Tajikistan : Review of Public Expenditures on Education
This policy note is part of the World Bank's Programmatic Public Expenditure Review (PER) work program for FY2012-2014. The PER consists of a series of fiscal policy notes, which aim at providing the Government of Tajikistan with recommendatio...
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| Format: | Public Expenditure Review |
| Language: | English en_US |
| Published: |
Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2013/08/19761058/review-public-expenditures-education http://hdl.handle.net/10986/20770 |
| Summary: | This policy note is part of the World
Bank's Programmatic Public Expenditure Review (PER)
work program for FY2012-2014. The PER consists of a series
of fiscal policy notes, which aim at providing the
Government of Tajikistan with recommendations to strengthen
budgetary processes and analysis. This policy note, the
third in the series, examines public expenditures on
education in Tajikistan, focusing on assessing efficiency
and equity of general education spending. Section 2 reviews
the characteristics of Tajikistan's educational system,
including access and equity in enrollment and quality of
education. Section 3 analyzes overall public spending on
education and a breakdown by financing source, subsector,
and expenditure category, as well as unit costs by level of
education. Section 4 examines general education financing,
which is the largest spending unit within the education
sector, in more depth. Section 5 covers demographic trends
and enrollment projections and their implications on
education spending. Section 6 provides the main conclusions:
1) the level of public spending on education in Tajikistan
is comparable to similarly developed countries; 2) the
pre-school enrollment rate is extremely low; 3) while
primary education is near universal with gender parity,
early dropouts are a significant problem; 4) available
evidence suggests poor quality of early learning at
pre-primary and primary levels; 5) the current wage system
does not provide strong incentives for highly qualified new
and experienced teachers; 6) per capita financing of general
education has resulted in many positive outcomes overall,
but implementation varies by district; 7) unit costs for new
construction of school infrastructure vary considerably; 8)
high unit costs of pre-school, vocational, and tertiary
education suggest significant inefficiencies within these
sub-sectors; and 9) demographic developments put an upward
pressure on educational spending, particularly for
increasing general secondary education spending. Methods to
increase the fiscal space for education are discussed. |
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