Demande directe (CEACR) - adoptée 2020, publiée 109ème session CIT (2021)

Convention (n° 142) sur la mise en valeur des ressources humaines, 1975 - Tadjikistan (Ratification: 1993)

The Committee takes note of the supplementary information provided by the Government in light of the decision adopted by the Governing Body at its 338th Session (June 2020). The Committee proceeded with the examination of the application of the Convention on the basis of the information contained in the Government's report received in August 2020.

Articles 1 to 3 of the Convention. Formulation and implementation of policies and programmes of vocational guidance and vocational training. The Committee notes with interest the adoption of the Strategy for the education sector covering the period 2021–30. Its main objective is to create an effective education system that guarantees inclusive and equal opportunities, and facilitates skills and intellectual development, employment and the well-being of the population. The Committee also notes the detailed information provided by the Government with regard to the different policies and programmes implemented in the field of education, and vocational guidance and training as well as their impact. In this regard, the Government indicates that the National Vocational Guidance Centre, within the Labour and Employment Agency, provides professional consulting services to unemployed persons, young persons and migrant workers to support them in finding and occupation. It reports that 18,499 persons (among them 7,925 unemployed persons, including 2,134 women, 244 persons with disabilities, and 2,606 young persons aged 15 to 29) received vocational guidance during the reporting period. With regard to vocational training, the Government indicates that the vocational training system in the country it is composed of three levels: initial, intermediate and higher provided by different specialized institutions. It further indicates that the Ministry of Education and Science granted a license to over 260 non-State education establishments to provide short-course learning, such as language courses and vocational training. In this respect, the Government highlights the importance of providing vocational guidance and training that meet the requirements of the labour market and the needs of the employers. Lastly, the Committee notes the information provided by the Government on the different measures implemented by the Public Administration Academy together with the Labour and Employment Agency to strengthen the skills and competencies of civil servants, including the provision of vocational training, retraining, skills improvement and work placements at higher and secondary vocational training institutes. The Government indicates that between 2019 and the first half of 2020, 2,215 civil servants participated in training courses, of whom 511 were women. The Committee requests the Government to continue to provide information on the content and measures adopted in the field of vocational guidance and training, including those adopted in the framework of the Strategy for the education sector covering the period 2021-30. It also requests the Government to provide up-to-date, detailed information, including statistical information disaggregated by sex and age, on the nature and impact of measures implemented to promote access to vocational guidance, education, training and lifelong learning to women and groups of persons in vulnerable situations, such as, young persons and persons with disabilities. The Committee further requests the Government to continue to provide information on the manner in which it ensures effective coordination between vocational guidance and vocational training policies and programmes, on the one hand, and employment and the public employment services, on the other hand. Lastly, the Committee requests the Government to continue to provide extracts from reports, studies and inquiries and statistical data relating to current policies and programmes of vocational guidance and training.

Article 4. Lifelong learning. The Committee notes the Government’s indication that, following the adoption of the 2017 Adult Education Act and of the Continuing Education Framework for the period 2017–23, measures have been taken to include the principle of lifelong learning in the national education policy, and to acknowledge non-formal education and informal learning and self-education. In addition, measures were undertaken to introduce the recognition and validation of competencies acquired by adult learners in the course of non-formal education or informal learning. The Government further refers to the establishment of the Tajikistan Centre for Adult Education within the Labour and Employment Agency, which offers flexible learning according to students’ needs, including trainings to raise national literacy levels through free and paid adult education and knowledge and skills certification. It reports that by the end of 2015, more than 80,000 persons (almost 60 per cent of whom were women) had benefited from the different services provided by the Centre. The Committee requests the Government to continue to provide detailed updated information on the measures taken in relation to adult education, vocational guidance and lifelong learning, as well as on its impact. The Committee also requests the Government to provide a copy of the 2017 Adult Education Act and of the Continuing Education Framework for the period 2017–23.

Article 5. Cooperation of employers’ and workers’ organizations. The Committee notes the detailed information provided by the Government on the participation of the workers’ organizations in the activities of the coordinating committees for vocational training and education in different sectors and regions. The Government refers to, among other activities, the conduction on an annual basis of surveys by the regional committees of the trade unions together with national institutions regarding the skills and employment status of the population and the need of employers for qualified staff. The Government reports the results of the surveys carried out in Sogd and Khatlon provinces. In addition, the social partners participate in annual job fairs and provide support to the vocational training establishments in the development of professional standards and course curricula and in assessing their graduates’ level of understanding. The Government also refers to the participation of workers’ organizations in the delivery of targeted vocational guidance and training in different sectors, including the agricultural and transport sectors. The Committee notes, however, that the Government does not provide information on the manner in which the employers' organizations participated in the formulation and implementation of vocational guidance and vocational training policies and programmes. The Committee requests the Government to continue to provide updated detailed information on the cooperation with employers’ and workers’ organizations and other interested bodies in the formulation and implementation of vocational guidance and vocational training policies and programmes, including the Strategy for the education sector covering the period 2021–30.

COVID-19 pandemic. In the context of the global pandemic of COVID-19, the Committee recalls the broad guidance provided by international labour standards. In this regard, the Committee draws the attention of the Government to Paragraphs 18–20 of the Employment and Decent Work for Peace and Resilience Recommendation, 2017 (No. 205), which provide guidance for the development and implementation of education, training and lifelong learning measures that effectively respond to the profound socio-economic effects of the pandemic. The Committee invites the Government to provide in its next report updated information on the impact of the global COVID-19 pandemic on the implementation of education, training and lifelong learning policies and programmes.