ECOSF and UNESCO in partnership with the Academy of Sciences, Republic of Tajikistan, FEIAP, ISTIC and PEC organized an International High Level Policy Forum and Workshop on EQSAPS in Dushanbe. The purpose of the workshop was also to assess and review the existing engineering curricula offered in Tajikistan with the objective of harmonization and standardization of curricula within the country with the FEIAP engineering qualification guidelines. The Tajik Technical University adapted the International Standards of Higher Professional Education to educational standards that based on framework of the Engineering Qualification, Standardization, Accreditation and Professional System (EQSAPS) in Tajikistan Programme to promote an exchange of students, post-graduate students and teachers, an establishment of scientific cooperation in areas, representing mutual interest, accept to the protection of the dissertation on specialties, assist in the increase of scientific qualification of scientists and teachers. In addition, exchange experience in the development of the advanced methods of training, promote an exchange of materials on leaders to researchers, organize symposiums/ seminars and conferences for staff and lecturers, develop and realize programs based on FEIAP accreditation and standardization. The roadmap is aimed at extension and adaptation of the FEIAP guidelines on engineering qualification standardization to countries of ECO region with focus on Central Asia region.

Remaining Gaps and Challenges

  • In Tajikistan lack of laboratories, access to scientific literature, research grants, and qualified faculty are significant barriers to promoting science and engineering fields (Asian Development Bank, 2015).
  • There is some challenges regarding to lack of English language skills among teachers and lecturers.
  • The lack of student enrollment in fields related to science, engineering, and technology is of serious concern to the government. The National Strategy for Education Development 2020 refers to this as “structural disproportions of the education system,” and plans to shift the focus of higher education institutions from social sciences disciplines to the applied fields, and terms these institutions the “most essential intellectual resource” for the development of the country.