Tajik technical University named academician M.Osimi was involved in the following projects


or initiative

Reference number Beneficiary Organisation

Title of the Project

TEMPUS-SMGR 530326 Coordinator: University di Firenze (Italy) Project QUEECA Quality of Engineering Education in Central Asia
TEMPUS-SMHES 530786 University of Groningen, Netherlands Towards a Central Asian Higher Education Area: Tuning Structures and Building Quality Culture, TuCAHEA
TEMPUS-JPCR 530793 Lund University Master programmes on Renewable Energy and Energy Efficiency in Buildings in Central Asia and Russia
TEMPUS-JPCR 517313 UniversitadegliStudidellˈAquila Environment protection through development and application of sustainable Agriculture Technologies
TEMPUS-SMGR 516663 University of Seville (Spain) Internationalization in Central Asia and the Eastern Neighbouring Area (ICAEN)
TEMPUS-JPCR 158982 University of Alicante (ES) Towards Sustainable Water Resources Management in Central Asia
TEMPUS-JPCR 544293 Azerbaijan University of Languages Foreign Languages Education for Professional Purposes (FLEPP)
TEMPUS-JPCR 26058 Technological Institute of Athens,Greece «Curriculum development in Renewable Energy Technologies in Central Asia Universities» (CRETA)
Проект развития высшего образования 

Компонент 1.1.Своевременные гранты.  сентябрь 2017-август 2018

Кредит 5702;

Грант D082

Министерства образования и науки РТ Курс повышения квалификации по Предоставлению услуг по лицензированию, сертификации и техническому обслуживанию автомобильного транспорта



( HiEdTec )




In order to respond to:

  • the Digital Transformation of Industries (Industry 4.0), which also requires DIGITAL TRANSFORMATION OF EDUCATION with overtaking pace, the consortium will develop Concepts of adapting the educational system to the digital generation, considering the specific conditions of each of the partner countries;
  • the requirement of the EU to give the opportunity for EVERYBODY to learn at ANY time and at ANY place with the help of ANY lecturer, using ANY device – computer, laptop, tablet, phablet, smart phone, etc. the consortium will create Centres for innovative education technologies.


  • Sustainable academic network for sharing experience and exchange of good practices in the field of innovative educational technologies and didactic models;
  • 5 Concepts of adapting the education system to the digital generation – 1 per Partner country (PC);
  • 15 Centres for innovative educational technologies – 1 at each PC university;
  • 45 active learning classrooms – 3 at each PC university;
  • Virtual classrooms – 1 at each PC university;
  • Handbook of innovative educational technologies;
  • Courses for trainers for the acquisition of digital skills and learning methods;
  • Courses for lecturers for the acquisition of digital skills and learning methods;
  • 75 e-Learning courses – 5 at each PC university;
  • 75 PowerPoint presentations of lectures, suitable for delivering using interactive electronic white board – 5 at each PC university;
  • Cloud-based Virtual Library of the digital educational resources.


  • The project products will be of benefit for all stakeholders in education:
  • National and university policy-makers in the field of education;
  • University academics who are trainers / lecturers / learners;
  • Scientific, economic and social partners.
  • The project will help to turn partner universities into innovative universities and to improve the quality of the trained specialists, who are necessary to perform the Digital Transformation of Industries (Industry 4.0).





November 2018 – November 2021

The development objective of the Higher Education Project for Tajikistan is to develop mechanisms that improve and monitor the quality and labor market relevance of higher education. The project comprises of three components. The first component, institutional-level improvements consists of following two sub-components: (i) just-in-time grants to re- and up-skill workforce; and (ii) competitive grant program for universities. The second component, system-level interventions consists of following three sub-components: (i) quality assurance enhancements; (ii) system-wide higher education curriculum reform; and (iii) assessment of higher education financing. The third component will support project management, communication, training, monitoring and evaluation, operating costs, and the project’s audits. 

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.