Learning Environment – Foundation of Quality Education

The Learning Environment – Foundation of Quality Education project (implemented by the Ministry of Education and Science, MoES) improves the overall teaching and learning environment in selected general secondary schools, covering quality assurance, assessments, teacher competencies and the physical, social, and pedagogical conditions across the school setting. The project places a strong emphasis on climate resilience and low-carbon school infrastructure, ensuring investments remain safe, functional, and efficient under Tajikistan’s high exposure to climate and geophysical hazards.

Component 1: National framework, quality assurance, and stronger teaching practice

This component develops and rolls out a new National Framework for Teaching and Learning Environments (approved by MOES as the Framework for Education Development) that sets standards and processes for school improvement nationwide. Climate elements are embedded directly in the framework, including climate-smart design standards, energy- and water-efficiency requirements, and provisions for crisis continuity (pandemic preparedness and digital readiness so learning can continue during disruptions). It also strengthens the Agency for Supervision in Education Sector (ASES) and the inspection and monitoring systems so quality assurance moves beyond compliance toward continuous improvement. Teacher and school leadership training is upgraded and informed by TEACH classroom observations, including modules on using modernized learning spaces effectively and integrating green transition / climate adaptation and mitigation into school management and practice.

Component 2: Climate-smart rehabilitation, modernization, and safer learning spaces

This is the main investment component, financing rehabilitation or replacement of school buildings, classroom expansion to reduce shifts, and modernization of learning environments (labs, libraries, ICT). The climate package is explicit and practical: better insulation, efficient heating, improved ventilation and air quality, upgraded windows and lighting, and other measures that reduce energy use and emissions while improving comfort and learning conditions. Designs are intended to be resilient to extreme precipitation/flooding, drought-related stress, and geophysical risks, with risk screening used to avoid sites that remain too hazardous. The component also strengthens WASH, including reliable water solutions where needed (with donor coordination and piloting options such as tanks/wells/rainwater approaches), and improves hygiene facilities, supporting both resilience and student wellbeing.

Component 3: Assessment capacity and project management

This component builds national expertise to conduct and use learning assessment data (including support linked to PISA 2025 preparation and analysis capacity, and implementation of PIRLS 2026), and strengthens MoES project management, M&E, and environmental and social risk management. Climate and resilience results are tracked through project monitoring systems, including user feedback mechanisms (School User Surveys) that help verify whether upgraded environments are safer, more functional, and better used.

Overall, the project pairs system reforms with climate-smart school upgrades so improved learning environments are not only higher quality, but also more resilient, energy-efficient, and future-proof.