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Students may enrol at either primary or secondary vocational education training institutions (VET) after graduating from basic (grade 9) or upper secondary (grade 11) education.However, only 4% of general secondary education graduates enrol in those institutions.This group has also been instrumental in assisting Government in the preparation of its latest application under the Global Partnership for Education (GPE), approved in June 2013.

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The VET system faces several significant challenges.Progress is being made in terms of redefining curricula and learning standards, but the Ministry of Education and Science (Mo ES)’s 66 training institutions require significant investments and there is as yet no clear strategic approach to rationalization and affordable reforms.The main challenge is to further build staff capacities to use the information system for decision-making and strategic planning.A Local Education Donor Group under the Development Coordination Council coordinates policy dialogue between the Government and development partners.For instance, the average class size in the final wave of schools adopting PCF increased from 19.4 in 2009 (before PCF) to 20.7 in 2012 (two years after adoption).

In terms of equity, whereas in 2010 only 82% of all general secondary schools had an approved budget in line with the formula-based budget, in 2011 95% of schools had a PCF-compliant budget.The Mo ES has a functioning Education Management Information System (EMIS).There are eight modules containing information on students, staff and facilities; the information can be disaggregated to school level, and the analysis and reporting of data are automated at district, oblast and central level.The institutions lack qualified staff, most do not have serviceable equipment, and many are in dire physical shape.There are concerns about the VET system’s effectiveness in preparing graduates for the labour market in terms of relevance and quality.This is partly attributed to the desire of minority parents to send their children to study in classes with Tajik language learning because of the limited opportunities in the future to pursue higher education in their mother tongue.