Aligning the technical and vocational education and training (TVET) system with prevailing economic realities is high on the agenda of all Central Asian governments. While most of the countries have experienced remarkable economic recovery since the collapse of the Soviet Union, growth has not led to commensurate job creation. Rather, enrollment rates for TVET have declined while general secondary schools and tertiary education have expanded. TVET reforms confront issues of quality, access, and relevance. In this report, Central Asia is defined as Kazakhstan, the Kyrgyz Republic, Tajikistan, Turkmenistan, and Uzbekistan, five members of the former Soviet Union with common trends in major fields of development. The report takes stock of ongoing TVET reforms in several Central Asian countries, with special attention to the school-to-work transition of new entrants to the labor market. In response to the disruptions caused by the coronavirus disease (COVID-19) pandemic, the report explores (i) distance learning for skills training using information and communication technology; (ii) the use of learning management systems; (iii) how science, technology, engineering, and mathematics education can contribute to skills development; (iv) accreditation and certification systems for skills training; (v) the use of labor market information systems to improve matching labor market needs to skills training; (vi) how to reduce the number of those not in employment, education, or training (NEET); and (vii) how to improve gender parity.
