Overview of bottlenecks and barriers ............................................................................55 3.2) Socio-cultural, demand-side barriers .............................................................................55 3.3) Economic, demand-side barriers ...................................................................................60 3.4) Supply-side barriers ....................................................................................................... 64 3.5) Political, governance, capacity, and financial bottlenecks ............................................. 72 3.6) Analytical summary ........................................................................................................ 75 Chapter 4: Policies and strategies relevant to out-of-school children in Tajikistan ......... 77 4.1) Key policies and strategies ............................................................................................ 77 4.2) Socio-cultural strategies and policies ............................................................................78 4.3) Economic demand-side policies ....................................................................................80 4.4) Supply-side strategies and policies ...............................................................................84 4.5) Management and governance of education .................................................................. 92 4.6) Budgeting and financing of education ...........................................................................93 4.7) Overarching analysis ..................................................................................................... 93 Chapter 5: Conclusions and recommendations ...................................................................95 5.1) Conclusions ................................................................................................................... 95 5.2) General recommendations ............................................................................................ 96 Bibliography ...........................................................................................................................102 3 Acknowledgements UNICEF Tajikistan Country Office would like to thank International Consultant, Professor Rupert Maclean, the Hong Kong Institute of Education, who was the focal point for the preparation of this study, and those who assisted him, namely William Douglas, Karina Veal, Jenny Xie and Linnie Wong. Significant writing contributions were also provided by Assistant Professor Christopher Whitsel, North Dakota State University, Sara McGinty, UNICEF Tajikistan, and Takaho Fukami, UNICEF Tajikistan, who also supervised the study. Important contributions to the study were also made by the UNICEF Tajikistan Country Team, including Laylee Moshiri, Arthur van Diesen, Siyma Barkin Kuzmin, Salohiddin Shamsiddinov, Nargis Karimova, Barno Mukhamadieva, Parviz Abduvahobov, Kazumi Homma, Jamshed Hasa- nov, and Farhod Khamidov. We express our special gratitude to Erin Tanner and International Consultant Frank van Cappelle, UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independ- ent States, who guided and supported the Country Team. We are also thankful for the support from the UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of In- dependent States, including Kirsi Madi, Philippe Testot-Ferry, Deepa Grover, Anne-Claire Luzot, Elena Gaia and Paula Hunt, as well as Dina Craissati of UNICEF Headquarters. We are also grateful for the technical assistance provided by the UNESCO Institute for Statistics (UIS), particularly on the statistical analysis, including Albert Motivans, Friedrich Huebler and Sheena Bell, UIS Montreal, and Simon Ellis, NyiNyi Thaung and Aurélie Acoca, UIS Bangkok. We also appreciate Understanding Children’s Work for their support in carrying out the data analysis on working children. Statistical data tables were prepared by UNICEF Tajikistan local consultant Mansur Mirzoev with support from UIS, Understanding Children’s Work, Frank van Cappelle and Christopher Whitsel. Statistical analysis was led by Christopher Whitsel, with assistance from UIS. Special thanks further go to the Tajikistan Ministry of Education and representatives of non-gov- ernmental organizations (NGOs) and international organizations for sharing their expertise and experience on out-of-school children in Tajikistan. 4 List of Tables and Figures Table page Table 1.1 Current Tajikistan education system 28 Table 2.1 Information on children in residential care institutions 44 Table 2.2 Estimated number of children living and working in the streets, by city 45 Table 2.3 Child labour in Tajikistan 47 Table 3.1 Average educational costs to households 61 Table 3.2 Percentage of households that report contributing informal funds 61 Table 3.3 Percentage of students studying by conditions of school buildings 65 Percentage of children studying at schools equipped with electricity, Table 3.4 clean water and sewage system 66 Table 3.5 Percentage of schools and students receiving hot meals 67 Table 3.6 Reasons for insufficient textbooks 68 Table 3.7 Textbooks per student based on language 69 Table 3.8 Comparison of curriculum content between
Load more

Recommended publications
  • Shankar Ias Academy Test 18 - Geography - Full Test - Answer Key
    SHANKAR IAS ACADEMY TEST 18 - GEOGRAPHY - FULL TEST - ANSWER KEY 1. Ans (a) Explanation: Soil found in Tropical deciduous forest rich in nutrients. 2. Ans (b) Explanation: Sea breeze is caused due to the heating of land and it occurs in the day time 3. Ans (c) Explanation: • Days are hot, and during the hot season, noon temperatures of over 100°F. are quite frequent. When night falls the clear sky which promotes intense heating during the day also causes rapid radiation in the night. Temperatures drop to well below 50°F. and night frosts are not uncommon at this time of the year. This extreme diurnal range of temperature is another characteristic feature of the Sudan type of climate. • The savanna, particularly in Africa, is the home of wild animals. It is known as the ‘big game country. • The leaf and grass-eating animals include the zebra, antelope, giraffe, deer, gazelle, elephant and okapi. • Many are well camouflaged species and their presence amongst the tall greenish-brown grass cannot be easily detected. The giraffe with such a long neck can locate its enemies a great distance away, while the elephant is so huge and strong that few animals will venture to come near it. It is well equipped will tusks and trunk for defence. • The carnivorous animals like the lion, tiger, leopard, hyaena, panther, jaguar, jackal, lynx and puma have powerful jaws and teeth for attacking other animals. 4. Ans (b) Explanation: Rivers of Tamilnadu • The Thamirabarani River (Porunai) is a perennial river that originates from the famous Agastyarkoodam peak of Pothigai hills of the Western Ghats, above Papanasam in the Ambasamudram taluk.
    [Show full text]
  • Analysis of the Situation on Inclusive Education for People with Disabilities in the Republic of Tajikistan Report on the Results of the Baseline Research
    Public Organization - League of women with disabilities «Ishtirok» April - July 2018 Analysis of the situation on inclusive education for people with disabilities in the Republic of Tajikistan Report on the results of the baseline research 1 EXPRESSION OF APPRECIATION A basic study on the inclusive education of people with disabilities in the Republic of Tajikistan (RT) conducted by the Public Organization Disabled Women's League “Ishtirok”. This study was conducted under financial support from ASIA SOUTH PACIFIC ASSOCIATION FOR BASIC AND ADULT EDUCATION (ASPBAE) The research team expresses special thanks to the Executive Office of the President of the RT for assistance in collecting data at the national, regional, and district levels. In addition, we express our gratitude for the timely provision of data to the Centre for adult education of Tajikistan of the Ministry of labor, migration, and employment of population of RT, the Ministry of education and science of RT. We express our deep gratitude to all public organizations, departments of social protection and education in the cities of Dushanbe, Bokhtar, Khujand, Konibodom, and Vahdat. Moreover, we are grateful to all parents of children with disabilities, secondary school teachers, teachers of primary and secondary vocational education, who have made a significant contribution to the collection of high-quality data on the development of the situation of inclusive education for persons with disabilities in the country. Research team: Saida Inoyatova – coordinator, director, Public Organization - League of women with disabilities «Ishtirok»; Salomat Asoeva – Assistant Coordinator, Public Organization - League of women with disabilities «Ishtirok»; Larisa Alexandrova – lawyer, director of the Public Foundation “Your Choice”; Margarita Khegay – socio-economist, candidate of economic sciences.
    [Show full text]
  • 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]
  • IOM Tajikistan Newsletter - June 2011
    IOM Tajikistan Newsletter - June 2011 Legal Assistance to the Wives and Families of Labour Migrants 3 Strengthening Disaster Response Capacities of the Government 4 Ecological Pressures Behind Migration 5 Joint Trainings for Tajik and Afghan Border Guards 6 Roundtable on HIV/AIDS Prevention Along Transport Routes 7 Promoting Household Budgeting to Build Confidence for the Future 8 Training Tajik Officials in the Essentials of Migration Management 9 Monitoring Use of Child Labour in Tajikistan’s Cotton Harvest 10 2 January - June 2011 Foreword from the Chief of Mission Dear Readers, With the growing number of Tajik citizens working and IOM Tajikistan has allocated significant resources into living in the exterior, it has become difficult to over- the development of the knowledge and skills of gov- state the impact migration has had on Tajik society. ernmental officials and civil society groups throughout For those of us here in Tajikistan, the scope of the the country on the Essentials of Migration Manage- phenomenon goes without mention. For others, it is ment. worth considering that upwards of 1,000,000 Tajiks (of a total population estimated around 7,000,000) Only with the generous support of our donors and have migrated abroad, largely in search of employ- continued cooperation with our implementing part- ment. Their remittances alone account for 30-40% of ners is IOM able to provide the needed support to the national GDP, making the nation one of the most people of Tajikistan during these economically chal- dependent on remittance dollars in the world. lenging times. On behalf of the entire IOM Mission in Tajikistan, I would like to extend our highest gratitude This newsletter aims to present IOM Tajikistan’s activi- for their confidence.
    [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]
  • Annual Report
    FUNDED BY THE GOVERNMENT OF THE RUSSIAN FEDERATION IMPLEMENTED BY THE UNITED NATIONS DEVELOPMENT PROGRAMME With financial support from the Russian Federation ANNUAL REPORT ON IMPLEMENTATION PROGRESS OF THE PROJECT “LIVELIHOOD IMPROVEMENT OF RURAL POPULATION IN 9 DISTRICTS OF THE REPUBLIC OF TAJIKISTAN” FROM JANUARY 1 TO DECEMBER 31, 2017 Dushanbe 2017 1 Russian Federation-UNDP Trust Fund for Development (TFD) Project Annual Narrative and Financial Progress Report for January 1 – December 31, 2017 Project title: "Livelihood Improvement of Rural Population in 9 districts of the Republic of Tajikistan" Project ID: 00092014 Implementing partner: United Nations Development Programme, Tajikistan Project budget: Total: 6,700,000 USD TFD: Government of the Russian Federation: 6,700,000 USD Project start and end date: November 2014 – December 2017 Period covered in this report: 1st January to 31st December 2017 Date of the last Project Board 17th January 2017 meeting: SDGs supported by the project: 1, 2, 5, 8, 9, 10, 12 1. EXECUTIVE SUMMARY Please provide a short summary of the results, highlighting one or two main achievements during the period covered by the report. Outline main challenges, risks and mitigation measures. The project "Livelihood Improvement of Rural Population in 9 districts of the Republic of Tajikistan", is funded by the Government of the Russian Federation, and implemented by UNDP Communities’ Program in the Republic of Tajikistan through its regional offices. Project target areas are Isfara, Istaravshan, Ayni, Penjikent in Sughd region; Vose and Temurmalik in Khatlon region; Rasht, Tojikobod and Lakhsh (Jirgatal) in the Districts of Republican Subordination (DRS). The main objective of the project is to ensure sustainable local economic development of the target districts of Tajikistan.
    [Show full text]
  • Sgp National Strategy Global Environment Facility (Gef Sgp) in the Republic of Tajikistan (2015-2018)
    SGP NATIONAL STRATEGY GLOBAL ENVIRONMENT FACILITY (GEF SGP) IN THE REPUBLIC OF TAJIKISTAN (2015-2018) SGP NATIONAL STRATEGY GLOBAL ENVIRONMENT FACILITY (GEF SGP) IN THE REPUBLIC OF TAJIKISTAN (2015-2018) Country: Tajikistan Funds for the sixth Operational Phase ($) ??? USD a. Funds of the GEF Small Grants Programme ??? USD b. Residual balance (for the fivth Operational Phase): ??? USD c. STAR funds: ??? USD d. Other funds which should be involved: ??? USD (project co –financing ) This strategy serves as a fundamental document for the Small Grants Programme of the Global Environment Facility in Tajikistan (hereinafter - the GEF SGP), determining the thematic and geographical scope of work of the GEF SGP in the country, as well as governing the rules and procedures of programme work. The National Strategy has been developed in accordance with the guidelines and strategic priorities of the GEF on the GEF-VI operational period (2015-2018), as well as the strategic priorities for the environmental preservation in the Republic of Tajikistan and the guidance documents of the GEF SGP for all participating countries. The National Programme Strategy to be reviewed for the next GEF–VII operational period. Table of Contents Acronyms 6 1. General information on the GEF SGP results in the framework of OP5 7 1.1. Brief summary of the GEF SGP Strategy in Tajikistan 9 1.2. Base terms for the GEF SGP in Tajikistan 11 Socio-economic context 11 Geographical context 11 Biodiversity context 13 Protected areas 13 Existing legal terms 13 Institutional context 15 2. Programme niche of the GEF SGP Country Strategy 16 Setting priorities 18 POPs / chemicals 22 Environmental management and economic benefits 25 Geographical and thematic coverage 27 2.1.
    [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]
  • 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]
  • Formative Research on Infant and Young Child Feeding
    FORMATIVE RESEARCH ON INFANT AND YOUNG CHILD FEEDING Final Report AND MATERNAL NUTRITION 2016 IN TAJIKISTAN Conducted by Dornsife School of Public Health & College of Nursing and Health Professions, Drexel University, Philadelphia, PA USA For UNICEF Tajikistan Under Drexel’s Long Term Agreement for Services In Communication for Development (C4D) with UNICEF And Contract # 43192550 January 11 through November 30, 2016 Principal Investigator Ann C Klassen, PhD , Professor, Department of Community Health and Prevention Co-Investigators Brandy Joe Milliron PhD, Assistant Professor, Department of Nutrition Sciences Beth Leonberg, MA, MS, RD – Assistant Clinical Professor, Department of Nutrition Sciences Graduate Research Staff Lisa Bossert, MPH, Margaret Chenault, MS, Suzanne Grossman, MSc, Jalal Maqsood, MD Professional Translation Staff Rauf Abduzhalilov, Shokhin Asadov, Malika Iskandari, Muhiddin Tojiev This research is conducted with the financial support of the Government of the Russian Federation Appendices : (Available Separately) Additional Bibliography Data Collector Training, Dushanbe, March, 2016 Data Collection Instruments Drexel Presentations at National Nutrition Forum, Dushanbe, July, 2016 cover page photo © mromanyuk/2014 FORMATIVE RESEARCH ON INFANT AND YOUNG CHILD FEEDING AND MATERNAL NUTRITION IN TAJIKISTAN TABLE OF CONTENTS Section 1: Executive Summary 5 Section 2: Overview of Project 12 Section 3: Review of the Literature 65 Section 4: Field Work Report 75 Section 4a: Methods 86 Section 4b: Results 101 Section 5: Conclusions and Recommendations 120 Section 6: Literature Cited 138 FORMATIVE RESEARCH ON INFANT AND YOUNG CHILD FEEDING FORMATIVE RESEARCH ON INFANT AND YOUNG CHILD FEEDING 3 AND MATERNAL NUTRITION IN TAJIKISTAN AND MATERNAL NUTRITION IN TAJIKISTAN SECTION 1: EXECUTIVE SUMMARY Introduction Tajikistan is a mountainous, primarily rural country of approximately 8 million residents in Central Asia.
    [Show full text]
  • Adivasis of India ASIS of INDIA the ADIV • 98/1 T TIONAL REPOR an MRG INTERNA
    Minority Rights Group International R E P O R T The Adivasis of India ASIS OF INDIA THE ADIV • 98/1 T TIONAL REPOR AN MRG INTERNA BY RATNAKER BHENGRA, C.R. BIJOY and SHIMREICHON LUITHUI THE ADIVASIS OF INDIA © Minority Rights Group 1998. Acknowledgements All rights reserved. Minority Rights Group International gratefully acknowl- Material from this publication may be reproduced for teaching or other non- edges the support of the Danish Ministry of Foreign commercial purposes. No part of it may be reproduced in any form for com- Affairs (Danida), Hivos, the Irish Foreign Ministry (Irish mercial purposes without the prior express permission of the copyright holders. Aid) and of all the organizations and individuals who gave For further information please contact MRG. financial and other assistance for this Report. A CIP catalogue record for this publication is available from the British Library. ISBN 1 897693 32 X This Report has been commissioned and is published by ISSN 0305 6252 MRG as a contribution to public understanding of the Published January 1999 issue which forms its subject. The text and views of the Typeset by Texture. authors do not necessarily represent, in every detail and Printed in the UK on bleach-free paper. in all its aspects, the collective view of MRG. THE AUTHORS RATNAKER BHENGRA M. Phil. is an advocate and SHIMREICHON LUITHUI has been an active member consultant engaged in indigenous struggles, particularly of the Naga Peoples’ Movement for Human Rights in Jharkhand. He is convenor of the Jharkhandis Organi- (NPMHR). She has worked on indigenous peoples’ issues sation for Human Rights (JOHAR), Ranchi unit and co- within The Other Media (an organization of grassroots- founder member of the Delhi Domestic Working based mass movements, academics and media of India), Women Forum.
    [Show full text]