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www.ismaili.net :: View topic - Institutional Activities in Tajikistan
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Institutional Activities in Tajikistan
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kmaherali



Joined: 27 Mar 2003
Posts: 9981

PostPosted: Mon Apr 08, 2013 8:56 am    Post subject: Reply with quote

MSDSP prints a tourist map of Gorno-Badakhshan

DUSHANBE, April 3, 2013, Asia-Plus - A color and illustrated map of the Gorno Badakhshan Autonomous Region (GBAO) in English has been printed. The map is an essential tool to promote development of ecotourism in this high mountain area.
The map has been compiled and printed by the Aga Khan Foundation (AKF)’s Mountain Societies Development Support Programme (MSDSP) in cooperation with the State Unitary Enterprise (SUE) Cartographic Factory under the State Committee for Land Management and Geodesy of Tajikistan, AKF Afghanistan, the Pamirs Eco-Cultural Tourism Association (PECTA), the FOCUS Program and the Khoushkor Design Company.
According to MSDSP, this map entitled “The Map of the Pamirs: Tajikistan GBAO and Border Areas” is intended for the use of tourists visiting Tajikistan, in particular Gorno-Badakhshan.
The map reportedly contains geographical and historical background information about Gorno-Badakhshan and border areas of Afghan Badakhshan.
The Mountain Societies Development Support Programme (MSDSP) is dedicated to improving the quality of life of the people of the mountainous areas of Tajikistan. The Programme was initiated by the Aga Khan Foundation (AKF) in 2003 with the goal to improve living conditions in select mountain communities in the country. To achieve its goal, MSDSP operates a multi-sector program which engages in natural resource management, early childhood development (ECD) and community health.

http://news.tj/en/news/msdsp-prints-tourist-map-gorno-badakhshan?msource=NLAKDN040513
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Posts: 2589

PostPosted: Fri Apr 12, 2013 4:52 pm    Post subject: Reply with quote

http://www.globalpost.com/dispatch/news/asianet/130412/sixth-bridge-linking-tajikistan-and-afghanistan-due-may

Asianet

April 12, 2013 14:19

Sixth bridge linking Tajikistan and Afghanistan due in May

The Ministry of Transport on Friday announced about completion of construction of the bridge across the Pyanzh river, which will link the country with Afghanistan.

The bridge will connect Nihol village, Shurobod district (250 km to the south-east of Dushanbe) and Hohon village in Afghanistan.

The length of the bridge is 182 meters. Bridge construction cost $3.57 million. It carrying capacity will be 30 tons.

Construction of the bridge started in late October 2011. The project was implemented by Aga Khan Foundation with financial support of the German Government.

The bridge will be launched into use since May.

Five bridges link Tajikistan and Afghanistan, four of which are in Gorno-Badakhshan Autonomous Region that were built with support of the Aga Khan Foundation. The biggest bridge which links Nizhny Pyanzh and Sherhan Bandar was built with U.S. assistance.

Central Asian News Services

http://www.globalpost.com/dispatch/news/asianet/130412/sixth-bridge-linking-tajikistan-and-afghanistan-due-may
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kmaherali



Joined: 27 Mar 2003
Posts: 9981

PostPosted: Sun May 05, 2013 5:49 pm    Post subject: Reply with quote

International micro-finance expert helps ultra poor in Tajikistan

http://blogs.vancouversun.com/2013/05/03/international-micro-finance-expert-helps-ultra-poor-in-tajikistan/
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kmaherali



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PostPosted: Sun May 19, 2013 9:22 am    Post subject: Reply with quote

Tajikistan: Providing Reliable Electricity in the Pamir Mountains


Synopsis
International Development Association (IDA) and International Finance Corporation (IFC) helped to establish a vivid example of how a public-private partnership can effectively work to provide affordable, reliable, and clean energy in a challenging environment. Electricity supply in the poorest region of Tajikistan has increased from three hours to 22–24 hours per day during the winter. An estimated 220,000 people, including more than half of which are women, have benefitted from improved electricity services. As a result of the project, schools, hospitals, and businesses can now stay open during the cold winter months.





multimedia
more

Slideshow: Beaming Light on Tajikistan's Roof of the World
More Results

24
over 70% of consumers in GBAO receive electricity 24 hours a day in winter



100%
of electricity bills were collected by Pamir Energy in 2010
more information
Pamir Private Power Project (2002-2010)
World Bank Group Project Website
IFC Project Website
The World Bank in Tajikistan
Country Program Snapshot
RESULTS: Beaming Light on Tajikistan's Roof of the World



Challenge
Gorno-Badakshan Autonomous Oblast (GBAO) was the poorest and most isolated region in Tajikistan. Following the collapse of the Soviet Union and a five-year civil war, the power infrastructure in the region was in dismal shape; 60 percent of inhabitants had no energy during the winter and 15 percent had no energy at all. Frequent power outages were common for everyone. Together with GBAO’s mountainous and remote conditions, the population’s low-income levels and political instability created a harsh environment unlikely to attract private investments. Due to the unreliable electricity supply, schools, hospitals, and businesses were frequently forced to close, especially during the winter, thus undermining economic and human development in GBAO. Many of the residents in the region resorted to wood fuel for their heating and cooking needs, resulting in an increase in respiratory disorders and the loss of 70 percent of the area’s tree cover between 1992 and 2002.



Approach
The project was designed as a public-private partnership between the Government of Tajikistan, the World Bank Group, and the Aga Khan Fund for Economic Development (AKFED). In order to reconcile the commercial objectives of private investors with the social objectives of the Government, the project was a combination of elements: a 25-year concession agreement with the Government of Tajikistan provided the basis for establishing Pamir Energy Company, a joint stock company owned by AKFED (70%) and the IFC (30%). In accordance with this agreement, the company manages most Government-owned electricity assets in GBAO. The project supported the rehabilitation of the hydropower infrastructure and transmission lines to increase electricity supply capacity. The affordability of electricity for the poorest households was ensured by a lifeline subsidy scheme funded primarily by a grant from the Government of Switzerland. As this subsidy was provided upon delivery of electricity services, the project also integrated the concept of output-based aid.



Results
The Pamir Private Project has helped to enhance development and improve welfare in GBAO by providing reliable, affordable, and clean electricity.

http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,contentMDK:23143909~menuPK:141310~pagePK:34370~piPK:34424~theSitePK:4607,00.html
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kmaherali



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PostPosted: Wed Jun 19, 2013 9:21 pm    Post subject: Reply with quote

Tajik Ministry of education approves Early Childhood Education Curriculum

DUSHANBE, June 7, 2013, Asia-Plus -- The Collegium of the Ministry of Education of the Republic of Tajikistan, which was held on May 28, 2013, approved the Early Childhood Education (ECE) curriculum for alternative preschool education models, press release issued by UNICEF Country Office in Tajikistan on June 6 says.

The ECE curriculum was developed by Academy of Education in collaboration with UNICEF and Aga Khan Foundation in Tajikistan.

The Early Childhood Education (ECE) Curriculum is based on the “Early Learning Development Standards” (ELDS) developed by the Ministry of Education and UNICEF. It also draws on the work of several early childhood theories, but heavily on the work of the High Scope Educational Research Foundation in the United States. This approach has proven to be adaptable to various settings and responsive to different cultures while still retaining the elements of a quality early childhood curriculum.
The ECE curriculum takes the format of stating learning outcomes and providing practical guidelines on learning experiences that teachers can utilize in their teaching practice. It promotes holistic development of children and allows space for more child initiated activities. The new ECE curriculum will be offered to children age 4-7 in alternative early learning groups for a homogeneous approach to early childhood development.
The Ministry of Education, with support from UNICEF, Aga Khan Foundation, and other partners will develop teacher training packages that will support the roll-out of the new ECE curriculum. It is expected that these packages be approved and adopted by the end of 2013.
UNICEF works in 190 countries and territories to help children survive and thrive, from early childhood through adolescence. The world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments. UNICEF is working in Tajikistan since 1993.

http://news.tj/en/news/tajik-ministry-education-approves-early-childhood-education-curriculum?msource=NLAKDN061413
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PostPosted: Mon Aug 25, 2014 7:37 am    Post subject: Reply with quote

http://www.usaid.gov/news-information/frontlines/grand-challenges/reading-their-way-out-poverty

Frontlines - Grand Challenges for Development
July/August 2014


Reading Their Way Out of Poverty

By Kathy Sweeney

A school librarian shows off books at a library in Tajikistan established by USAID. A school librarian shows off books at a library in Tajikistan established by USAID. Sayora Khalimova, USAID

The importance of reading to children is taking center stage in Tajikistan, giving rise to more libraries, trained librarians and actively involved parents.

Amida Taqieva lives with her children—4-year-old Elvira and 2-year-old Safarmamad—in the tiny and remote village of Deh, Tajikistan. Until two years ago, only outdated, broken down textbooks in Russian were available in the school library, the only library in the village. In Tajikistan, books in Russian don’t serve much purpose for most children, who learn Tajik before Russian. During the long winter months, there is no electricity to power televisions, radios, computers, or even a light to read by. Without power, in a village without quality books in a language most children can easily understand, winter evenings are dark, cold and dull.
Amida Taqieva reads to her daughter Elvira, far left, and a friend in Deh, Tajikistan.
Amida Taqieva reads to her daughter Elvira, far left, and a friend in Deh, Tajikistan.
Reading for Children Project in Tajikistan

Tajikistan’s educational system has been in decline since the collapse of the Soviet Union in 1991, and made worse by the country’s subsequent 1992-1997 civil war. With 50 percent of its population under age 23, and 60 percent of schools already running two or three shifts per day, the country is unprepared for a projected 40 percent increase of school-age children by 2015.

To make matters worse, Tajikistan’s literacy levels—already low—are declining precipitously. Books are not widely available and poverty rates are high, so many families would be unlikely to purchase them even if they were readily available. In addition, most books available on the market are written in Russian, not Tajik. Within the education system, inadequate budgets, outdated materials and curricula, limited professional education and training opportunities for teachers, and high teacher turnover all impede literacy and the cultivation of a reading culture.
If all students in low-income countries left school with basic reading skills, 171 million people could be lifted out of poverty, which would be equivalent to a 12 percent cut in world poverty.

In 2012, USAID established the Reading for Children project in partnership with the Aga Khan Foundation to support pre-primary literacy in Tajikistan. Pre-primary literacy is considered a critical building block for success during subsequent stages of schooling, and a critical step to ending extreme poverty.

The project, aimed at children between the ages of 3 and 7, encourages families to read together, expands access to age-relevant reading materials, and increases awareness among government officials, families and communities about the importance of reading to children.
A boy reads a book provided by USAID with his teacher.
A boy reads a book provided by USAID with his teacher.
John Harris, USAID

“Delays in pre-primary literacy negatively impact the cognitive development of a child in school and in life,” said project manager Zuloby Mamadfozilov of the Aga Khan Foundation. “Access to reading materials increases a child’s interest in learning and enthusiasm for reading and prepares children for success in grade one and higher.”

The project trained local Tajik authors and illustrators to develop and write age-appropriate, culturally relevant stories for children, addressing a critical lack of Tajik-language children’s books available in local markets and schools. USAID published 25 books developed by these authors, and helped open nearly 246 mini-libraries, each containing more than 430 Tajik- and Russian-language books. Most newly established mini-libraries are located within existing village schools. However, some schools do not have suitable space and the project received permission to establish reading corners in private homes where residents could go to borrow books.
A boy reads from a USAID story book.
A boy reads from a USAID story book.
Sayora Khalimova, USAID

The project emphasizes the importance of reading to pre-primary children for teachers, librarians and parents, and teaches readers how to actively engage children while reading stories aloud. Readers are taught to stimulate children’s imagination and assess comprehension by asking questions while reading: What do you think will happen next? How do you think the little girl feels about that? What would you do in that situation? Readers also learn to encourage listeners to act out the stories they hear.

USAID has helped train dozens of librarians, who over the course of 2.5 years will reach nearly 15,000 parents and caregivers with active reading techniques through training events that help them understand the importance of reading to children. Taken together, these librarians, parents and caregivers will reach more than 25,000 children across 246 villages in Tajikistan.
A teacher and student read together at a USAID event in Sarband, Tajikistan.
A teacher and student read together at a USAID event in Sarband, Tajikistan.
Sayora Khalimova, USAID

Amida Taqieva’s village is home to one of the mini libraries. Taqieva attended a Reading for Children event where volunteers organized a program of reading, singing, acting and dancing for children and their caregivers. Since then, her children have become the most active readers in the village.

Elvira easily retells stories from library books and knows by heart the rhymes of Ali-fabayi Khudomuz—ABC for self-learners—a book developed by the project. “I have no words to express how happy our kids are with this opportunity,” recalled Taqieva. “I was speechless when I saw my daughter acting and reciting chastushka [traditional humorous songs]. I am so happy that my children have access to good books.”

At home, Taqieva created a reading corner where she reads library books every evening with her children and sometimes her neighbor’s children too. This new passion for reading gives her family a fun way to pass long winter evenings, and lays a foundation of literacy for when Elvira and Safarmamad begin primary school.

To amplify the project’s impact, Bahoriston, the national TV channel for children, agreed to incorporate, at no cost, the USAID-developed stories into a popular children’s program that airs nightly. During this family TV program, one girl narrates excerpts from a story, while two other girls act as characters to bring it alive, creating intrigue and enthusiasm for the books among viewers.
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