Tajikistan’s education system has been in the spotlight recently due to a series of controversial regulations that critics argue not only fail to enhance learning but may actually be harmful to the entire educational framework.

A recent incident involving a student at the National University of Tajikistan illustrates the growing frustration with the Ministry of Education’s rules.  In early September, a student was threatened with expulsion for driving his personal car to class — a policy that has sparked significant outrage on social media.  This is not the first such case, but the public’s reaction suggests that the government’s blanket bans on various student behaviors are reaching a breaking point.

This frustration comes at a time when the country faces much more pressing issues within the education system — overcrowded classrooms, a shortage of schools and teachers, outdated textbooks, and generally weak educational outcomes.  Yet, the Ministry of Education seems focused on enforcing rules that critics believe distract from addressing these real problems.

A personal car: a crime?

In Tajikistan, students and schoolchildren are prohibited from driving their personal vehicles to class.  Violations of this rule can lead to serious consequences: schoolchildren may be suspended, while university students can face a three-year expulsion without the possibility of reinstatement.

This regulation was introduced in 2017, with police conducting regular checks around school gates to enforce it.  The reasoning provided by authorities is centered around safety concerns — young drivers are believed to be more prone to accidents.  Additionally, it is argued that the sight of expensive cars near educational institutions contradicts the principles of equality.

However, this rationale is increasingly being questioned. Many commentators on social media argue that the Ministry should focus on more pressing issues in the education sector.  One reader pointed out, “If the Ministry of Education sticks to its primary responsibilities, it would be easier to educate and nurture young people.  There’s no need for the Ministry to regulate cars — that’s the job of the traffic police!”

Others criticize the rule as unnecessary in a country where public transportation remains problematic.  “What nonsense! A car is not a luxury, but a mode of transport. With our public transportation, you can’t get anywhere on time,” wrote one user.

Some also note the selective enforcement of the rule, with claims that children of influential officials are rarely scrutinized for driving their cars.

Moreover, many argue that the three-year expulsion for such a minor infraction is disproportionate and can harm a young person’s future.

Banning smartphones, but promoting AI?

Another point of contention is the Ministry of Education’s long-standing ban on smartphones in schools.  Since 2007, mobile phones have been prohibited in classrooms, with the justification that they distract students and are a status symbol.

In 2023, a proposal was discussed that would allow phones to be used for educational purposes, but it was ultimately rejected.  The Minister of Education claimed that schools were adequately supplied with textbooks and did not need to rely on smartphones.

This restriction on technology stands in stark contrast to the government’s high-level push for artificial intelligence (AI) education.  AI is touted as a critical area for development, with IT parks being established, automated systems being implemented, and national forums dedicated to digital solutions.  President Emomali Rahmon has even stressed the importance of digital technology in achieving sustainable development goals.

Yet, the question remains: How can the country foster AI expertise if students are being denied access to technology in schools?

Farrukh Umarov, co-founder of Re-Skill and Ilmhona, argues that AI could democratize education, providing equal access to knowledge regardless of geographic location.  “Whether I live in Istaravshan or San Francisco, I should have access to the same knowledge sources,” he said in a podcast discussion.

Disciplinary rules: appearance over substance?

Another controversial aspect of education in Tajikistan is the strict dress code enforced in schools and universities. Bright t-shirts, jeans, sportswear, and large jewelry are all prohibited.

Many students and parents have expressed frustration, claiming that the focus on appearances often outweighs the focus on actual learning.

Rustam Azizi, an education expert with university teaching experience, believes that many of the Ministry’s restrictions are more about creating the appearance of discipline rather than improving the quality of education.  “Regulations are necessary, but they should be rational and flexible. For example, mobile phones should be restricted during exams, but in primary school, they could be stored in designated places. A total ban on smartphones doesn't fit with modern reality,” he said.

Azizi also criticized the strict dress codes, stating that they simply create the illusion of unity and fail to address the root cause of social inequality.  “Uniforms or bans don’t solve the problem of inequality — the differences between students, such as who their parents are, still exist, and teachers know it,” he noted.

Reforming education: embracing change

Gharibsho Gharibshoyev, an educator who previously managed education in Gorno-Badakhshan Autonomous Region (GBAO) and now teaches at the Khorog State University, believes that the ban on personal cars is justified. However, he also acknowledges that many other regulations are outdated and based on old-fashioned views.

He suggests that educational institutions should focus less on enforcing strict dress codes and more on creating an environment where children’s strengths can be nurtured. “In China’s Urumqi, for example, students wear comfortable and practical sportswear. But here, primary school students are forced into formal suits and ties, which restrict their movement and stifle their natural energy,” he said.

Gharibshoyev also advocates for the use of modern technologies like smartphones and tablets in the classroom, arguing that the faster Tajikistan embraces digital tools, the better. “The sooner we integrate mobile phones, tablets, and the internet into education, the better.  Bans won’t work. It’s more productive to use these tools to acquire knowledge,” he concluded.

The case for modernization

Lola Qosimova, a 20-year-old student from Dushanbe studying in Italy, contrasts her experience with Tajikistan’s educational system.  “In Europe, universities give students the freedom to choose what to wear, what transport to use, and even allow non-students to attend lectures.  The system is open and inclusive, allowing people from all walks of life to learn,” she said.

Qosimova emphasizes the importance of education that is open, flexible, and based on real-world needs.  “Instead of focusing on strict rules, the focus should be on students and their development,” she added.  “Education must evolve and keep up with the times.”