Ensuring lifelong learning for all in Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan: country evidence and policy recommendations

Amid fast-paced socio-economic changes, as well as the constant need for upgrading skills and competencies for life and work, Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan are eager to implement Sustainable Development Goal (SDG) 4 on ‘Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all’.

UNESCO Almaty and DVV International have taken the initiative to conduct a study on lifelong learning within the framework of SDG 4 in these four countries.

The study has a special focus on Technical and Vocational Education and Training (TVET), Higher Education, and Adult Education. A number of issues have been identified in terms of access, affordability and quality in these three areas of education. While provision takes place mostly within the formal education system, individuals also acquire skills for life and work in informal settings and contexts such as family, community, and the workplace.

Main education reforms have taken place in Central Asia in recent years, and there is now an important need to improve the status of TVET to make it more attractive, as well as to ensure that it leads to qualifications at higher levels. These reforms have also sought to promote learners’ access to the right qualifications in relation to labour market needs, especially in rural areas.

In addition to organizing educational, cultural, recreational, environmental and other activities for urban and rural populations of all ages, non-formal educational institutions provide community members with knowledge and practical skills. Such institutions play a significant role in improving the quality of life for the local community based on people’s needs and changing socio-economic conditions. They also serve as a bridge to formal education.

This report identifies priorities, taking into account national, regional, and international development contexts, and proposes monitoring and evaluation mechanisms. It also includes policy recommendations to better equip learners with transversal competencies, as well as respond to changing labour market needs. Overall, this report seeks to provide Member States with evidence and policy recommendations in order to strengthen lifelong learning in Central Asia.

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