OCA #50 EDUCATION

ISSN 2053-1036 RRP: £20.00 / $25.00 WWW.OCAMAGAZINE.COM ESTABLISHED 2009

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[ EDUCATION ]

THE FUTURE OF HIGHER EDUCATION IN CENTRAL ASIA THE FUTURE OF EDUCATION IS ONLINE

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BELARUS FORGES NEW PATH WITH EDUCATION POLICY

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TAJIKISTAN: ANCIENT HISTORY, BRIGHT FUTURE

NIVERS AR AN

POET PYRAGY SETS THE FOUNDATION FOR EDUCATION

PYRAG Y LY U G

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ECG BOARD GARETH STAMP - CHAIRMAN MARAT AKHMEDJANOV - VICE CHAIRMAN ISSN 2053-1036 ESTABLISHED 2009 EDITOR-IN-CHIEF NICK ROWAN PUBLISHER MARAT AKHMEDJANOV EDITOR’S ASSISTANT ANNA NIKOLAEVA DESIGN ALEXANDRA REY

OPEN CENTRAL ASIA MAGAZINE #50 / 2023

Cover: Cover by Prof. Siddharth (Montu) Saxena, Cambridge University See p.6 MAGAZINE PUBLISHED FOR EURASIAN CREATIVE GUILD

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EDITORIAL TEAM GARETH STAMP TAINA KAUNIS DR. AL ARTAMAN (UAE & C. A) CONTRIBUTORS HATYJA DOVLETNAZAROVA MALIKAKHON TURSUNOVA ORAZALY SABDEN ABDUMALIK ASHIROV GARETH STAMP SALIMA KUNANBAYEVA ULAN DJUSUPOV DENISE WADDINGHAM JAMILYA GULYAMOVA DMITRY SHCHEPACHEV ANDREW WACHTEL

ADVISORY BOARD ELENA ASLANYAN, ARMENIA ANATOLY LOBOV, GEORGIA VICTORIA LEVIN, ISRAEL ELENA BEZRUKOVA, KAZAKHSTAN AZIM AKMATOV, KYRGYZSTAN MARINA PODLESNAIA, MOLDOVA JONATHAN CAMPION, UK NATALIE BAYS, UK LIUDMILA LARKINA, AUSTRALIA BRUCE GASTON, CANADA MARINA SHKROBOVA-VERNALIS, RUSSIA LARA PRODAN, USA ADAM SIEMIENCZYK, POLAND MICHAEL KUNITSKIY, BELARUS BAKHTYGUL MAKHANBETOVA, KAZAKHSTAN MARGO GAMBURSKAYA, UZBEKISTAN ELMIRA ZHUMABAYEVA MARINA SHKROBOVA-VERNALIS JOHAN BLOMQVIST DARYA BELKINA AIZHARKYN KOZHOBEKOVA MAZHEN AYSULU BERIKKYZY NURLAN MUNBAEV OLGA MATVIEVSKAYA DISTRIBUTION TIMUR AKHMEDJANOV

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All authors provide their own material and any opinions contained within are solely those of the authors and do not neccessarily represent the views or opinions of OCA Magazine.We publish these views as part of our provision of a forum for discussion and readers should be aware that the views may contrast each other in the pursuit of this aim. In no event will we be liable for any loss or damage including without limitation, indirect or consequential loss or damage, or any loss or damage whatsoever arising from loss of data or profits arising out of, or in connection with, the use of material contained within this publication.

Special gratitude for cooperation and support to: Embassy of Azerbaijan to the UK Embassy of Belarus to the UK Embassy of Kazakhstan to the UK Embassy of Kyrgyzstan to the UK Embassy of Russian Federation to the UK Embassy of Tajikistan to the UK Embassy of Turkmenistan to the UK Embassy of Uzbekistan to the UK CATBIG

FROM THE EDITOR

is now a very dead language), is your knowledge restricted to being better able to formulate an answer to the Times Cryptic Crossword on a lazy Sunday morning?

As a parent I often wonder how best to balance the struggle between the goals of formal education with the goals of raising healthy, motivated children who grow to become responsible and contributing members of families and society.

Academic skills are important but so too is the educational journey from kindergarten through to college and university.

It is a time when young people develop many interconnected abilities and relationships that transcend what is learned in the classroom. These experiences are not ones that can be formally taught.

Swiss developmental psychologist, Jean Piaget, believes that “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Nelson Mandela, former South African president, would often say that “education is the most powerful weapon which you can use to change the world.” While psychologist John Dewey believed that “education is not preparation for life; education is life itself.”

Welcome Word “Education is what remains once what you have learned at school has been forgotten” This famous saying (which has a multitude of written forms) has been attributed to many people over time from Albert Einstein to B.F. Skinner.

What is education, therefore? It sounds so simple and obvious a question and answer. After all, almost everybody has gone through some form of formal education for a period of their childhood. But let’s step back for a moment and consider the question. I find it rather more complex than it first seems.

Is it just the collection of school buildings, teachers and classmates that we might ruminate on and say things like, “it was harder in my day” at bland dinner parties and social gatherings? Is it about exams and grades and certificates that will get you a good job? For many that appears to be the prime goal of education – after all if you were taught Latin at school (which

This last quote resonates with me quite a lot. If you think about it our life experiences are our education, formal or otherwise.We learn as we go through life, sometimes we have to make mistakes or fail to reach our objectives and improve ourselves such that we develop and reach our true potential.

And, as many authors from Central Asian countries note in this issue, as the world changes it becomes extremely hard to predict how to educate our children of today for the jobs of tomorrow. What institutions can do, however, is inspire students to be curious, explore topics from many different angles, understand both history and culture at home and abroad and be resilient in the face of the challenges that life will throw at us. Perhaps this is the secret to a good “education”.

Enjoy the issue!

Nick Rowan

Editor-in-Chief Open Central Asia Magazine WWW.OCAMAGAZINE.COM

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PYRAG Y LY U G

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POET PYRAGY SETS THE FOUNDATION FOR EDUCATION The strength of any country is determined not by its economic capabilities, but by the rising young generation. In this regard, during the period of the revival of a new era of a stable state, the activities carried out under the leadership of the President of Turkmenistan will form future generations. President of Turkmenistan, Serdar Berdimuhamedov, said in his New Year’s greetings to the Turkmen people: “Youth is our future.” In accordance with the Law, “On State Policy on Youth” adopted this year, the government will attach particular importance in 2023 to promoting a healthy lifestyle among the younger generation, educating them in the spirit of patriotism, hard work, morality and civic responsibility, while supporting youth entrepreneurship.

Education of scientific, hardworking, highly moral, educated children with national principles is one of the main tasks of every parent and of Turkmen society. Educating the younger generation in the spirit of patriotism is also he work of the great poet, Pyragy.

He enriched Turkmen literature with his educational, instructive, moralizing verses and skillfully managed to put them at the service of the people. The works of Magtymguly Pyragy cover various aspects of life.

The solution to almost every problem that a person faces in life can be found in his meaningful lines of poetry. Pyragy, who left an indelible mark on the world of creativity and focuses on various topics in his poems. Pyragy considers one of the best examples of humanity in educating young people to respect elders in every poem created by his artistic skill, in every newly created beauty: “The best manners are the elder.

He will take advice from the good.”[1] In his work, there are many instructive and edifying verses. His poems, such as “11 good ones”, “On the head”, “It will be for you”, “It will be hard”, “If you are lucky, “The head is needed” – provide courage, nobil-

ity, pure morals. Human qualities that have been important in Turkmen history for many years are being encouraged. Pyragy considered honour and respect for elders as educating the youth as one of the best qualities of humanity.

As he said in his book “The Principle of Turkmen Statehood”, which came from the wisdom of the Turkmen hero, Arkadag: “The most valuable heritage is education, and the essence of education is science and education.” [2] One of the main requirements of modernity is considered to be that the younger generation be educated and master chosen professions with high morality. Pyragy, who broadened his horizons by reading a lot of classical literature of the East and travelling to many countries, was one of those people who sought to learn science. Even in the world of creativity, the great priest advises to take up science, become a professional and bring it to the level of mastery. Many years have passed since they were written, but these wonderful poems retain their educational value. As the hero Arkadag pointed out, the poetic the world of the seer Pyragy became an indestructible support of the creative universe of the Turkmen people and philosophy.

On February 12, 2021, the President of Turkmenistan issued a Decree called “On the celebration of the 300th anniversary of the birth of the great thinker and classical poet of the East Magtymguly Pyragy.”

The celebration of the 300th anniversary of the birth of Pyragy is a matter of great honour and respect, regardless of the era. Participants at the meeting of the Permanent Council of the International Organization of Turkish Culture (TURKSOY), held in Bursa of the Republic of Turkey, called 2024 “The year of Magtymguly Pyragy, the great poet and thinker of the Turkish world”.

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The opening of monuments to the poet in the Stavropol Territory and the Astrakhan Region of the Russian Federation, Ankara of the Republic of Turkey, Tashkent and Khiva of the Republic of Uzbekistan indicate that the rich literary heritage of the great Pyragy is of great interest to the peoples of near and far neighbourhoods. In the southern part of Ashgabat, the Turkmen capital, Magtymguly Pyragy, has a 60-metre statue with lines of his poetry inscribed for generation to come to be able to learn from.

Bartold, a scholar of the history of the Eastern peoples, says: “Among the Turkic peoples, only the Turkmens have such national poets as Pyragy.” This is a symbol of love for Turkmen national and literary heritage. In this regard, Arkadag praised the poet as a great master of the word and said: “Makhtumkuli Pyragy is a great sage and poet, whose name reigned in the world of poetry with the power and miracle of his word. Magtymguly notes that the world of poetry is a flowing source of Turkmen literature that saturates hearts that are thirsty for deep meaning and artistic expression. That is, the introduction of

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future generations to fiction, to the eternal heritage of our writers and poets not only affects their education, but also helps them to become familiar with the rich vocabulary of the Turkmen language.”

Hatyja Dovletnazarova, Faculty of International Law of the Institute of International Relations of the Ministry of Foreign Affairs of Turkmenistan.

Literature References: 1. Magtymguly - poems, “Turan” publishing house, Ashgabat. 1991.

2. Gurbanguly Berdimuhamedov. “Principle of statehood of Turkmenistan”, Ashgabat-2020.

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POLICY

PROMOTING RELIGIOUS TOLERANCE AND HARMONY IN UZBEKISTAN

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The government’s commitment to democratic ideals and its choice of a secular path of development have made it possible to create equal conditions for the activity of all religions in Uzbekistan.

Work in the field of religion is carried out by state bodies and civil society institutions and is aimed at guaranteeing citizens the constitutionally guaranteed right to freedom of conscience and at strengthening religious pluralism, tolerance and inter-religious dialogue.

One of the significant results of this work is considered to be the adoption by the UN General Assembly in December 2018 of a special resolution on “Education and Religious Tolerance”, which was a practical implementation of the initiative of the President of the Republic of Uzbekistan, Shavkat Mirziyoyev, presented at the 72nd session of the UN GA. The main objective of the proposed resolution is to “ensure universal access to education and eliminate illiteracy and ignorance”.

Not only was the resolution unanimously supported by all United Nations Member States but co-sponsored by more than 50 countries. This demonstrates the international community’s recognition of the timeliness of the Uzbek Leader’s initiative.

The resolution stresses the importance of promoting peace, human rights, tolerance and friendship, and welcomes all international, regional and national initiatives aimed at promoting interreligious, intercultural and interfaith harmony and combating discrimination.

In recent years, Uzbekistan has undergone significant changes and has implemented large-scale reforms in the religious and educational spheres.

Mechanisms have been established in Uzbekistan to revive national and religious values and to study the rich scientific and spiritual heritage of its great ancestors.To this end, the International Islamic Academy of Uzbekistan has been established, which specialises in training qualified personnel in the interpretation of the Qur’an, Islamic law, religious dogma and hadith.

In addition, the Centre for Islamic Civilisation and the Imam Bukhari, Imam Termizi and Imam Maturidi International Research Centres have been established. The Mir Arab Higher Madrasa in Bukhara and the School of Hadith Studies in Samarkand have become operational.

The “Waqf” charitable public foundation has been set up to finance the reconstruction of mosques and places of pilgrimage. A department for work with women has been established within the Committee for Religious Affairs.

Strong legal guarantees for freedom of conscience and religion have also been established in Uzbekistan. The Constitution includes a provision on freedom of religion for all, although work is continuing to improve and liberalise national legislation. In particular, a new Law on Freedom of Conscience and Religious Organisations has been adopted, which helps to ensure the constitutional rights of citizens to freedom of conscience and religion.

The procedure for registering religious organisations has been simplified. There are 2,350 religious organisations legally operating in the country, representing 16 denominations. In addition to Muslim organisations, there are 179 Christian organisations, 8 Jewish communities, 7 Bahai communities, a Hare Krishna society, a Buddhist temple and an interconfessional Bible society. Twenty-three non-Islamic organisations have recently been registered in Uzbekistan.

Religious organisations, together with other voluntary organisations, are actively involved in spiritual and educational work and make a significant contribution to improving the spirituality of society and instilling in young people strong convictions based on patriotism and inter-religious and inter-ethnic tolerance. Importantly, representatives of 138 national and ethnic groups practising Islam, Christianity, Buddhism, Judaism and other religions work on equal terms.

Believers are free to worship in mosques, churches and synagogues, they can fast, make pilgrimages and celebrate all religious holidays. They have the right to own land and publish literature.

Uzbekistan is currently implementing a number of measures to protect the population from the negative influence of extremist ideology. An important step in this direction has been the use of amnesty laws. In particular, since 2017, 22 decrees of the President of Uzbekistan have been adopted on pardoning persons who have committed crimes.

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Five “Mercy” humanitarian operations were successfully carried out between 2019-2021, during which more than 500 citizens of the Republic, mostly women and children, were returned to their homeland from conflict zones in the Middle East and Afghanistan.

To further facilitate their early reintegration and rehabilitation, the government has implemented a series of measures to provide medical, psychological, material and moral support. Access to education and other social programmes has been provided, including through housing and employment.

The Uzbek authorities are paying particular attention to establishing a constructive dialogue with international organisations and experts in the field of religion.

During the visits to Uzbekistan by the UN High Commissioner for Human Rights Zeid Ra’ad Al Hussein (May 2017) and the OSCE High Commissioner on National Minorities Lamberto Zannier (April 2018), the country’s reforms were highly praised.

In December 2020, the US State Department removed Uzbekistan from the so-called “special watch list” on ensuring religious freedom. This was after Uzbekistan was removed from the list of “countries of particular concern” in 2018 due to the significant improvement of the situation in the sphere of ensuring religious free-

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doms. The republic had been on this “black list” for 12 years, since 2006.

One of the main priorities in reforming society to ensure inter-ethnic harmony and religious tolerance is to ensure and protect the rights and freedoms of citizens and their equality before the law, irrespective of race, sex, ethnicity, language, social origin, beliefs, religion or personal or social status. Uzbekistan consistently and rigorously fulfils its international obligations in the area of religious freedom under international human rights treaties. Uzbekistan has now acceded to more than 70 core international human rights instruments. Accession to these instruments has contributed to the establishment of an effective human rights protection system in Uzbekistan. Importantly, Uzbekistan’s policy on religion, aimed at strengthening inter-faith dialogue and religious tolerance in society, is an important factor for stability and security.

In conclusion, it is important to stress that the far-reaching reforms underway in the country are a vivid confirmation of the President’s consistent pursuit of the principle of “All in the name of man, for the sake of his future”.

by Malikakhon Tursunova, PhD, Research Fellow at the University of World Economy and Diplomacy.

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CONCEPT OF HUMANITY’S SURVIVAL STRATEGY IN THE THIRD MILLENNIUM

Professors O.Sabden and A.Ashirov have as part of their ‘Concept of Humanity’s Survival Strategy in the Third Millennium’ developed a concept for building a new integral innovative society with a spiritual and technological component. In order to implement the proposed theory, a new paradigm of managing the social system based on the “five spirals” is recommended, through collaboration of: the state, science, business, needs of society and information support for the economies of countries.

In this article they examine one aspect of human survival - food production.

The International Food and Agriculture Organization FAO (UN) records the annual “disappearance” of 7 million hectares of arable land. A significant reduction in sown areas will certainly exacerbate the shortage of food products. According to the UN, in order to meet the population’s growing needs in agricultural products, it is necessary to additionally involve from 100 to 200 million hectares of arable land around the world in circulation. At the same time, as

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statistics show, there is a continuous process of reducing the volume of agricultural production in the available areas.

In order to save millions of people from hunger, new scientific approaches and solutions are fundamentally needed, taking into account the latest achievements of fundamental science and the emergence of new energy and environmental problems. In search of truth, and whilst taking the unity, integrity and interconnection of all objects of the Universe into account, we have established a new pattern of enhancing the bio-resonant activity of agricultural crops.

The novelty of this pattern is confirmed by the patent of the Republic of Kazakhstan’s “Method of processing seed and planting material” (No. 34958, dated March 19th, 2021), and the diploma of scientific discovery, “Regularity of Bio-resonant Activation of Seeds of Agricultural Crops” (No. 272/14.12.2004/, Ashirov A.M. and others) issued by the International Association of Authors of Scientific Discoveries and Inventions (Moscow).

A. B. Fig.1 - Development of root hairs A – under the action of LF EMF (magnification ×10); B – in the absence of LF EMF control

The essence of the pattern is as follows: A previously unknown pattern of enhancing the bioresonance activation of seeds of agricultural crops was experimentally established, which consists in the fact that during electromagnetic treatment of seeds conducted with a frequency that is a multiple of their biorhythms, during periods of minimum values of gravitational forces and maximum intensity of cosmic radiation, the degree of bio-resonance activation of plant seeds increases, leading to the increased speed of germination, productivity, improved quality and other productivity indicators.

Testing the results of these scientific studies in the agricultural fields of Kazakhstan, Russia, Turkey, Germany, Canada, with different climatic conditions and in risky farming areas, showed that the growth of quality indicators, for example, for wheat (gluten 2-8 units, vitreousness 10- 20 units, Nature 50-80 units on average); obtaining high yields from 20 to 50%, compared with the control ones, without significant material and energy costs. The technology is highly industrialised - large batches of seeds are processed in the shortest possible time, designed for huge sown areas around the world.

Fig. 2 - On the left is the cob, the seeds of which are processed LF EMF; On the right – absence of control

sonal-temporal schedules of pre-sowing seed treatment are methods of field experience and phenological observations, etc.

For the first time in the world, a revolutionary scientific discovery has been made to increase the yield of any crop by 25-50% without the use of chemicals. The environmentally friendly technology called “Bio-resonance activation of seed and planting material of various agricultural crops” has the status of a world scientific discovery. For the first time in the world, the technology of geophysical space parameters was used in agriculture. The novelty of the technology is the synchronisation of geomagnetic field oscillations at a specific point on the earth, at a specific local time, with radiation brought in from near and far space.

Over the 30-year history of the introduction of this technology in 10 countries of the world (5 CIS countries, as well as Turkey, Germany, Canada, Poland and Lithuania), the authors have confirmed the high accuracy on 17 crops, the adaptability, uniqueness and versatility of the technology in more than a hundred farms and scientific institutions in many countries. As an example, we give the development of corn bioIn terms of the significance of these scientific results, mass, the development of root hairs (Fig. 1), the final our technology has a huge economic effect, for ex- product (cobs) (Fig. 2) in the control and experimenample, only in the Akmola region of the Republic of tal plots.

Kazakhstan, on 40 thousand hectares of wheat, the economic effect (increase) amounted to 1.2 million In the case of large-scale application of technology, it US dollars.A typical method for determining the sea- is able to solve the world problem of food security.

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A monograph with the participation of one of the authors, O. Sabden, was presented in 2016, in London, at the University of Cambridge and was approved. According to Forbes magazine (February 2017), A. Ashirov’s project was included in the category of a “fantastic dozen” of innovative projects.

Also, the project was included in the UN Roadmap (2022-2030) in order to ensure global food security of the world. The scientific developments of the authors contained in these books are a contribution to the development of a new era of civilization and food supply for millions of people in the world.

Brief information about the authors: Orazaly Sabden was born on May 20th, 1947, in Kazakhstan. He is a Doctor of Economic Sciences, a Professor, an Academician of the NIA RK, MIA, RANS, MAGI, and the Laureate of the State Prize of the Republic of Kazakhstan in the field of science and technology. He is a four time Member of the Parliament of the country, the President of the Union of Scientists of Kazakhstan, the Chief Researcher of the Institute of Economics of the Ministry of Science and Higher Education of the Republic of Kazakhstan. For Orazaly Sabden’s principled democratic positions, various mechanisms were systematically

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used by the power structure to infringe on his rights and freedom of speech.

He is the author of more than 800 scientific publications, including 97 monographs and textbooks. He is a Champion of Kazakhstan in freestyle wrestling and the master of sports of the USSR. Abdumalik Ashirov was born on March 1st, 1944, in Tashkent. He is a Doctor of Technical Sciences, a Professor, the Head of the Research Laboratory of the South Kazakhstan State Pedagogical Institute. The author of the scientific discovery number 272, dated December 24th, 2004, and more than 50 patents and copyright certificates for inventions, as well as more than 260 scientific articles, 15 monographs and textbooks.

Publications: O.Sabden., A.Ashirov. “Concept for Strategy of Mankind’s Survival in the 21st and Future Centuries and Food Security”, Cambridge International Press, 168 p. 2016.

O.Sabden. “ABAI, Future of Kazakhstan and World Civilization”, Hertfordshire Press, London, 324 p. 2018.

O.Sabden. “World, Turkic Civilization, Kazakhstan and Concept of the Future”, Service Press, Almaty, 596 р.

2021.

As the third millennium dawns, this world storms and changes unpredictably. Hence, it has become difficult to calculate what to expect on the morrow. Indeed, questions of recovery from innumerable crises (along with any possible rescue plan for humankind from adverse global conditions), are now paramount. After all, dangers such as rapid climate change, water scarcity, not to mention preventable food shortages, obviously shake social stability and economic sustainability on a planetary scale.

At the same time, of course, as potential resource-based political conflicts appear on the horizon, various natural cataclysms, pure accidents, and negative environmental processes are increasing. All presenting humanity with unprecedented socio-environmental issues. Each one of which has (arguably), been generated through a deliberate refusal to apply “objective” economic principles, an active interest in wildlife conservation, or for that matter any employment of tried and tested managerial laws governing cyclical unfolding.

Poetical compositions and “Words of Edification” of the great Abai Kunanbaev for more than two centuries have been the guides of intellectual enrichment for Kazakh people and the whole of humanity. By this reference in the conditions of globalization and new challenges in the XXI century the author offers to readers his own 15 considerations, appealing congeners to look at the world from a new angle, to give a push for innovation, to make a socially economic analysis of the civilization development perspective. The book offers three mega-projects: «Panorama of history of the Turk peoples», «The concept of human survival strategy in the XXI century», «The national idea of spiritual rebirth of Turkestan».

AVAILABLE ON AMAZON ISBN: 978-1910886786 RRP: £17.50

AVAILABLE ON AMAZON ISBN: 978-1910886267 RRP: £9.99

The book is intended for a wide audience of readers, espe-cially youth and for those who are not indifferent to the future of human civilization. The author hopes that his book will make a fair share of contribution in Kazakhstan’s entering the list of developed democratic states of the world in perspective

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TAJIKISTAN – AN ANCIENT HISTORY AND BRIGHT FUTURE

Tajikistan has a long and rich history that dates back as early as the sixth century B.C. As a nation descended from Bactria and Sogdiana, its ancient culture and traditions set the groundwork for both ancient and modern civilization.

Tajikistan marked the 32nd anniversary of its independence this year. Notwithstanding Tajikistan’s young age, its colourful history, language, culture, literature and customs have contributed significantly to the development of ancient civilization in Central Asia and beyond.

During the sixth to fourth centuries B.C., the territory of modern Tajikistan was inhabited by Eastern Iranian peoples, and Bactria and Sogdiana were the most ancient states within the Achaemenid Empire. At the end of the ninth century, the first Tajik state, known as

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the Samanid state, was formed independently from the Baghdad Caliphate. These were the brightest times and the period of highest prosperity for the Tajik people.

Today,Tajikistan is a sovereign, democratic, legal, secular, unitary state with a presidential form of governance.

Since gaining its independence, Tajikistan has pursued policies aimed at preserving and enhancing state sovereignty, maintaining national security, and fostering friendships, collaboration, and trust with other nations of the globe based on shared interests.

The “Open Doors” policy and the multi-vector strategy are the cornerstones of Tajikistan’s foreign policy.

The country’s President, H.E. Mr. Emomali Rahmon, stated in a recent speech to parliament that “the main

principle of the Open-Doors policy, which we adhere to and implement in our foreign policy, is aimed at establishing and developing relations of friendship, good neighbourliness, partnership, and fruitful cooperation with foreign countries, international and regional organisations, and international financial structures.”

Tajikistan is recognized by 192 countries of the world, and diplomatic relations have been established with more than 180 countries. Furthermore, the country is a full member of major international and regional organizations and is a party to more than 170 international and regional treaties.

With a population of over 10 million, the country shows tremendous potential in a variety of sectors, from energy and industry to tourism and transportation as well as many other areas of the economy.

Boasting a 7.5% GDP growth rate for 2022, a stable political atmosphere, advantageous geo-strategic location, business-friendly environment, a population largely comprised of individuals under 35, and plentiful natural resources, Tajikistan is set to experience ongoing economic success in partnership with its European counterparts.

Bearing in mind its unique historical background, its mountainous surroundings, glaciers and thousands of rivers, the government is devoted to long-term sustainable tourism development. The nation takes great pleasure in being a premier destination for world-class adventure and eco-tourism. Opportunities for hiking and mountaineering are plentiful and exciting. The importance of community-based tourism initiatives cannot be overstated, since they make it possible to grow tourism in rural regions in a way that incorporates and benefits locals.

The government is improving Tajikistan’s tourism appeal by giving infrastructure projects a higher priority, assuring services for human capital and making investments in the private sector.

There are over a thousand hotels in Tajikistan that cater to both domestic and international tourists as well as inhabitants of the country. Additionally, the country’s cultural and recreational parks and its vibrant fountains have developed into gathering spots for locals and tourists. Today, visitors to Tajikistan delight in the

country’s sights, including its quaint and orderly streets, floral gardens built in a modern and traditional style, and, of course, the excellent Tajik hospitality.

The culture of the Tajik people goes back to antiquity.

Most traditions and rituals that are being practised now and are still incorporated into Tajik culture have been preserved. Thanks to its lengthy history, Tajikistan has a lot to offer. Ancient Panjikent is arguably the most fascinating from a sightseeing perspective. Constructions for homes and cults, astounding murals, and exquisite sculptures from the seventh and eighth centuries A.D. have all been uncovered by archaeologists.

Tajikistan’s stunning scenery and lofty mountains are a captivating mosaic of the beauties of nature. The Fann Mountains, with their pristine lakes and lush valleys, offer a surreal escape into untouched wilderness.

The Badakhshan Mountains, known as the “Roof of the World,” dominate the horizon with their imposing peaks and ancient glaciers.

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Glaciers are the main source of drinking water in Central Asia, 60% of which form in Tajikistan’s mountains.

Since more than 13,000 of Tajikistan’s glaciers have completely melted as a result of global warming up to this point, Tajikistan is committed to taking the necessary actions to draw attention from the international community to the preservation of glaciers.

In this regard, the global community has recognized the President of Tajikistan H.E. Mr Emomali Rahmon as the initiator of five great undertakings: «International Year of Fresh Water» (2003), International Decade for Action «Water for Life» (2005-2015), «The International Year of Water Cooperation» (2013) International Decade for Action «Water for Sustainable Development» (2018-2028), International Year of Glaciers’ Preservation (2025) and the proclamation of 21 March as World Day for Glaciers’.

Since Tajikistan has a youthful population (more than 70% of the population is under 35), the government has made delivering quality education a top priority.

Tajikistan is using education as a driver for its growth.

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The nation has achieved outstanding success in recent years in raising the standard of education, utilising it to propel socioeconomic development, and increasing access to school with a primary focus on females, particularly those from rural regions.

Within 32 years of Independence, Tajikistan has built and commissioned 3,430 new educational institutions accommodating nearly 1.5 million students. This is compared to just 3,229 during the 70 years prior to independence.

Through the implementation of effective social and economic reforms, taking a multi-faceted approach, and engaging in global activities to bolster international security and stability, Tajikistan and its people will be able to make their nation more prosperous and advanced in the foreseeable future.

by Gareth Stamp, Chairman of Eurasian Creative Guild (London)

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INTERVIEW WITH SALIMA KUNANBAYEVA

PRIMUS INTER PARES. KAZAKH ABLAI KHAN UNIVERSITY OF INTERNATIONAL RELATIONS AND WORLD LANGUAGES IS THE FLAGSHIP OF FOREIGN LANGUAGE EDUCATION For 80 years, the Ablai Khan Kazakh University of International Relations and World Languages (KazUIRaWL), which has vast experience and a rich history, remains a leader in higher education, offering innovative solutions in the training of specialists. Dr Salima Kunanbayeva, the Rector, an Academician of the National Academy of Sciences of the Republic of Kazakhstan, and a member of the Academic Council of the University of Oxford, tells OCA Magazine about the university today.

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OCA Magazine: Your name is associated with the transformation of the Almaty Pedagogical Institute of Foreign Languages into the Ablai Khan Kazakh University of International Relations and World Languages with its entry into the international educational space. How do you look back on this achievement?

Salima Kunanbayeva: Today, the university is a large scientific and educational complex specializing in training people in humanities, foreign languages and international profiles. This is the only university in the country that provides vocational training in 17 world languages.

The range of specialties, primarily international ones, has been expanded, university faculties have been opened, and a cluster system has been thought out for the pedagogical direction of foreign languages, which includes a linguistic lyceum college, a college of international tourism, a college of international service and management, and a pedagogical college of foreign languages. Currently, the university has 7 basic faculties: the Faculty of Translation and Philology, the Faculty of Education, the Faculty of Management and International-Native Communications, the Faculty of International Relations, the Faculty of Oriental Studies, the Faculty of Additional Education and the Faculty of Economics and Law. Training at the university is conducted in 11 world languages; there are masters and doctoral studies.

OCA: The offered professions that can be obtained are undoubtedly still in fashion to this day – in fact “foreign language” professions are highly regarded, even more so today. How have your graduates fared since graduation?

SK: The main criterion for the activity of any educational institution is the demand for its graduates. Graduates of our university are competitive and in demand due to the high assessment by employers of the quality of their education. A qualified teaching staff, modern content of educational programs, the availability of a material and technical base and a well-thought-out organization of the educational process provide this quality. The demand for our graduates in the labour market is evidenced by the fact that more than 85% are employed within a year of graduation. We have many successful graduates, we are very proud of all of them. I will not list any by name, I will only note that they work in the presidential administration, the deputy corps of the Parliament, in international organizations, and in the embassies and diplomatic corps of various countries.

Of course, among our former students there are many authoritative, talented teachers of foreign languages in the field of education.

OCA: If a young student enters your university. What opportunities do they open for themselves, in addition to the knowledge gained in the classroom and at lectures?

SK: The opportunity to try out research work in the form of various scientific societies and conferences, as well as the opportunity to participate in international native student exchanges and foreign internships. They are also provided with diverse cultural, sports, and leisure activities as part of their student life. The university gives students the exciting opportunity to live in university dormitories. Consultations on employment and holding career fairs, visa support for students leaving to study abroad, cultural programs for students and teachers from foreign partner universities are provided. Textbooks available to students and textbooks prepared by university teachers, monographs and collections of articles are also available.

The university is well equipped, with modern multimedia technology in use throughout. All lecture rooms are equipped with video demonstration equipment that visualizes any lesson. There are specialized language and multimedia classrooms with software, including software specifically for writers, which makes it possible to use the most modern information technologies. At the same time, we all understand that the level of a student depends not only on the services of the university, but also on their own contribution, on their motivation, diligence, and previous training.

OCA: Could you elaborate on what innovations you see developing within the university?

SK: Innovations affect every area of the university, because they are aimed at developing and implementing mechanisms that increase the real competitiveness of the university by improving the quality of all types of its activities. The main task of an innovative university is the high-quality training of innovation-oriented specialists. The training of specialists for the innovative economy requires the formation of an innovative environment of the university, including the appropriate qualifications and culture of its teachers. The University has developed and tested 4 innovative educational

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programs in teacher education, theory and practice of simultaneous translation and foreign philology. The basis of innovative educational programs is built on the principles of dual education as the interaction of two organizationally and legally independent spheres within the framework of officially recognized vocational training - production and higher education.

time, universities provide these companies with access to their information resources, means of communication, and allow the involvement of faculty and students.

These services cannot be classified as educational, but they provide universities with additional income, which is used to develop and improve the quality of educational services.

OCA: What kind of external connections are held with the business community?

OCA:What do you see as the main aim and outcome of any university? Perhaps its graduates?

Competitiveness? Prestige? Demand?

SK: There is constant systematic work is going on here. For example, holding presentations of various companies at the university, carrying out research projects commissioned by companies, organizing business seminars, professional retraining and advanced training courses. We study the best domestic and foreign experiences.

SK: The product of the university is its educational programs. An educational program is a complex of educational and related products and services aimed at changing the educational level and professional training of the consumer and provide them with the appropriate resources of an educational organization. Choosing a particular university, the student, in fact, chooses For example, business or science parks are common their educational program. The increase in education in European countries. These are organized with the or qualification that a student hopes to gain because of participation of local authorities based on universi- mastering it is a measure of the quality of an educationties premises equipped with the necessary equipment, al program, so the programs of certain universities are which are rented to start-up companies. At the same more popular with consumers than other programs,

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even if the result is a standard certificate or diploma.

The educational program is the product with which the university enters the market. After all, the university offers its educational programs both to their direct consumers - students and listeners, and indirectly, through its graduates, to the labour market. Thus, the consumers of educational services of the university include, on the one hand, students, and on the other hand, companies and organizations whose staffing situation the university seeks to satisfy.

OCA: Summing up our conversation, what therefore is the main mission of Ablai Khan Kazakh University of International Relations and World Languages?

SK: The university carries out its activities in the interests of increasing the educational and intellectual potential of the population of the Republic of Kazakhstan.

The university is the country’s leader for innovative development of the foreign language education system.

It has an effective system of strategic management and trains highly educated, competitive, intelligent professionals in accordance with international educational standards.

We co-operate with a number of foreign universities within the framework of bilateral agreements. More than 300 people from among doctoral students, undergraduates and postgraduates are sent to foreign universities annually. The exchange of students is carried out especially intensively with the universities of South Korea, Germany, Russia, the Czech Republic, China and Malaysia. Student mobility to other universities might be manifested from 1 semester to 1 academic year, as well as summer schools, including education during the summer holidays. Foreign students also have the opportunity to study at the university on an ongoing basis, within the framework of summer schools, to study Kazakh and Russian languages at the preparatory department of the university.As part of the program to attract foreign scientists, the university invites professors from other countries to give lectures and conduct scientific consultations on doctoral and master’s theses.

The mission of the university is a contribution to the common task of forming a highly intellectual nation and providing the country with well-trained personnel. We are working hard through setting serious and ambitious goals.

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EDUCATION IN THE KYRGYZ REPUBLIC

Education is one of Kyrgyzstan’s priority areas that will be a key factor in determining the development of the country. According to the UN Sustainable Development Goal until 2030, the provision of quality education is one of the most important components of development. Education in the Kyrgyz Republic is aimed at developing the abilities of its human resources, as well as performing two large-scale tasks. First, the preservation and further development of national identity, national values, cultural identity and diversity in the context of globalization. Secondly, integration into the world’s educational system, whilst retaining national identity.

In the context of globalization, the country’s education is already focused on training specialists who will be in demand not only in the domestic economy, but also in the global labour market.

In this regard, the requirements for the quality of education are increasing in order to increase the competitiveness of the education system in the global educational space.

In recent years, the labour market has reacted quickly to the changes taking place in the world and places high demands on individual professions. These include professions in the following areas: robotics, biotechnology, IT technologies and nanotechnology. It is clear that it is urgently and decisively necessary to introduce cardinal changes into the education system. The whole world is looking towards “4.0 Industry” technology, where the boundaries of technological, digital and biological spheres will be levelled. “4.0 Industry” is the outcome of the third industrial revolution and the emergence of new innovations. For society to keep pace it must direct all efforts to develop its education system in a new direction.

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In this regard, the Kyrgyz education system is increasingly faced with the need to improve computer literacy among teachers and students, improve educational infrastructure (taking into account digital technologies), strengthen distance and other forms of education through a changing technological environment.

fifth able-bodied resident of the country has a higher or incomplete higher education, every eighth person has a specialized secondary education. According to the UN, in 2025 Kyrgyzstan will reach its maximum population growth at 5.92%. Accordingly, from 2028 the maximum burden will fall on kindergartens, and from 2032 the maximum burden will shift to schools of the Kyrgyz With this in mind, most recently, on August 16, 2023, Republic. a new law “On Education” was adopted in Kyrgyzstan, which aims to reform the institute of education to im- Accordingly, the demographic situation will exert inprove the quality of educational services provided to creasing pressure on the development of infrastructhe population. According to the law, among the prin- ture, which will require a proactive policy of building ciples of educational policy are the independence of social facilities to maintain the coverage of children and education from political and religious institutions and the population as a whole to improve the quality of edthe secular nature of education in state and municipal ucation. An increase in the number of students inevitaeducational organizations. bly entails an increase in the burden on teachers, which creates the need for a proactive policy of attracting and The new law makes primary and secondary general ed- training teaching staff not only in quantitative, but also ucation mandatory levels of education for citizens of in qualitative areas. the Kyrgyz Republic until the 11th grade. If a student wants to leave after the 9th grade, they must enroll in Currently, there are 2,353 schools in Kyrgyzstan, 191 a college or technical school. In order to prepare com- of them private, the number of students from grades 1 petitive youth, to master specialized skills when gradu- to 11 is 1.4 million children. The number of teachers is ating from a general education organization, specialized just under 83,000. training is included in school education.

As part of the large-scale state support provided in Kyrgyzstan is a state with a young and educated popula- recent years, intensive construction of new preschool tion, where 30% are children under 15 years old. Every institutions, secondary schools and higher educational

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institutions has been carried out in all regions of the country, growth points are being formed, infrastructure, including technological infrastructure, is being developed, the most modern information and communication technologies, schools and universities are equipped with modern computer technology and multimedia teaching tools. In the context of the formation of an industrially developed economy in the country, special attention will be paid to the support of scientific and technical initiatives.

Much attention is also paid to the quality and qualifications of the teaching staff of schools throughout the country. The prestige and role of the teacher increases.

For the first time since independence, the salaries of the country’s teachers have been increased by more than double and the government doesn’t stop there.

There are clear plans to further increase both the importance and prestige of the teaching profession in both public life and material encouragement.

An example of a new type of education is the presidential Lyceum “Akylman” in Cholpon-Ata, where the best students from all regions of the country study according to the most advanced educational methods. There will be more such educational institutions in Kyrgyzstan.

Favorable conditions are being created to support and stimulate talented young people in the field of science and technology. A centre for young scientists has been created. International scientific cooperation continues to be important. The education of the younger generation in the spirit of mutual respect and respect for other cultures is carried out through the teaching of national culture and intercultural international dialogue.

As for the higher education system, it is a network of 63 higher professional institutions, of which the share of private educational institutions is growing.

As part of the optimization of the activities of state universities and specialties in Kyrgyzstan, the process of consolidation of higher educational institutions has begun on the basis of the unification of several higher educational institutions. For example, the leading British universities - Cambridge and Oxford - are quite large, concentrating huge financial, material and intellectual resources.A large university always means more opportunities to create laboratories, to attract scientists, to recruit scientific personnel, to increase the publication activity of teachers, to participate in major projects, to improve the financial situation of the university. As a result the number of state universities has decreased from 33 to 28 universities to improve the economies of scale.

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Last year, 5 state universities of the country (KNU named after Zh. Balasagyn, KSTU named after I. Razzakov, KNAU named after K.I.Scriabin, KSMU named after I.Akhunbayev and OSH State University) received special status, including providing them with broad organizational, financial and academic autonomy. The ambition is the entry of universities into the top 500 international rankings within 5 years, the passage of international program and/or institutional accreditation, and the establishment of universities as research centers to stimulate economic development in relevant industries with the integration of education, science and production.

For its part, the State promotes the expansion of opportunities and access to education within the framework of more than 28 intergovernmental commissions, about 10 intergovernmental agreements annually provide Kyrgyz citizens with free education abroad. To date, solid ties have been established in the educational sphere with more than 70 countries of the world, including the UK. Kyrgyzstan is also becoming a regional educational hub. With a total number of students of more than 230,000 people, more than 80,000 of them are international students from more than 70 countries.

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In order to integrate Kyrgyzstan more widely into the global educational space, the priorities are to further improve the quality of education, create and provide adequate infrastructure and educational services, improve the environment for foreign students, expand and develop interuniversity contacts with leading foreign universities.

His Excellency Mr. Ulan Djusupov Ambassador Extraordinary and Plenipotentiary of the Kyrgyz Republic to the United Kingdom of Great Britain and Northern Ireland

READ ARCHIVE

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PARTNERSHIP FOR A NEW UZBEKISTAN

The British Council has been supporting systemic education reform and cultural relations between Uzbekistan and the United Kingdom for the last quarter of a century since the signing of a formal bilateral agreement with the Government of Uzbekistan in October 1996.

Uzbekistan Partnership Compact for Education Reform, which was signed by all development partners in April 2023.

A key focus of the reforms over the past few years has been on the quality of education and its relevance to the needs of the growing market, more holistic approaches to reform, widening access to education opportunities, teacher education as well as English language teaching and learning.

As part of the British Council’s Going Global Partnerships programme in Uzbekistan to contribute to largescale higher education reform, in partnership with the Ministry of Higher Education, Science and Innovations of the Republic of Uzbekistan we launched a University Governance policy discussions series. The series aims to explore different dimensions of higher education governance, drawing from Uzbekistan’s and the UK’s experience to benefit national higher education governance system and structures.

2023 was announced by the President of Uzbekistan as the Year of Human Care and Quality Education and a number of new strategic directions for education sector development are being developed, including the

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These priorities are shaping the British Council’s programme in Uzbekistan.

This series, that has brought together around 500 academic leaders from all over Uzbekistan, focuses on higher education development priorities for Uzbekistan and covers the fundamental principles of Higher Education governance with a focus on a typical university governing body structure, its membership and national regulation. It also focuses on key relations between executive and Governing Boards and shares rectors’ and CEO’s perspectives on how the Governing Boards contribute to quality assurance and vision for university development and discusses the role of academic governance via academic boards. The series included the national Round Table on Nurturing Governance Culture in Universities on February 24, 2023 and focused on building and growing a governance culture and discussed how all stakeholders build and sustain effective governance within and across universities.

On May 7-10 2023 a delegation from Uzbekistan, including the Minister of Pre-school and School Education (Hilola Umarova), First Deputy Minister of Higher Education, Science and Innovations (Komiljon Karimov), Deputy Minister of Digital Technologies (Rustam Karimjonov) and the Director of the British Council Uzbekistan (Denise Waddingham) attended the Education World Forum in London – the world’s largest gathering of education and skills Ministers and education leaders. The visit programme included meetings with the UK’s education ministers, leadership of the British Council and the World Bank, heads of leading education institutions such as QAA, Advance HE, Ofsted, Cambridge Partnership for Education, Norwich Institute for Language Education and more than 20 UK higher education institutions as well as the opportunity to meet education ministers of other countries.

2023 has been the final year for the British Council’s Creative Spark five-year regional initiative to support international university and institutional partnerships to develop enterprise skills and creative economy through partnership with the UK. The programme in Uzbekistan was developed in response to large scale national reforms in economy and education and to support the national creative sector and a demand for entrepreneurship training leading to wealth and job creation.

At a national level the programme worked in close partnership with the Ministry of Higher Education, Science and Innovations of the Republic of Uzbekistan,

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FOCUS El-Yurt Umidi Foundation, Art and Culture Development Foundation under the Cabinet of Ministers of the Republic of Uzbekistan and major higher education institutions in Uzbekistan to develop innovative approaches to creative entrepreneurial education and make it relevant to the needs of the growing market.

Over 5 years partnerships have been made with Goldsmiths University London, London Metropolitan Univerity and Queen Margaret Univeristy.

As a result of the programme, a Quality Practice Framework was developed, bringing together the work and best practice shared by Creative Spark partnerships, aiming to introduce creative enterprise education to universities in Uzbekistan. The Big Idea Challenge and Entrepreneurial University Awards schemes offered higher education students and academics, as well as young entrepreneurs, opportunities to develop and present their project ideas and get recognition for excellent business start-up or education reform work in their institutions.

Under the British Council’s Going Global Partnerships programme in Uzbekistan a college partnership was developed in 2022-2023 between Lincoln College, UK and two Uzbekistan technical colleges – Fergana City Vocational School and Tashkent Technicum of Economics and Industry. The partnership focused on quality assurance in vocation education and explored self-assessment reviews and planning documents used by the colleges in the UK. As part of the project in February 2023 Uzbekistan colleges and representatives of the Ministry visited Lincoln College to explore quality assurance processes and to share good practice. On May 14-20, 2023, Lincoln College visited Uzbekistan to engage with senior college managers as well as academic staff and practitioners around quality assurance and new teaching approaches to develop an action plan for further cooperation. On May 18, 2023, Lincoln College and Tashkent Technicum of Economics and Industry signed an MoU around further partnership and met with the Ministry of Higher Education, Science and Innovations to explore wider partnership opportunities with the vocational education sector in Uzbekistan.

In 2022 to support higher education reform in Uzbekistan and to contribute to the development of inclusive higher education, the British Council, Westminster International University in Tashkent and the University of Westminster in partnership with the Ministry of

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Higher Education, Science and Innovations of the Republic of Uzbekistan with support from the Legislative Chamber of Oliy Majlis of the Republic of Uzbekistan launched an Inclusive University initiative. A 2022 conference looked at the issues related to women’s empowerment and girls’ education, access to education for people with disabilities and those from low-income families.The Conference themes included:The Inclusive Curriculum, Inclusive Higher Education Leadership Development, Inclusive Student Support and Skills Development as well as Inclusive Institutional Culture.

As a result of the Conference, a national Inclusive University working group under the Ministry of Higher Education, Science and Innovations of the Republic of Uzbekistan was established to share good practice and coordinate the efforts around more inclusive higher education provision specifically focusing on: Embedding inclusion in university strategies Shaping a more inclusive curriculum Providing more relevant student support.

The group will take a systemic and consultative approach and among immediate steps, in 2023, has started a mapping of major inclusive education stakeholders and will aim to develop a Good Practice Guide based on the best national and international experience.

Making universities more inclusive will help attract talent, create an inclusive culture for all, diversify thinking and approaches, promote innovation and growth, diversify communities and create opportunities.

English Reform is central to work of the British Council in Uzbekistan. We continue to support reform of national pre-service teacher training (PRESETT) for future English teachers. To date 17 Universities in Uzbekistan teach to the modern curriculum developed in partnership between the Ministry of Higher education, Science and Innovations of the Republic of Uzbekistan and the British Council.

The British Council plays a convening role as co-chair with the Ministry of the English Reform Steering Group which aims to ensure a holistic approach to teacher education and the main drivers of reform, and to connect the Ministry to influential ELT networks, institutions and professionals.

Creative Economy Beyond education, the British Council’s arts and culture work includes supporting government of Uzbekistan efforts to introduce measures to support the growth and sustainability of cultural producers and creative businesses. More recently this has included specific measures to support the tourist industry and the traditional arts and crafts that help to underpin it, and to develop the night-time economy. As a contribution to this long-term process, the British Council commissioned a mapping of creative industries in Uzbekistan.

The report offered a number of recommendations, highlighting in particular the need for more comprehensive mapping and data for creative industries, the need for a broader skills strategy (focusing especially on business, marketing and producing skills), and the need for more systematic co-operation between government and the creative industries. This study will inform the programme and themes of the upcoming World Creative Economy Conference, which will be held in Tashkent in 2024.

We support arts and creative industries in Uzbekistan with our own Creative Producers programme.

It started in 2019 after a need was identified by the cultural sector in the country to have skilled arts practitioners who could go beyond their usual managerial duties. Throughout the past four years, UK trainers have worked with more than 30 emerging creative producers to develop a group of professionals who feel empowered to encourage artistic experimentation and work across artforms.

These are very exciting times in Uzbekistan, and we are delighted to work with our excellent partners and networks in the UK and Uzbekistan to create new opportunities for young people to realize their potential, to succeed and to shape the future.

by Denise Waddingham, Director, British Council Uzbekistan

by Jamilya Gulyamova, Deputy Director, British Council Uzbekistan.

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BELARUS’ EDUCATION POLICY FORGES A NEW PATH 36 OCA MAGAZINE

In the Republic of Belarus, education is the basis of statehood; it ensures the reproduction of personnel and forms high quality of human capital.

Belarus has managed to develop the best traditions of the Soviet education system, while also balancing healthy conservatism and innovation. The country adopted the Education Code and developed the Conceptual Approaches to the Development of the Education System in the Republic of Belarus for the period up to 2030. The policy implemented in Belarus meets current demand in society for practice-oriented education as a condition for the subsequent competitiveness of the graduate.

In the media education is being positioned as an institution that plays an important role in the development of society through the prism of the transfer of knowledge, skills and values from one generation to the next. A large number of students are an evidence of the demand for education: 238 500 students and undergraduates received higher education in 2022/2023 academic year, 108 900 students received specialized secondary education, and 60 500 students received vocational education.

Progressive evolutionary development, constant mastering of modern approaches in combination with attractive tuition fees contribute to the popularisation of Belarusian education among foreign citizens. A significant rise in the number of foreign students has been seen from 26 000 in 2020 to 33 000 in 2022. This testifies to the recognition of Belarusian education in the world. At present, national universities are implementing more than 200 joint educational programmes with foreign higher education institutions. Interaction with China is actively developing – currently, there are about 550 cooperation agreements between Belarusian and Chinese universities.

As of 1 January 2022, the following Belarusian institutions were among the 5 thousand best universities in the Webometrics Ranking of World Universities (webometric ranking of universities by the Cybermetrics research group, which is part of the Spanish National Research Council): Belarusian State University (806 position), Belarusian National Technical University (3377th position), Francisk Skorina Gomel State University (3746th position), Belarusian State University of Informatics and Radioelectronics (3751 th position),

Yanka Kupala State University of Grodno (3905th position), Belarusian State Medical University (4107th position), Grodno State Medical University (4775th position), Polotsk State University (4791th position), A.S. Pushkin Brest State University (4926 position), Belarusian State Technological University (4954 th position).

The 2022 QS World University Rankings (rankings of universities compiled by the British company Quacquarelli Symonds) include the Belarusian State University (295th position) and others in respectable places.

The Republic of Belarus continues to implement the course of adaptation of future generations to the latest trends in the educational and economic space, while preserving its national features and accumulated experience.

by Dmitry Shchepachev, Chargé d’Affaires a.i., Embassy of Belarus in the UK The article is based on materials provided by Belarusian Institute for Strategic Research

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THE FUTURE OF HIGHER EDUCATION IN CENTRAL ASIA After World War II, a massive expansion of higher education took place. What had traditionally been a privilege for a small percentage of the population gradually became an expectation for the majority, and by now almost two thirds of working-age Americans have some education beyond a high school degree. The skills of university graduates allowed them to join an expanding knowledge-based economy, and a BA degree became a ticket to the growing middle class. Without anyone fully noticing, however, the higher education system changed character. Most students enrolled not because they wanted to think deep thoughts about fundamental issues, but because they needed marketable skills and a credential. Universities catered to these desires because the resources brought by a lot of students allowed them to expand their faculty and research base.

Effectively they made a Faustian bargain – we give you skills that pave the way for employment and call it education; you put up with a small amount of fundamental knowledge in exchange for a credential that provides you with an economic leg up. It worked if most graduates could monetize their degrees. But as this has become more difficult, Americans are asking whether the cost of higher education is worth it, and enrollments are beginning to fall.

America’s lead was followed in many countries, taking various approaches.While the USSR also expanded the availability of higher education, it carefully controlled access, attempting to ensure that graduates could be

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absorbed by the economy. Although in the centrally planned but stagnating late Soviet economy a university degree did not necessarily provide great material advantages, it did confer social status and was highly prized. Recognizing the pent-up demand for higher education after the collapse of the USSR, most former Soviet republics allowed the system to expand enormously, with limited oversight. This led to significant increases in enrollments but did not produce commensurate economic benefits, neither for societies nor for individual graduates.

Beyond economics, three other global factors play into skepticism regarding the value of a BA degree: 1) the rise of sectors of the economy that do not demand a BA for entry -- IT most visibly; 2) the accessibility of on-line courses that teach specific skills; 3) the global pace of change that causes students to doubt whether they should sit in one place for a long time.

In my view, the result of these trends will be a sharp split in post-high-school education trajectories, not just in Central Asia, but throughout the world. A small minority of the most ambitious students will wish and need to receive an updated version of the deep and

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fundamental education that universities traditionally provided. This education will not focus on skills and knowledge (although it will inevitably provide both) but rather on a deep understanding of the world and its complexity, on the ability to ask tough questions, to find unexpected answers. Students will “waste” a lot of time exploring various possibilities, and their education will only begin with a BA degree. The payoff will not be immediate, but if such programs are well implemented, they can potentially create a group of enlightened leaders who can solve the “wicked” questions plaguing humanity. Innovative projects to provide this type of education are currently ongoing, and I personally have been asked by Arsen Tomsky, founder of the company inDrive, to create one – inVision U will be up and running by 2025, beginning in Kazakhstan and then in multiple countries.

Most students, however, cannot benefit from this kind of education, nor can societies afford to provide it. Instead, students want useful knowledge and skills, and they need to be able to put them to work quickly and efficiently. For this purpose, the higher education system needs to stop producing ever larger numbers of BA graduates, but rather to build well-thought-out

gram or two of a US style four-year program should they choose to continue studying. Our programs are popular with students and parents because they do not waste time and they produce tangible results. While programs like this are not suitable for every field, most academic fields could be broken up into 2 + 2 blocks.

two-year programs that provide students with a skill set that allows them to join the workforce, create their own small and medium-sized enterprises, and grow and develop going forward.

My own experience creating and developing Compass College of Art and Design Professions in Bishkek (https://compasscollege.art/en ) shows how this can be done. A college in the former USSR offers three-year programs and accepts students after the 9th grade (at around age 15). Year one provides an accelerated path to complete high school, combing the final two years into one; it is followed by a two-year professional program.This is akin to a US associate degree program but is better, as we can use the high school year to open students’ minds and focus their attention on their future profession. We have discovered that if we offer a creative high school curriculum that concentrates on how to ask questions, how to think, analyze and present ideas, and how to use contemporary technology to find answers, we can quickly move students into design programs, allowing them to graduate at age 18 with imagination, curiosity, and highly marketable skills. They can enter the work force, start their own business, or skip one year of a European style three-year BA pro-

A major expansion of programs of this sort, with a clear credit transfer scheme for those who have a desire to eventually pursue a BA degree would be extremely beneficial for Central Asian countries. Kyrgyzstan, for example, which currently has approximately 250,000 students enrolled in mostly unproductive BA programs, would be able shrink them by around 60%, encouraging most students to participate instead in three-year open enrollment programs after 9th grade.

Only a subset of the most ambitious, hardworking, and talented would later go on to bachelor’s level education. This approach would allow the state to invest its higher education resources more strategically, produce graduates whose skills and knowledge are linked to actual economic needs, and significantly amp up the intellectual requirements for those who ultimately wish to pursue a BA. There are many hurdles to overcome to achieve this outcome. But the work must be done to solve the significant mismatch between what the educational system needs to do to build the future economy and the current expectations of parents, students, and society.

by Andrew Wachtel Co-founder Director, Compass College, Director of Educational Programs, inDrive Bishkek, Kyrgyzstan

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A KAZAKH “FIRST” In 1999, a Kazakh psychologist, teacher and preschool teacher, Makhmudova Gulnara Gabdulahatovna, founded a school that taught grades one to six, and a preschool education institute. The school is known as the “First” school and is based in Semey.

During the rise of private education in Kazakhstan (c.1999), Gulnara Makhmudova was the youngest founder of a school. She was just 26 years old.

The “First” school’s great drive for academic achievement, present in the school’s motto: “High quality knowledge, for every child” has led to its overwhelming success and its fame in both Kazakhstan and abroad.

In 2007 “First” was awarded a letter of thanks from the Department of Public Information of the UN Secretariat, due to their regional subject Olympiads. Seven

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years later, in 2014, the school was awarded several national awards from the Republic of Kazakhstan. That being the “Kazakhstan Danky - Glory of Kazakhstan” medal and the “Leader of Education” medal. A year later “First” received an official invitation to pass international accreditation in Oxford (UK). By 2018 the school had been awarded a diploma and an honorary diploma from the Ministry of Education and Science, and the Ministers of Education of the Republic of Kazakhstan.

This year, “First” was mentioned in the landmark book “The Test of Time”, during pages covering the formation and development of private education in Kazakhstan.

When assessed by the Department of Educational Quality Control, “First” achieved high results for its

quality of education. Due to its recognition and merits it was able to expand outside Semey, with a branch being opened in Almaty in 2018 near the First President’s Park. Following in the footsteps of its predecessor the Almaty branch paid close attention to the academic development and potential of each child via continuous monitoring.

a song chosen by the school principal Gulnara Makhmudova. It was performed by the parents of the student attending the school and was commended for showing high civil responsibility.

“First” loves and respects the traditions of different nations, prevalent in the school’s diverse range of cuisine in the school’s cafeteria. When presenting the dish the The system followed by the “First” schools involve util- chef wishes them “bon appétit” but in the language that isation of both verbal feedback and clear digital data the dish is from, and the children thank them in that (graphs/diagrams, quizzes marked with a “+” or “-“), language. that help communicate their progress. Assessment taken throughout the school year all go to contrib- During creative activities, students listen to classical ute to diagrams that allows parents to understand the music from operas and/or ballets such as pieces from strengths and weaknesses of the students in specific Giuseppe Verdi, Gioacchino Rossini, Giacomo Puccini, Beethoven and other world-famous composers. This areas, whether that be humanitarian or mathematical. allows students of the “First” school to become familA test done on the reading technique used in the iar with work culture.

“First” school for twenty-four years revealed that if followed, the school’s methodology of encouraging fif- Every year, the “First” school holds a creative video teen minutes of reading at home, the learning of words competition for films made by the students themselves increases by 2-4 words per week (or 8-16 per month). together with their parents based on various topics.

The end result of a 6 year old student at the end of an At the end of each academic year, the school creates a documentary where the children answer the question: academic year is and additional 70-90 words.

“How would they change the world for the better?”

During the learning process, the school does adapt to cater towards a child’s natural talent as present For 24 years, the school has been using the best doin the case of Anuar Samgulov. A past student whose mestic and foreign training programs and its own provgreat-grandfather was a brilliant mathematician. Anu- en successful “First” methodology. ar at age six showed great promise during his time at “First” with his results in the Maths Olympiad being Having in its arsenal such a powerful collection of the best achieved in twenty years. He was able to solve teaching methods and programs with high results and seven hundred and fifty-six questions in ten minutes success of its students only further backing it up.“First” whilst teachers were able to reach a range of around school is proudly entering the international space of education, and is open to cooperation and the exthree hundred to four hundred. change of creative ideas.

It’s well believed that every child excels in their own specific area. But to reach their potential, a high level of teaching, with joint work from both the family and the

by Saltanat Khamzeyeva, ECG Curator, Kazakhstan school is required.

At the “First” school, students are open and cheerful.

They learn not only the sciences or mastery of new technology but also learn how to communicate with one another. Students at “First” become in touch with world culture:

Contact us!

Instagram: @Firstalmaty WhatsApp: +7 (777) 790-90-99

Reciting poems from the great Abai, Performing songs

by Dimash Kudaibergen, The Beatles, Micheal Jackson.

Participate in the performance of “Hymn to the Word”

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ISSUE EDUCATION

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DEVELOPING KAZAKHSTAN’S EDUCATION SECTOR IN THE ERA OF KNOWLEDGE AND GLOBAL CHALLENGES

Research suggests that a number of interrelated factors, including ‘globalisation’ (Sagintayeva et al., 2021), ‘massification’ (Mhamed, 2017, as cited in Kurakbayev and Sagintayeva, 2017), ‘’marketisation’ (Floyd and Preston, 2018), ‘decentralisation’ and higher education autonomy (Chapman and Austin,2002; Heyneman, 2010; Silova,2011, as cited in Sagintayeva and Kurakbayev, 2015) coupled with “privatization, cost-sharing, internationalization and attracting international accreditation agencies” (Sagintayeva and Kurakbayev, 2015, p.199) have become serious challenges for the education system of our country Kazakhstan. As a result, Kazakhstan has been forced to revise and rethink its higher education culture (Sagintayeva, 2013; Sagintayeva et al., 2021), namely the old leadership and management organisational structures (Blaschke et al. 2014, as cited in Floyd and Preston, 2018; Kurakbayev and Sagintayeva,2017, as cited in Kurakbayev and Sagintayeva,2017) towards reinforcing of “a new form of bureaucracy or neo-bureaucracy” (Farrel & Morris, 2003; Hoggett, 1996, as cited in Gaus et al., 2020, p.1). Although, it should be noted that the education policy of Kazakhstan faced global challenges and pressure long before these difficulties appeared. At the same time, we see that these global tendencies, including the recent pandemic have pushed the modern education system of Kazakhstan towards the right place.

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ISSUE An analysis of recent studies has shown that by focusing on the European System of Higher Education (ESHE) and the USA education system (Sagintayeva and Kurakbayev,2015; Hartley et al., 2015), Kazakhstan has carried out a comprehensive and large-scale transformation of its education sector (Sagintayeva and Kurakbayev, 2015; Sagintayeva, 2013). In this case, the question arises - why it was necessary? There are several factors, which have influenced the transformation of the educational sector: First, the desire to be among the leading competitive countries. Secondly, this is the fourth industrial revolution and a shift to a new economic order (Sagintayeva et al., 2021; Vitkovskiy, September, 28, 2018). Thirdly, the extent of the spread of the Internet and related technologies (Vitkovskiy, September, 28, 2018). Fourth, significant changes in the education system around the world (Sagintayeva et al., 2021). At the same time, one should not underestimate other causes of global trends that have led to the trend of ‘regional specialization’ (Vitkovskiy, September, 28, 2018). It is important to understand whether these challenges (including demographic changes) are disruptive, or an opportunity to rethink and transform the educational system? What skills are needed to thrive in the era of knowledge economy and global challenges?

It is argued that one apparent solution is the development of education focused on different models of key competencies (Vitkovskiy, September, 28, 2018).

Modern education has become not only accessible and open to all people, but also individualized and highly prestigious (Sagintayeva et al., 2021). As a result, its new design has led to an increase in information as the main resource, which may have consequences in the future, according to scholars of Nazarbayev University (Sagintayeva et al., 2021). However, scholars have also pointed out that if there is no growth in improving the quality of life of the population through the integration of the efforts of the state to create a more humanistic and inclusive society and business environment, software and technology, otherwise, the next stage of industrial development will lead to such consequences as, for example, job cuts, technological unemployment, and a sharp increase in inequality among the population (Sagintayeva et al., 2021). Hence, in order to reduce the risk of consequences from challenges, it is necessary to develop knowledge economy among the population directly related to the information technology revolution.

This is important, since factors such as the irreversible process of digital transformation, the unwillingness of

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the education staff themselves to change, outdated knowledge, skills, and their non-adaptive organizational culture will hinder the achievement of rapid indicators of economic growth and quality in education and science (Sagintayeva et al., 2021). In order to prevent risks and consequences, an effective educational system and an innovative ecosystem (research developments) need to be developed (Vitkovskiy, September, 28, 2018; Kozhakhmetov, Nikiforova, and Maralbayeva, as cited in Kurakbayev and Sagintayeva, 2016).

Given this situation, it is not surprising that the requirements for the quality of an expert or (a specialist) and the level of their training have grown, significantly.

Today, not just specialists with degrees and diplomas are required, but employees who are able to generate and integrate innovative knowledge and science from different areas, and at the same time to master quickly new areas and technologies. However, the main result of the education process (secondary and tertiary) today is the skill of ‘continuous independent learning’ within the framework of the model of systemic thinking and erudition (Vitkovskiy, September, 28, 2018) (as a kind of quick pictorial or musical sketch, which is necessary for a quick immersion in the meaningful context of the future compositional work). Consequently, with the development of technology and the acceleration of production processes in the economy, the role of new and innovative knowledge and quality

education and the potential of a person who is able to generate ideas through intellectual work is increasing.

Broadly speaking, for the new economy being global, there is a need of an innovative type of mindset based on new economic knowledge, skills, and competencies obtained through self-organising communities and educational ecosystems, as Vitkovskiy (September, 28, 2018) argues.

number of people by giving them the opportunity to learn throughout their lives. In other words, universities should focus not on the model of self, but on the model of ‘be for all’ (Sagintayeva et al., 2021). At the same time, issues such as access to education, sustainability, quality, new partnerships, research and funding should become key issues (priorities) in planning universities of the future (Sagintayeva et al., 2021), as the modern educational space of open universities is being built Modern education should be aimed at training creative through the active participation of many organizations individuals (Sagintayeva et al., 2021).Today, the ideal em- and stakeholders (Sagintayeva et al., 2021). However, it ployee is a person thinking creatively with broad com- is worth noting that the problem of scaling education is petencies from various areas (fields) (Sagintayeva et al., still a matter of discussion between politicians and edu2021). We argue that for the construction of such a cation leaders, since modern education has already the model of a personality, modern education should be status of accessible and open. Universities today are no aimed at developing of the education context that is longer the only institutions that have access to knowlable to cultivate soft skills; because soft skills (analytical edge and promote learning (Sagintayeva et al., 2021). In and critical thinking, teamwork, positive emotional atti- this regard, given the nature of global challenges, the tude, empathy, the ability to be inspired by new ideas) question arises: what are the perspectives for Kazakhcontribute to breakthrough ideas and innovations. As stan in the era of global, transformational trends, which scholars note that the main breakthrough ideas arise has a vast territory (9th place in the world in terms of at the junction of interdisciplinary knowledge and size), and 18 million people who speak three languages: cross-functional skills (skills that are formed through Kazakh, Russian and English? project management and which are implemented at the junction of several different types of project activities) An analysis of the current state of education in Kazakh(Vitkovskiy, September, 28, 2018). stan shows that there are still a number of difficulties.

This means that we have facts testifying to the crisis of According to Sagintayeva and her colleagues (2021), the the education system. At the same time, today neither universities of the future should involve an increasing scientists nor we have no a clearly formed understand-

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ISSUE ing of what the economy of Kazakhstan will be like even in 7-10 years, despite the fact that the management of human capital and its resources requires the capability to see on the horizon of 100-200 years (Vitkovskiy, September, 28, 2018). Therefore, it is difficult to predict the results (specifically teaching and learning outcomes) of not only the recent National Plan of Kazakhstan (the plan for the development of functional literacy of schoolchildren for 2012-2016), but also the state plan (program) to provide greater freedom (autonomy) to higher education institutions (Sagintayeva et al., 2021; Sagintayeva and Kurakbayev, 2015).

We believe that in order to achieve qualitative indicators of transformational changes, a systematic approach is needed, both at the state level and the local and regional levels, which will simultaneously restart schools, colleges, and universities. At the same time, an effective strategy for the development of human capital is needed based on national values and traditions.

And, therefore, the process of formation of each individual able to compete in a complex and dynamic world, will depend on what kind of education system we build today. Shigeu Katsu (President of Nazarbayev University) noted that in order to compete with developed countries, Kazakhstan must be open to the global community by attracting top talents from Central Asia and other countries of the world through high-quality research and partnerships (Qazaq TV, YouTube, July, 29, 2021), and by creating hubs (research centers connecting different types of practices) and educational ecosystems known as educational and cultural institutions independently engaged in research projects (YouTube, July, 29, 2021; Vitkovskiy, September, 28, 2018). These centers and ecosystems will contribute to the emergence of breakthrough projects and highly intelligent products. Such an innovative environment will arouse people’s interest in creativity and the acquisition of new knowledge. However, scholars declare that there will be three pillars, such as “infrastructure, knowledge processing and the entrepreneurial component” which will determine the qualitative basis for the activities of educational organisations (Vitkovskiy, September, 28, 2018).

Nurlan Munbayeva Guardian of Eurasian Creative Guild (London) Professor of Econometrics, Member of the New York Academy of Sciences Kazakhstan

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Elmira Zhumabayeva Member of Eurasian Creative Guild (London) Member of the Union of Artists of the Republic of Kazakhstan Master of Arts, Artist, A scholar of Bolashak Program Nazarbayev University, Graduate School of Education Kazakhstan

References

Floyd, A., & Preston, D. (2018).The role of the associate dean in UK universities: distributed leadership in action?. Higher Education, 75, 925-943.

Gaus, N., Basri, M.,Thamrin, H., & Ritonga, F. U. (2022). Understanding the nature and practice of leadership in higher education: a phenomenological approach. International Journal of Leadership in Education, 25(5), 685-703.

Hartley, M., Gopaul, B., Sagintayeva, A., & Apergenova, R. (2016).

Learning autonomy: Higher education reform in Kazakhstan.

Higher Education, 72(3), 277-289 Kurakbayev, K. and Sagintayeva, A. (Eds.). (2017). Governance, Management and Leadership in Higher Education. Proceedings of the 6th Eurasian Higher Education Leaders’ Forum. Astana: Indigo Print.Llp.,64p.

Qazaq TV. (2021,YouTube, July, 29). Rethinking Higher for a Post COVID 19 World| Interview with Mr.Shigeo Katsu. https://www.youtube.com/watch?v=bGxFc_Y3LjY. Sagintayeva, A, Musina,A. Suleymenova,A, Karatabanov, R, Kurakbayev, K, Pristly, D (2021). Local answers on global changes in higher education.

Monograph. NUGSE. Sagintayeva, A., & Kurakbayev, K. (2016).

Eurasian Higher Education Leaders’ Forum: Higher Education and Modernization of the Economy: Innovative and Entrepreneurial Universities. Conference Proceedings (5th, Astana, Kazakhstan, May 26, 2016). Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ ED577332.pdf.

Sagintayeva, A., & Kurakbayev, K. (2015). Understanding the transition of public universities to institutional autonomy in Kazakhstan.

Sagintayeva, A. (2013). Changing Patterns of Higher Education Leadership in Kazakhstan. p.43-48.

Vitkovskiy, A. (September, 28, 2018). A transformation of education system: why and how it happens? Retrieved from https://medium.com/direktoria-online/brovkina-9c7cf1e2f423 Zubochkina.E. (2016).Why countries worldwide reform education system? School pedagogy, 4 (7), p.1-4. Retrieved from https:// moluch.ru/th/2/archive/42/1353/.

OCA MAGAZINE EDUCATION 2024

SUBMITIONS OPEN publisher@ocamagazine.com OCA Magazine is the only British independent magazine that since 2009 has been covering the political, economic and cultural events of Central Asia in the English speaking space. Circulation of the printed version of the magazine: from 20005000 copies. Audience of subscribers and readers: 50,000.

We are happy to announce OCA Education 2024! The aim of the project is to demonstrate the educational potential of the post-Soviet countries, experts and media representatives to promote education and opportunities for international cooperation in the framework of educational and research programs in the region.

A special issue of OCA Magazine will be published in London in August 2024 in English. It is planned to publish articles on the best practices of educational institutions in Central Asia and Eastern Europe, as well as articles from leading experts, including British ones, in the magazine, which will comprehensively show the key opportunities for the development of international projects. The special issue will be of interest both to researchers, scientists and international students who plan to develop their scientific activities in key industries for the region, and to experts in the field of higher education, recruitment, etc.

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HERITAGE

THE CURIOUS CITY OF SUN It’s quite difficult to write a formal article staging in the middle of the City of Sun. So, this is more the essay about how to fulfil the mission of the pedagogical process as a way to turn our world into a better place.The City of Sun is a quintessentially “humane pedagogical” approach of one of the greatest figures in Russian, and the whole post-soviet era, pedagogics, Prof. Shalva Amonashvili.

The City of the Sun, called Mzianeti (Georgia, Kakheti) is found in the village of Busheti, in the family estate of the Amonashvili family. It attracts people who are heading to their new spiritual height and looking for understanding themselves, their children and loved ones, eager to find joy and meaning of their life’s path.

The laws of Mzianeti, carved on the cornerstone of the city, are close to every person and sound simple: Love Everyone! Live with dignity! Work for goodwill! While it sounds simple, it’s underpinned with actions and the hard work of everyone’s soul. Everyone who comes to Busheti comes to meet the great Teacher and sagem Shalva Amonashvili. Here, children become full citizens of their state and have the right to work and earn game currency, or “gifts”. New roles, new relationships and new experiences are formed.

Humane Pedagogics, first of all, sets the task of educating the human soul for perfection! Prof. Amonashvili talks about the importance of educating spirituality in man, the power of the human spirit and the fact that the main all-working force is love and purity of thought.

And this setting for self-improvement in Mzianeti lives everywhere: both in the phrase of Lev Tolstoy “Raising children begins with raising ourselves,” written at the entrance to the large white hall, and in the lifestyle of the Teacher himself and his whole family, as well as in those projects that graduates of the Higher School of Students Amonashvili choose as their final work. For many of them this project becomes the work of their lives, in which they follow their desire to serve people and reveal all their facets of talent.

The teacher does not get tired of repeating to us: “The goals must be set big! Then the goal itself will create Humane Pedagogy, which became the main scientific new opportunities and life itself! I am part of God theme of the pedagogical works of Prof. Amonashvili, and my goals cannot be small if I create for people, dates back to the ideas of the classical world and do- if I build the wealth of the inner world, not the outer. mestic pedagogical science. For him, the ideas of Mark “ He reminds his students that two lives must live at Fabius Quintilian, Heinrich Pestalozzi, Lev Tolstoy, Kon- once: earthly and heavenly. And he himself lives like this, stantin Ushinsky and many others feed his pedagogical admitting that it is quite possible to learn this, that his practice of today, where the only task is to help a per- daily practice allows him to do earthly things, at the son take place, nurture the moral law within himself, same time live the fate of the heroes of his books. Prof. serve people as much as possible and, of course, learn Amonashvili spoke to me about this for the first time to win by Love.The task is not easy, but Prof. Amonash- four years ago and even recommended reading the vili admits that it was for him as Ushinsky wrote: “Truly book “Two Lives” by Concordia Antarova. Since then, I humane education is the education of the human spir- have found many answers to my questions here: “The it.” He accepted this idea as his own. Therefore, this height of the spirit is not yoke, not renunciation, not truth formed the basis of all processes in the City of a feat, but only complete harmony. It is expressed in Sun in Busheti. constant, not for a minute undisturbed joy.” Here is the homework for life - not for a moment to lose joy, no This year I visited Mzianeti for the second time at the matter what trials life sends.

Amonashvili Higher School of Students. I listened to lectures, talked with students and teachers, saw pro- Everyone who has made the Humane Pedagogy their grams for children and relationships between pupils own philosophy, way of thought and action, tries to creand mentors, and presented my Poetry of Humane ate a spiritual community with their pupils and underPedagogy, inspiring the ascent to the strength of the stands that it is on it that trust and real friendship bespirit. tween adults and children are built. I found examples of

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this spiritual community in Mzianeti everywhere. I was surprised at the eyes of mother and son who talked at breakfast: it seemed like mother now has no more important business than listening to her child, and her son has no more interesting interlocutor than his mother.

I rejoiced at the fathers who supported their children in their desire to master the new and said with pride “I believe in you!” I mentally praised adults who were cheerfully included in children’s pranks or found the strength to write touching letters to their children...

All of this is an effective manifestation of love and a huge work of the soul to go through any time period of growing up with children, understanding and forgiving, giving a lively way of behaviour, and also “finish” a portrait of your child without irritation, without resentment and insults! These are two favourite methods of Prof. Amonashvili. The first is to prepare “the image of a pupil, endow him with the best qualities”. The second is to write letters from room to room in order to open up your feelings and express your thoughts that cannot immediately be perceived by children. These methods also have his personal experience of communicating with his children: his son Paata and daughter Nina, who have now become associates of their father and teachers in approving humane pedagogics in daily school and extracurricular practice!.

By Marina Shkrobova-Vernalis, PhD in Pedagogics, “Excellent student of public education” awarded, the Knight of the Humane Pedagogics, Member of the Writers Union of Russia, Eurasian Creative Guild Ambassador

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TECHOLOGY

PLAYING FOR A BETTER CENTRAL ASIA: INTRODUCING VOICES OF CENTRAL ASIA Do you know what lies beyond the mainstream media’s headlines when it comes to Central Asia? Are you curious to learn more about the human rights issues in this region? If so, you should try out a new free game app,Voices of Central Asia.

The app has been created by the Central Asia Solidarity Groups (CAG), a non-profit organization based in Sweden working to promote active and inclusive civil society in Central Asia that supports human rights and social justice. The game is designed to raise awareness about human rights issues in the region. “The project was created to spread information about the region; what kind of organizations are there, and what type of topics and situations they are focused on – to spread and increase attention, and get more engagement from people”, says Tatiana Stebneva, who led and coordinated the process of creating the app. With its focus on questions related to gender equality, freedom of speech, migration, youth, environment, security and more, the app Voices of Central Asia aims to give voice to discriminated communities and shed light on local civil society initiatives.

Voices of Central Asia is part of information and advocacy work of CAG. Currently, Central Asia remains largely unknown to the European public. It is often overlooked and exoticized by international media, and when included, it is generally about gloomy causes – reinforcing a negative image of the region. “The app was made for Sweden to inform people about what is happening in Central Asia. But the app has now expanded its reach to other countries in Europe and Central Asia – spreading purpose and information related to our partner organizations”, explains Stebneva. The lack of awareness is reflected in the limited priority given to Central Asia by the general public, academia, and the international aid community, which leads to a lack of resources for the region. As a result, local civil society organizations struggle to get funding and support, while continuing to work with local communities and striving to influence decision-making processes.

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For this reason, CAG takes a lot of effort in the organization’s information and advocacy project – to raise awareness about Central Asia in Sweden and beyond.

“Using a game-based approach, Voices of Central Asia aims to encourage people everywhere to learn about human rights and Central Asia in an engaging way”, says Stebneva, and explains how the mission is to create a more informed and aware public that can take action to support local civil society organizations in Central Asia, and advocate for the human rights of marginalized communities.

The game contains seven storylines that invite players to take on the role of various characters, making choices that shape the outcome of their stories. The storylines are based on reports from local non-governmental organizations and CAG’s collaboration projects with civil society in the region, giving voices to the is-

how Central Asia is one of the global regions which are most severely affected by climate change. When the players navigate through the life of a character living in an area particularly vulnerable to the impacts of this global crisis, they can get a better grasp of its urgency and consequences. “In addition to bringing attention to these issues, we also highlight the initiatives aimed at addressing them”, says Sebneva. For example, the game features organizations that CAG has been working with to tackle environmental issues, encouraging players to support these initiatives and bring positive change. sues that they have raised.While navigating through the game’s stories, players are introduced to background information on each topic, which allows them to gain a deeper and more nuanced understanding of the current situation in Central Asia.

Storylines have a big potential to influence people’s attitudes towards an issue, owing to their engaging nature.

“With Voices of Central Asia we aim to bring attention to pressing matters, such as the problem of bride kidnapping in Kyrgyzstan and water scarcity in the region.

The goal is to not only make sure that the serious message gets through, but to also keep the players invested and engaged”, Stebneva explains.

By stepping into the shoes of different characters through the game, players can experience perspectives and contexts different from theirs, which gives them a better understanding of the complexities of human rights challenges in Central Asia, and encourages the players to reflect on their own privileges and biases.

“An example of this could be playing a storyline focused on the environment”, says Stebneva, and explains

CAG plans to update the Voices of Central Asia app with additional storylines in the coming months and years, focusing on more issues connected to gender equality, environment and climate, security and resilience, and democratic youth organizing in Central Asia. The goal is to reach a broader audience to drive change and promote democratic Central Asia and a more just world.

Voices of Central Asia is available in English and Swedish and can be downloaded on both Google Play and the App Store. It is a useful resource for everyone who wants to deepen their understanding of the civil society landscape and human rights challenges in Central Asia. Visit CAG’s webpage if you would like to know more about the work of the organization. Tatiana Sebneva encourages people to try the app and grow their knowledge: “Play now and become an informed advocate for a better Central Asia!”

by Johan Blomqvist

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VIEW

TRENDS IN RECRUITMENT IN INTERNATIONAL SCHOOLS SINCE 2020: INSIGHTS AND POSSIBLE CAUSES Recruitment in international schools has witnessed significant shifts and trends since 2020. The global pandemic, coupled with evolving educational practices, has brought about notable changes in the hiring landscape of these institutions. In this article, we will explore the key trends that have emerged and provide three possible reasons behind these shifts.

One prominent trend in recruitment is the surge in demand for online teaching positions within international schools. The pandemic forced educational institutions worldwide to adopt remote learning, and international schools were no exception. As a result, schools have been actively seeking qualified educators with experience in delivering online instruction. This shift reflects the growing importance of digital literacy and the need for teachers who can effectively engage students in virtual learning environments.

Embracing technological advancements and enhancing online learning capabilities has become imperative for international schools to ensure continuity in education during unprecedented times. Hence, the demand for online teaching positions is driven by the necessity to adapt to the changing educational landscape.

International schools have long emphasised the value of diversity and inclusion within their communities.

Since 2020, there has been a noticeable increase in the recruitment efforts to foster diverse and inclusive environments. Schools are actively seeking teachers from various cultural backgrounds, with diverse skill sets and experiences. This trend aligns with the growing recognition of the benefits that diversity brings to enriching the educational experience and preparing students for a globalised world. The events of the past few years, including social justice movements and increased awareness of systemic biases, have spurred many internation-

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al schools to prioritise diversity, equity, and inclusion.

By recruiting a diverse pool of educators, these schools can provide students with multicultural perspectives, promote empathy, and create inclusive learning spaces.

The global health crisis has highlighted the importance of mental health and well-being in education.The better International schools have responded to this by placing a greater emphasis on recruiting professionals who can provide holistic support to students. They are actively seeking educators with experience in areas such as counselling, psychology, and social-emotional learning.

This trend reflects the recognition that addressing students’ emotional needs is crucial for their overall development and academic success.

The pandemic and its associated challenges have taken a toll on students’ mental health and well-being. International schools are proactively responding to this by prioritising the recruitment of staff members who can offer the necessary support. By investing in mental health resources, these institutions aim to create a nurturing environment that fosters resilience, emotional growth, and academic achievement.This said it is debatable as to how many new staff have these ‘new’ skills due to a natural lag between training development and the needs at the ‘chalkface’!

Recruitment in international schools has witnessed significant trends since 2020, reflecting the changing educational landscape and the impact of the global pandemic. The increased demand for online teaching positions, the focus on diversity and inclusion, and the heightened emphasis on well-being and mental health support are three key trends that have emerged. These trends demonstrate the adaptability and responsiveness of international schools as they strive to meet the evolving needs of students in a rapidly changing world.

In my thirty years’ experience in the education sector, I believe that the rate of change and the renewed challenges affecting all levels of the international education sector are growing exponentially and within a few more years the sector will have evolved dramatically. The challenge for teachers is to keep abreast of these changes through training and skill development.

For managers the challenges are even greater as they try to identify the ‘skills’ that potential candidates have and the overall mix of staff and resources needed for their students. The education sector continues to be one that Central Asian countries invest heavily in and it is important that the balancing act to provide the skills that their young citizens will require are provided for.

Gareth Stamp has been involved in education for over thirty years and has worked as an education manager and consultant in a number of countries around the world, developing curriculum, pedagogies and school structures.

“A lot has changed since I was first recruited to work at a new set of schools in Kazakhstan. To be honest I am not sure that the organisation really knew what they were looking for, just that they wanted ‘experts’ and ‘experienced’ teaching professionals. Fourteen years ago the recruitment process was very ‘traditional’ - I responded to an advert in an actual newspaper and had a face to face interview in London. In today’s hi-tech, Zoom fuelled globalised system many managers don’t meet the applicants and only the successful ones when they reach the airport. But at the same time computers can provide much more detailed information about candidates, schools and countries than it ever did before. If you did a google search for Central Asia fourteen years ago you got pictures of Yurts and rolling Steppe.

The blanket approach of recruiting from across the world (which in my opinion was both expensive and hit and miss) has thankfully changed. Schools are becoming more targeted to make a good ‘fit’ and candidates are also becoming more discerning. During the pandemic a large number of experienced teachers and educational managers returned home having been isolated from families and friends during lockdowns - many have not decided to continue the adventure or at least are looking closer to their home country. Others, especially with families have also re-evaluated their priorities.

Age is also an issue, some countries in Asia specifically have introduced an upper limit of 55 - this is partly because in the past ‘experience’ was often measured by ‘age’ and in a few cases this caused added strain on insurance costs, specific medical requirements in one case accessibility issues.

The skills of the educational professionals in Central Asia have risen exponentially and there has been a move to local training and development of local staff.

This is testament to the positive overall development in the education sector.

I visit lots of schools and universities across the region and I am happy to see that the majority of them have excellent provision for their students. There is also more of a willingness to share experiences. Each school is different but by working together and learning from each other the development of the next generation looks positive.”

by Gareth Stamp, Head of Creative Arts - Brookhouse Schools - Nairobi Kenya

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LEGACY

FUND HONOURS SHARAF RASHIDOV’S LIFE

Chairman of the Socialist Party of France Francois Mitterrand meets Sharaf Rashidov during his visit to Uzbekistan,Tashkent, 1975

On March 27, 2017, the President of Uzbekistan Shavkat Mirziyoyev initiated the celebration of the 100th birth anniversary of the outstanding Uzbek statesman, writer and poet Sharaf Rashidov, and on January 13, 2022, he signed a decree on naming Samarkand State University after Sharaf Rashidov.

the history of Uzbekistan. His huge contribution to the development of the country’s economy, national literature, culture, science, education, to the upbringing of the younger generation in the spirit of patriotism and a sense of responsibility for their homeland was the foundation of the prosperity of Uzbekistan.

Sharaf Rashidov International Public Fund (“Fund”) was re-established in early 2020. The Fund’s founders are Sharaf Rashidov’s children. The Fund is an NGO and operates on the territory of Uzbekistan and foreign countries.

The Fund carries out research and educational activities, organizes and conducts conferences, seminars, exhibitions, presentations, as well as publishes and distributes books by Sharaf Rashidov along with other printed material. The Fund conducts research work in the archives of Uzbekistan and plans to establish links with the foreign archives. The Fund supervises the work of the House-Museum of Sharaf Rashidov in Jizzakh.

The Fund has initiated the following activities: In June 2021, the Fund hosted the conference “Sharaf

The main goal of the Fund is to study the life and work, as well as to preserve the rich heritage of Sharaf Rashidov (1917-1983). The period of his leadership (1950-1983) is considered one of the best pages in

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Rashidov – the Man of the Epoch” in Jizzakh and Tashkent. The reports of Uzbek and foreign scientists comprehensively reviewed the legacy of Sharaf Rashidov, as well as events and phenomena related to his state and public activities through modern lens.

In March 2022, the Fund and the Uzbek company “Smart Chain” (innovative digital technologies) held the presentation of jointly developed educational content for schools using QR codes at school No. 10 named after Sharaf Rashidov in Jizzakh. The theme of the presented content was devoted to the life and work of Sharaf Rashidov. The use of QR codes makes it possible to present the subject to schoolchildren quite clearly and much more informatively than the traditional method.

The QR code method is being introduced into the educational process in Uzbekistan for the first time.

In July 2022, the Fund with the participation of historians from the Academy of Sciences of Uzbekistan, university professors and teachers held in Tashkent the presentation of the Interactive Map as a database of collective memory of Sharaf Rashidov’ activities from 1950 to 1983. The Interactive Map is based upon reliable archive data, documents, film, photo, audio materials collected by the Fund’s employees. It reveals in detail the evolution of the administrative-territorial division of Uzbekistan over the specified period, milestones in the development of agriculture, industry, power generation, science, education, culture, art, and foreign policy activities. The Fund also presented the Interactive Map to scientists, faculty, students and labor veterans at Samarkand State University.

In November 2022, a photo exhibition “Sharaf Rashidov – Politician and Diplomat” was held at the House of Photography in Tashkent, timed to coincide with the 105th anniversary of his birth. The event dedicated to the foreign policy activities of Sharaf Rashidov included 82 rare photographs taken during official visits. During the photo exhibition, the Fund presented the 3D Museum of Sharaf Rashidov – the first of its kind in Uzbekistan. It includes rare pages of his life, which are unknown to the public.

Sharaf Rashidov (left) and the Prime Minister of the Republic of Cuba Fidel Castro talk to a shepherd, Uzbekistan, 1963

Sharaf Rashidov (third from right) among the participants of the Conference of Asian and African Writers,Tashkent, 1958

Contact: Sharaf Rashidov International Public Fund 41-A, Passage 8, Rakatboshi Street Tashkent, Uzbekistan Tel.: +998951451065, +998781501065 Email: info@sharafrashidov.uz Web: sharafrashidov.uz

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TECHNOLOGY

THE FUTURE OF EDUCATION IS ONLINE “The mind is not a vessel to be filled, There are over 14 000 courses on Linkedin Learning, but a fire to be kindled.” Udemy platform has more than 213 000 courses and (c) Plutarch edx.com has over 40 million users per course. The total number of such platforms is over 30, among the new ones are uniAthena that was opened in Greece Imagine:Year 2050.

Occasionally, one thinks of the future that is ahead of and Lectera.com launched by Mila Semeshkina in four humanity in good terms. “Has humanity explored the world languages: English, German, Russian and Hindi, in Moon’s surface and accomplished deep space travel to United Arab Emirates. The other platforms launched in Mars by 2050?”, for example.The technological innova- the UK are Futurelearn.com and one opened for Indition that is taking place in 2023 is a phenomenon of its ans known to several million students as KhanAcadeown kind despite the mournful articles on the ecology my.com. These sites have vouchers and voluntary doand climate change. Already in 2014, there were cours- nation options, but in general all this education is free es launched by Harvard University, Columbia Univer- of charge, with one and only condition – that students sity and now these trial online courses have reached a know and understand the English language. Each plattremendous scale that allow people who speak English form on average has 20 million registered users meanand are interested in the technological innovation to ing that there are over 600 million people learning via take their skills to the next level both hard and soft. such platforms free of charge every day.

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physical appearance (the science of phyisiognomy) that dictates their careers’ choices, shows each individuals’ personal culture and matches these crucial for employment traits such as grit, business ethics and concern for the environment, for instance, with potential employers and companies that value those traits and build on the applicants strengths’ holistically. Finally, individuals find out the ways which professions fit him/her with a daily structured planner that helps build resilience and the ability to adapt quickly and easily to a changing job market and life circumstances.

Engmarion has a long-term business model perspective that improves applicants’ personal life, mental health, learning skills, interpersonal skills, soft skills, hard skills and life planning skills. LinkedIn Learning, Lectera, Hired Valley are among the competitors, while Engmarion focuses on individual culture that is at the core of the successful and life-long career commitment and individual happiness.

The Engmarion platform is at a critical growth juncture looking for development funding and scaling to enable its next chapter.

Online courses are not rated by universities, however, there is an endowment fund of certain universities that pay, on average, a team of over 10 professors to record online courses that will be available free of charge through one of the platforms. This makes university courses more innovative and interactive.

The entrance to all online offers start with the Microsoft Startup Founders Hub that is free of charge when applying in English. I recorded a three-minute video pitch to to be able to match young adults with dream companies of their choice: this is the mission of my Engmarion platform. [ https://www.youtube.com/watch?v=KibNuvfcqCA. ] The Engmarion platform is a platform for learning about innovative online careers with a structured plan of mastering English. It has 65 spheres of the professions of the future on the platform that is tracked by the user himself/herself and by the potential employers.

This is an integrative platform that uses AI to match the results of a test on personality of applicants with their

Do you want to know your personality colors to choose your calling? Scan the qr-code on the yellow apron to take the test in English free of charge and be part of the first 3000 users of Engmarion Platform:

Scan test in Russian if you still need to improve your English skills:

©Darya Belkina, Master of Business Law, Astronaut, Psychologist, Business Developer, Author, Mother.

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POLICY

KYRGYZSTAN FOCUSES EDUCATION AROUND SOFT SKILLS

The educational landscape in Kyrgyzstan faces numerous challenges that impede its progress.These challenges encompass a range of factors, including the scarcity of educational institutions, the low quality of education, inadequate teaching staff, financial constraints, the absence of educational resources such as handbooks and textbooks, and a recurring cycle of reforms, often initiated by new ministers without sufficient consideration of past reforms and their outcomes.

stan live in conditions of poverty and extreme poverty, with one million engaged in labor migration, often in low-skilled jobs. Importantly, there are 1,350,000 school students in Kyrgyzstan, indicating that nearly one-fifth of the population comprises school-aged children. Unfortunately, about 6% of these children do not attend school due to disabilities or challenging financial circumstances, many of whom are the offspring of migrant workers.

To contextualize the need for educational improvement, it is important to consider several key statistics.

Kyrgyzstan, with a population of 6.6 million, has approximately two-thirds of its residents residing in rural areas. Approximately 30% of the population is under the age of 15, resulting in a youthful demographic. The country’s average citizen is 27.5 years old, and projections suggest that the population may reach 7.5 million by 2030. Notably, about 2.2 million people in Kyrgyz-

The complex issues impacting the quality of education in Kyrgyzstan have been widely discussed at both the national level and among experts seeking to enhance the educational system overall, with a particular focus on high school education.

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This discussion aims to emphasize the deficiencies in the content of education within state schools, which hinder the development of future leaders, confident

citizens, and well-rounded individuals. Key among these deficiencies are the absence of crucial soft skills, including emotional intelligence, effective communication and self-presentation, critical thinking, and the ability to make decisions and take responsibility.

Emotional Intelligence: One notable deficiency is the lack of emphasis on emotional intelligence, not only within the educational system but also in the family upbringing process. Emotional intelligence involves recognizing one’s own emotions and understanding their origins, a crucial element in fostering healthy communication and empathy. In traditional upbringing systems, strong emotional expressions, whether positive or negative, are often discouraged. Furthermore, rigid age-based hierarchies within families can limit a child’s early socialization experiences. Consequently, many students enter school without the ability to identify and understand their emotions, leading to a lack of self-awareness and self-acceptance. Consider, for instance, various emotions such as fear, self-doubt, anger, irritation, discomfort, or insecurity. In many cases, individuals are not provided with an explanation of the origins of these emotions, or their differences, or the underlying chemical and biological processes that give rise to them. This deficiency hampers their ability to communicate effectively with peers, parents, teachers, and their broader community. Incorporating emotional intelligence education into the curriculum is essential to nurture self-understanding and empathy.

Communication and Self-Presentation Skills: The development of communication and self-presentation skills is another critical aspect of socialization.

The school education system often neglects the vital development of communication and self-presentation skills as integral components of socialization. Effective communication entails the ability to engage with individuals who hold differing positions or opinions without passing personal judgments, fostering an environment where diversity is embraced, and one can advocate for their perspective constructively. Insufficient attention to communication skills impedes the formation of friendships, partnerships, and, in the long run, the establishment of a robust professional network.

It is crucial to note that this challenge extends beyond the school setting; it originates within the family structure. According to a sample survey on time allocation conducted by the National Statistical Committee in 2021, adults, on average, spend only 38 minutes a day with their children. Astonishingly, the population enjoys over four hours of leisure time daily, with television being the dominant recreational activity nationwide.

Consequently, fundamental communication skills are underdeveloped within family interactions, and there is a lack of role modelling for children to emulate. Furthermore, overcrowded classrooms in schools leave no room for personalized approaches to students, further exacerbating the deficit in communication skills at the foundational level of education.

Critical Thinking: In the realm of critical thinking, initial strides were taken towards integration into the higher education system back in 1998, thanks to the support of the Soros-Kyrgyzstan Foundation and the collaborative efforts of American University of Central Asia. During this period, the establishment of a ded-

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POLICY

icated “Laboratory of Critical Thinking” and a series of training seminars benefited numerous educators.

However, the real imperative lies in going beyond treating critical thinking as a standalone subject. Instead, it should be seamlessly woven into the fabric of each school discipline. This integration enables students to not only grasp critical and analytical thinking skills but also apply them actively in their daily lives, particularly in discerning and responding to the influx of information they encounter.

Decision Making and Responsibility: Additionally, a pivotal competence that must be cultivated is the art of decision-making coupled with the willingness to shoulder personal responsibility for those decisions.

In a society grappling with persistent poverty and the omnipresent struggle for survival, amidst ever-shifting political, economic, and cultural landscapes, the ability to make sound decisions and assume responsibility for their outcomes has never been more critical for each individual’s success and well-being.

While some private schools in Kyrgyzstan address these competencies to varying degrees, they have not yet become fundamental aspects of personal and professional development. These skills should be inte-

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grated into every aspect of school life to make them an integral part of daily existence. Initiatives aimed at integrating STEM education, media literacy are emerging, and recently religious studies have been included in the school curriculum; however, the focus should start with nurturing self-awareness and self-actualization. This foundation is essential for recognizing one’s emotions, respecting others’ feelings, engaging in constructive communication, making informed choices, and adapting to a rapidly evolving reality with new challenges.

Aijarkyn Kojobekova (Aizharkyn Kozhobekova), Director of the Civil Society Initiative of the University of Central Asia. .

DECEMBER 12TH 2023 95TH ANNIVERSARY OF CHINGIZ AITMATOV The most well-known writer of Central Asia, the person whose works combine the deep philosophical explorations of social issues, human nature and the sophisticated lyricism of Central Asian poetry. His anniversary is celebrated not only in his native country of Kyrgyzstan but also in other Eurasian countries.

The OCA Magazine Editorial team joined the celebration and showed our admiration for Chingiz Aitmatov’s family and friends.

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ISSUE

IMPROVING EDUCATIONAL NEEDS FOR AUTISM IN KAZAKHSTAN

The number of identified cases of autism in children in Kazakhstan has increased fivefold over the past 7 years.

In the Republic of Kazakhstan according to information of the Ministry of Education (until June, 2022 of the Ministry of Education and Science) there are more than 8,000 children with autism, and according to the Ministry of Health the figure was about 5,000 children as of December 31, 2021.

According to independent estimates by Dr. Eric Von Bonn, director of the Autism Institute at Oregon State University (USA), in Kazakhstan there are 59,000 children with autism spectrum disorder (ASD). According to the official data of the international organization “Autism Speaks”, in 2020 every 54 children in the world have been diagnosed with autism. If one was to rely on this statistic, in Kazakhstan more than 116,000 children under the age of 18 have ASD, suggesting that the official figures may be under representative.

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In Kazakhstan, the issue of autism falls under the jurisdiction of three ministries - the Ministry of Health, the Ministry of Labor and Social Protection and the Ministry of Education and there is already different data on the number of children with ASD in Kazakhstan.

In the initial assessment of a child with ASD, parents face problems such as late diagnosis, lack of information and specialists, and societal prejudice. The latter directly affects and complicates the collection of statistical data, as parents of children with ASD at an early stage often deny the diagnosis, do not register with doctors in time and the child is not listed anywhere as a child with ASD until preschool age.

In Kazakh health care institutions it is necessary to introduce a system of early diagnosis of ASD recognized at the international level as the “Gold Standard” - ADOS. As practice in Kazakhstan demonstrates, parents more often learn that a child has ASD not from doctors, but from specialists working in the field of

correctional care, or from parents raising the children with the same diagnosis.

Owing to the persistence of families and non-governmental organizations, currently a system of education of children with ASD in schools has been established.

More than eighty amendments have been made to the laws of Kazakhstan, in particular to the Law “On Education”, which allows children to be fully educated in the system of inclusive learning. In many schools in Kazakhstan, an international standard system of inclusive education has been implemented, inclusion support rooms have been opened, specialist teaching assistants have been introduced, psychologists, speech therapists, and defectologists also work with children. The state, together with private structures, develops programs to provide district and rural schools with the conditions of inclusive education.

The next stage is to transmit inclusive education system to secondary and higher educational organizations.

Likewise, it requires alterations at the legislative level, preparation of educational institutions for admission of people with ASD, simplification of entrance exams to colleges and higher educational institutions and other related issues.

Regarding further employment of people with ASD, it is worth clarifying that in Kazakhstan there is a gradation of disability into first, second and third degrees.

Since 2021, the diagnosis of autism has been moved to the second group of disability, without considering individual and intellectual abilities, self-care skills, etc.

This means that upon reaching the age of 18, a person with ASD is automatically recognized as capable and therefore can lead an independent life and work. However, in order to employ people with ASD, it is essential to create workplaces with appropriate working conditions, determine the scope of their activities, introduce occupations and professions.

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ISSUE In Kazakhstan, sports falls under the Ministry of Culture and Sports. Unfortuantely, mass sport in Kazakhstan does not consider people with mental disabilities, and sports people with ASD cannot be participants of neither the Olympics nor the Paralympics. As for the development of sports in the country as a whole, it is necessary to popularize it among children and adults with ASD, with the participation of government programs in the form of training specialists, advising sports federations for people with mental disabilities, subsidies, support and provision in general.

It should be understood that when sending a child with ASD to sports sections, which in particular take place in the form of group classes, the presence of a specialist trained coach is required.

In recent years, support centers for children with ASD have paid attention to the physical development of children, and many centers incorporate physical therapy and sports activities. Sport is one of the important aspects in the life of all children, especially of children with mental disabilities, who in most cases have problems with gross and fine motor skills and body coordination.

For example, the sports-academic centre “Qadam special school” provides comprehensive support for children and teenagers - academic program includes preparation of children for inclusive education in school, after-school and sports program, where children play sports and attend various sections on a daily basis. Moreover, the program in “Qadam special school” is not limited only to academic knowledge, the centre conducts classes in social skills, music, drawing and socialization. In short, we attempt to cover all aspects of a child’s development and facilitate his comfortable adaptation in society. The centre has launched a rock-climbing section for children with ASD, a tennis section and in winter more than 20 children of the centre learned to skate and ski.

Sports improve the quality of life for the child and family, increasing not only the child’s physical activity and endurance, but also his academic performance and socialization. Moreover, the lives of families raising children with ASD become more diverse, which is the goal of our centre.

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As noted above, the issues of children with ASD in Kazakhstan fall under the jurisdiction of three ministries, and if you include the Ministry of Culture and Sports, then four. Each ministry develops its own programs, however it would be more effective to establish a single body covering the functions of all ministries.The objectives of this body would be as follows – to maintain proper and more accurate statistics; to enhance the identification of specific data on the demand for specialists and institutions; to organize negotiations with non-governmental organizations, parents of children with ASD and government agencies at various levels.

First and foremost, it is crucial to encourage children with ASD, taking into account their characteristics, capabilities and potential. Creating a system where parents of children with ASD can choose correctional centres, sports clubs and other educational institutions for their child with the funds allocated by the state would be the most fair and exemplary approach.

A child with ASD can be taught everything, if the support is timely and judicious. It is necessary to develop and teach these children comprehensively, in a word, all the colours of the rainbow should be present.

by Mazhen Aysulu Berikkyzy, Founder of the Qadam Special School Sports and Academic Center and Brand ambassador of “Qadam special school” and Nurlan Munbaev, Professor of Econometrics, Guardian of the Eurasian Creative Guild

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ECG

A SWORD IN A STONE: THE FUTURE OF MUSEUMS Museums are an important point of attraction for many people for many reasons over the years.We used to visit them as a part of a touristic program as well as see them as an educational or entertainment venue in our everyday life. And the concept of what the modern museums should be like is very different from a decade ago and still dynamically changing.

Most people born in the USSR, or in the former Soviet countries in the early 1990s, can describe their experience of the museums in a ‘don’t touch it’ way.

For a long time, a typical Soviet museum (and many other ones around the world) provided services like excursions and lectures in a highly formal way where visitors could only observe pieces of the exhibition and listen to the guide or teacher. It’s not good or bad, just a common model of classical education. It’s reasonable to say that this model is sustainable for museums of history, art and other directions related to fragile or unique exhibits - we definitely have to do our best to keep them untouched.

At the same time, the last twenty years gave us a new model’s explosive adoption and hybrid solutions for museums. Thanks to modern technologies and destination marketing programmes modern museums are more interactive and ready to provide the new experience in a practical way. Nowadays, school children can visit the museum of science not only to observe Fara-

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day’s Cage, but to carry our experiments for example.

Sometimes we see a whole show as a part of the experience. Experience has become the key aspect of the museum’s concept in comparison with simply content as it was thirty years ago.

Today we have a lot of things to try in many different ways outside the museums. And things we can see in documentaries and need not go to the museum to see it at all. It doesn’t mean that we need no museums, moreover we can say that it is an essential part of our life, but what is it indeed? We can see it in the example of libraries. Today many libraries in the UK, USA, EU and other countries are changing their main function from the resource centres to the community centres.

People spend time reading and discussing books in a club format, join different events like author’s talks and public lectures. Libraries are social hubs. The same thing is happening with museums.The difference is that, unlike libraries, museums already have narrow themes and practical ways of interacting with their visitors, so

we can’t just place a wide range of events into the shell of every specific museum. But it means that the museum can do what the library can’t do - create a holistic experience for changing our social lives.

This change is visible in the example of the ECG museum project called “Elish and Superheroes”. This is the first international museum, for children, dedicated to the exploration of autism and inclusivity through a unique medium. The project is not trying to just be a place for people on the autism spectrum but rather promoting the inclusion of such people into social, cultural and business relationships.

but that his unique behaviour is a key factor in his success (as seen by many famous individuals with autism).

Autistic people live beyond the common feeling of time, they are more concentrated on the process and their inner world. This is why it’s so hard for them to be integrated in society’s idea of social relations. In support of the central concept of the museum we want to design the space to consider two main mechanics of interaction between the museum and the visitor - slow down the rhythm of activity and make the interaction more tactile.

The philosophy of the project is built around the thesis that everybody can become a ‘Superhero’ - a valuable and significant part of a team or society. And even though the museum is oriented to children and teenagers it also will work with the aim of the inclusion of adults with autism in society.

The first mechanic is about changing the speed of moving inside the space of the museum. The structure of the museum building is built on the principle of a labyrinth, so visitors can’t walk as fast as usual, constantly making decisions as to where to go next. Obstacles, carefully placed, also help slow visitors down, while laser lights focus the attention.

That’s why this museum is not just an educational project FOR autistic people, but also a space for anyone to learn more ABOUT autism and its impact to human life. So, the key concept is to display Elish (a hero with behaviours that parallel autism) among other wellknown faces, showing that not only is Elish like the rest

The second mechanic is concentrated at all of the five feelings instead of just one - visual perception. White noise like sounds of rain, symphonic music or other sound effects are absolutely necessary to develop the concept of the museum and the exhibition. The sense of touch is probably the most important channel of

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perception for autistic people and people with HIA in general. Different materials on surfaces, the curves of the space and natural elements like rocks, water and plants will make the experience deeper and brighter.

Smell and taste may be overlooked yet they are very influential senses. We want to include a ‘superpower cocktail’ with the admission ticket to welcome visitors and create a good mood from the very beginning.

The first museum of its kind is planned to be built in the city of Schuchinsk, Burabay National Park (Northern Kazakhstan) in the summer of 2024. It will be a part of the ECG HORIZONS Burabay Creative Residence of the Eurasian Creative Guild. The complex will in-

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clude not only the museum itself but also a playground equipped for HIA children as well as appealing to all the local youth. The playground will be related to the museum, being themed as a superhero’s workout. The museum will become a venue for cultural and educational events, showing the creativity of people with HIA to the ECG international audience.

So, the point is that visiting the museum of a new concept is not only about learning or trying something new but about becoming someone new throughout the unique experience. It’s like a quest when you need to take a sword out of a stone to become a king and hero – a quick transformation based on the very artificial environment.

Super Heroes come in all shapes and sizes and their superpowers take many forms! Everyone seems to have their own favorite and the cinema box office successes of recent years shows how superheroes are more popular now than ever. Eurasian Creative Guild has inadvertently helped create its own superhero in the form of Elish from the very successful graphic book ‘Elish and the Wicker tale”. But what is unique is that Elish is autistic.

With nearly 150,000 autistic children in Kazakhstan alone and nearly 450,000 across the Central Asian region, it is right that this group has not only their own superhero but a place where their superpowers can be celebrated. Although there are some museums of film superheroes around the world this would be the first dedicated to Superheros with Autism and from literature!

Autism is a condition that takes many forms yet can be overcome. The ‘Museum’ will not only celebrate fictional superheroes but also those people who have the condition but have still become leaders in their chosen field. It is also interesting to see how many famous people in the creative industries have also suffered from Autism and related disorders. For example Dan Aykroyd – Comedic Actor, Hans Christian Andersen – Children’s Author, Tim Burton – Movie Director, Lewis Carroll – Author of “Alice in Wonderland”, Charles Darwin – Naturalist, Geologist, and Biologist, Emily Dickinson – Poet, Albert Einstein – Scientist, Bobby Fischer – Chess Grandmaster, Bill Gates – Co-founder of the Microsoft, Steve Jobs – Former CEO of Apple, James Joyce – Author of “Ulysses”, Stanley Kubrick – Film Director, Michelangelo – Sculptor, Painter, Architect, Poet, Wolfgang Amadeus Mozart – Classical Composer, Satoshi Tajiri – Creator of Nintendo’s Pokémon, Nikola Tesla – Inventor, Andy Warhol – Artist.

If you are inspired by this project as much as we are and want to support it, please find more details about available ways to help the project come to life by this QR code.

Every single effort is deeply appreciated!

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PERSON

THE LIVING BODY: BALLET FOR PEOPLE WITH DISABILITIES

Ballet, one of the most beautiful yet simultaneously intricate forms of art, remains the realm of a select few, a pinnacle reserved for the chosen ones...

Kudryavtseva graduated from one of Russia’s finest ballet schools, the Moscow State Academy of Choreography. She performed solo roles and graced renowned global stages such as the Bolshoi Theatre, the Katerina Kudryavtseva’s project brings ballet down Stanislavski and Nemirovich-Danchenko Theatre, thefrom its lofty heights and offers it to those not only atres in Greece, Japan, Serbia, and Macedonia. She was limited in accessing high art but also in the simple fac- a laureate of the All-Russian Ballet and Choreography ets of daily life. Katerina teaches ballet both to ordi- Artists’ Competition “Young Ballet of Russia,” and a renary individuals and also to those who are full-bodied, cipient of the presidential federal scholarship. uncoordinated, deaf, or lacking basic motor skills, including those with conditions like cerebral palsy, mul- But life took a different turn. Kudryavtseva was ditiple sclerosis, autism, and injuries. The creator of this agnosed with multiple sclerosis and given a disability project, Katerina Kudryavtseva herself, journeyed from classification. Contrary to, or perhaps because of, her the virtuosity of professional ballet to the difficulty of challenges, she became an artist, journalist, and writer, taking a step. earning three higher degrees and defending a doctoral

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Lisa has cerebral palsy. Kudryavtseva worked with the girl for over a year, using a method that combines rehabilitative gymnastics, breathing exercises, games, and ballet. Initially, these were face-to-face, “live” lessons every day for ten days. Then, they continued via Skype once a week: Katerina in Moscow, Lisa in Arkhangelsk.

After a month and a half of lessons, the girl was already taking ten steps forward and ten steps backward independently. She learned to breathe through her nose, hold objects in her hands, draw, and dance to music.

Several years later, Lisa’s grandmother sent Kudryavtseva a photo of Lisa standing on skis with a caption saying, “Who is the teacher?”

And thus, the “Living Body” project was born. Ballet became not just a means of rehabilitation but the embodiment of a dream capable of lifting individuals from the depths of illness.

Certainly, ballet here is not presented in its pure form but as a synthesis with other practices and disciplines.

The methodology is based on Katerina Kudryavtseva’s personal recovery experience. It’s a fusion of ballet, gymnastics, martial arts (Kudryavtseva holds a black belt in Kyokushin karate), and yoga. Stretching exercises are combined with strength movements, breathing exercises, and dance exercises. Musical accompaniment frees the person, while well-chosen movements improve their body’s function.

dissertation. However, ballet never left her life. From the age of 17, she taught both professionals and amateurs, children and adults.

In 2015, Kudryavtseva began teaching ballet to people with disabilities. During a trip to a vacation centre near Arkhangelsk, she met a girl named Lisa. “When we first met Lisa, she couldn’t move independently or speak clearly,” Kudryavtseva recalls. “Hunched over and completely locked up, she didn’t know how to perform the most basic, natural human movements... I suggested to her, ‘Let’s dance.’ And I heard a very natural and very lively response: ‘When will we dance?’”

Dance can be performed in any position or condition—standing, sitting, lying down, or even mentally. In any situation. Anywhere, anytime. Dance helps; dance heals. People reach their dreams and freedom. Even if the body cannot do everything, the desire and the spirit’s impulse can work wonders.

by Olga Matvievskaya, PhD, neurologist, psychiatrist, psychotherapist of the highest category, President of the Interregional Public Organization of the disabled people “Moscow Society of Multiple Sclerosis”, General Director of the All–Russian Public Organization of Disabled people with Multiple Sclerosis

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book of the year HERTFORDSHIRE PRESS

CATALOGUE

KAРА Автор Султан Раев (2015), РУССКИЙ / RUSSIAN ISBN: 978-1910886137 RRP: £24.50

A POETIC TREASURY FROM BELARUS: A celebration of the life and work of Vera Rich ISBN: 978-1913356040 RRP: £14.95

74 OCA MAGAZINE

RAISA, WHAT HURTS MY HEART...

ENG, ISBN: 978-1-913356-54-5 RRP: £24.95

THE PLIGHT OF A POSTMODERN HUNTER Chlngiz Aitmatov Mukhtar Shakhanov (2015) ISBN: 978-1-910886-11-3 RRP: £24.95 ENG HARDBACK

academy

HERTFORDSHIRE PRESS

S.S KUNANBAYEVA CONCEPTUALLY-GROUNDED COGNITIVE-LINGUAL BASICS OF FORMING A MULTILINGUAL ISBN: 978-1910886991 RRP: £14.95

S.S KUNANBAYEVA COMPETENCE-BASED MODELLING OF PROFESSIONAL FOREIGN LANGUAGE EDUCATION ISBN: 9781913356309 RRP: £14.95

S.S KUNANBAYEVA THE MODERNIZATION OF FOREIGN LANGUAGE EDUCATION: THE LINGUOCULTURAL COMMUNICATIVE APPROACH ISBN: 978-1910886991 RRP: £14.95

S.S KUNANBAYEVA STRATEGIC GUIDLINES FOR HIGHER FOREIGN LANGUAGE EDUCATION ISBN: 978-1910886991 RRP: £14.95

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75

ACADEMY

FAKHRADDIN VEYSALI PHONETIC AND PHONOLOGY PROBLEMS ISBN: 978-1910886182 RRP: £14.95

FARIDEH HEYA LAND OF FORTY TRIBES PAPERBACK ISBN: 978-0-9930444-4-1 RRP: £14.95

TLEKTES YESPOLOV THE KAZAKH MODEL FOR A RESEARCH UNIVERSITY ISBN: 978-1-913356-46-0 RRP: £24.95

V.V KOZLOV THE RUSSIAN MENTALITY ISBN: 978-1-913356-46-0 RRP: £17.50

76 OCA MAGAZINE

history

HERTFORDSHIRE PRESS

VANISHED KHANS AND EMPTY STEPPES

by Robert Wight (2014) The book opens with an outline of the history of Almaty, from its nineteenth-century origins as a remote outpost of the Russian empire, up to its present status as the thriving second city of modern-day Kazakhstan. The story then goes back to the Neolithic and early Bronze Ages, and the sensational discovery of the famous Golden Man of the Scythian empire. The transition has been difficult and tumultuous for millions of people, but Vanished Khans and Empty Steppes illustrates how Kazakhstan has emerged as one of the world’s most successful post-communist countries.

HARD BACK

ISBN: 978-0-9930444-0-3

RRP: £24.95

PAPERBACK ISBSN: 978-1-910886-05-2 RRP: £14.50 KANYBEK IMANALIEV THE KAGANATE Overall, The Kaganate is a remarkably skilful and fabulously imaginative prose poetry collection, which explores the overwhelming need for young men to be destructive, the overtly pagan sensibilities of the authors native Kyrgyzstan, along with those disciplines required by adolescent boys to channel instinctive animosities away from their parents into the rigours necessary to become worthy young warriors in such a way that his volume proves virtually obsessive. After all, each one of these observations evokes a subtle type of “second puberty” occurring between older men assaying values above mere materialism, sexuality, and having children - in order to focus on shared spiritual concerns.

ISBN: 978-1910886960 HB RRP:£19.95

VLADIMIR TULINOV THE GUARDSMEN OF HIPPOCRATES No people suffered more during the Second World War than the people of the Soviet Union and the soldiers of the Red Army. Tens of millions perished and further millions were wounded – horrific numbers, which would have been even higher if it weren’t for the efforts of the army of doctors, nurses, and medics who treated the wounded and the suffering. V.M. Tulinov’s The Guardsmen of Hippocrates brings the reader up close to the men and women who fought to save the lives of those struggling to resist the Nazi invasion.

ISBN: 978-1910886946 HB, RRP: £19.95 WEST MIDLANDS HO!

by Aldona Grupas West Midlands Ho! is a compelling work of local history, focused on a particular corner of England but set against a background of tumultuous international events.In the book, Lithuanian author Aldona Grupas reveals the personal tales of Lithuanian migrants who moved to Britain in the wake of World War II. Unable to return to their homeland due to the Soviet occupation, from 1947 onwards, several thousand refugees swapped the refugee camps of Allied-occupied Germany for basic accommodation in Britain, along with jobs in manufacturing and agriculture. In the following decades, they put down roots in Britain, all the while keeping their Lithuanian identity alive. In a series of interviews, Grupas teases out the personal experiences of five members of this migrant community in the West Midlands of England.

PAPERBACK

ISBN: 978-1913356231 RRP:£19.95

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77

CONTENTS 6

POET PYRAGY SETS THE FOUNDATION FOR EDUCATION

42

DEVELOPING KAZAKHSTAN’S EDUCATION SECTOR IN THE ERA OF KNOWLEDGE AND GLOBAL CHALLENGES

10

PROMOTING RELIGIOUS TOLERANCE AND HARMONY IN UZBEKISTAN

48

THE CURIOUS CITY OF SUN

14

CONCEPT OF HUMANITY’S SURVIVAL STRATEGY IN THE THIRD MILLENNIUM

50

PLAYING FOR A BETTER CENTRAL ASIA: INTRODUCING VOICES OF CENTRAL ASIA

18

TAJIKISTAN – AN ANCIENT HISTORY AND BRIGHT FUTURE

52

TRENDS IN RECRUITMENT IN INTERNATIONAL SCHOOLS SINCE 2020: INSIGHTS AND POSSIBLE CAUSES

22

PRIMUS INTER PARES. KAZAKH ABLAI KHAN UNIVERSITY OF INTERNATIONAL RELATIONS AND WORLD LANGUAGES IS THE FLAGSHIP OF FOREIGN LANGUAGE EDUCATION

54

FUND HONOURS SHARAF RASHIDOV’S LIFE

56

THE FUTURE OF EDUCATION IS ONLINE

58

KYRGYZSTAN FOCUSES EDUCATION AROUND SOFT SKILLS

62

IMPROVING EDUCATIONAL NEEDS FOR AUTISM IN KAZAKHSTAN

66

A SWORD IN A STONE: THE FUTURE OF MUSEUMS

70

THE LIVING BODY: BALLET FOR PEOPLE WITH DISABILITIES

26

EDUCATION IN THE KYRGYZ REPUBLIC

32

PARTNERSHIP FOR A NEW UZBEKISTAN

36

BELARUS’ EDUCATION POLICY FORGES A NEW PATH

38

THE FUTURE OF HIGHER EDUCATION IN CENTRAL ASIA

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