OCA #46

BUILDING THE LANDBRIDGE WITH EURASIA

[ EDUCATION ]

31 YEARS YOUNG UZBEKISTAN: SUSTAINABLE PROGRESS FOR FURTHER PROSPERITY WHY KAZAKHSTAN NEEDS RADICAL REFORM TO MODERNIZE ITS EDUCATION SYSTEM QUALITY ASSESSMENT OF PRESCHOOL EDUCATION IN RUSSIA COLLECTIVE MEMORY ABOUT SHARAF RASHIDOV HOW DO UNIVERSITIES CREATE SOCIAL IMPACT?

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FROM THE EDITOR strength and time” to worry about Europe’s cost of living crisis when he is also counting the cost of human lives in this war. This is the very real cost we must face. It seems less of a burden when stacked against the mounting human costs we see on Europe’s doorstep.

As the last President of the Soviet Union is laid to rest, many Russians are tinged with bittersweet memories about his involvement in the fall of the USSR. We should remember him, perhaps, as the architect of bringing an end to the Cold War, putting this aim above all else, knowing full well that it would undermine his own political position. Gorbachev’s view was simple: by joining the liberal order of the west he could save his country at a febrile moment when nationlist mobilisation was rising. Unfortunately, despite the potential, this hasn’t happened. He no doubt felt betrayed, not just by the west, but by history itself. But he is no less of a heroic leader – the sort that we desperately need today.

Welcome Word There is not much to cheer as one looks around the world today. Headlines warn of a winter of very severe discontent in Europe with inflation bursting uncontrollably, gas bills quadrupling in as many months, a recession looming and the war in Ukraine seemingly at a stalemate. The threats of climate change also haunt us wherever we look with a drought declared in the UK, floods in Pakistan and crops in short supply across the globe – all augmenting the cost of living globally.

Looking around, the leaders of the free world appear hapless and lost – as I write the UK chooses its latest Prime Minister from a shortlist of unrealistic dreamers unable to utter the simple truth: we are going to be poorer for some time as we deal with the aftermath of the pandemic and the wider implications of the war in Ukraine. It’s easy to blame the government, after all it has many faults, but the reality is that the global geopolitical situation has conspired to give us a unique set of almost unimaginable circumstances. Any government who had conceivably tried to prepare seriously for such a situation might well have been called lunatics by the media (and probably by voters alike). And yet, Europe’s governments now have increasingly few places to turn to help their populations get through this winter. However, getting through this winter, resolve intact, is critical for our future.

Volodymyr Zelensky was quoted recently, with his usual candid opinion, saying, “Yes, we know it is going to be painful.

If you are not willing to lose something, then you will have even greater risks to face” before going on to say he has “no

Finally, that brings me to the importance of education. Albert Einstein once said that education is what is left once what you have been taught has been forgotten. Our schools and universities prepare us for what and how we will become as society. In these dark days, we need proper education more than ever if our future society is to have any chance at harmony and avoid self-destruction. Education will not only create our future leaders in all manner of fields, but also create our communities and cultures that we need to ensure that truth and kindness prevails. In this ambition, I am sure that the members of the Eurasian Creative Guild will join me.

I must admit that I have had a very busy end to the summer and therefore I am hugely indebted to Gareth Stamp for taking time away from his ECG Chairman’s duties to help guest edit this issue. I shall be fully back on seat for the next one. As ever, I hope you enjoy the issue.

Nick Rowan

Editor-in-Chief Open Central Asia Magazine

ECG BOARD GARETH STAMP - CHAIRMAN MARAT AKHMEDJANOV - VICE CHAIRMAN

EDITOR-IN-CHIEF NICK ROWAN GUEST EDITOR GARET STAMP PUBLISHER MARAT AKHMEDJANOV EDITOR’S ASSISTANT VITALINA HALAVACH DESIGN ALEXANDRA REY

OPEN CENTRAL ASIA MAGAZINE #46 / 2022

Cover: Shavkat Mirziyoyev with students see p.6 MAGAZINE PUBLISHED FOR EURASIAN CREATIVE GUILD

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EDITORIAL TEAM GARETH STAMP RAZA SAYED TATIANA SHEVCHENKO DR. AL ARTAMAN (UAE & C. A) CONTRIBUTORS SAID RUSTAMOV DR. LORETTA O’DONNELL MACHEKIN SERGEY RIKHSIEVA GULCHEKHRA CHAN YOUNG BANG KAMILA KOVYAZINA SIDDHARTH SAXENA RAFIS ABAZOV GARETH STAMP ABDRAKHMANOVA RAISA MUMINOV ISKANDAR

ADVISORY BOARD ELENA ASLANYAN, ARMENIA ALDONA GRUPAS, UNITED KINGDOM ANATOLIY LOBOV, GEORGIA VICTORIA LEVIN, ISRAEL WARREN WILLS, AUSTRALIA ELENA BEZRUKOVA, KAZAKHSTAN AZIM AKMATOV, KYRGYZSTAN SURIYA YESENTAEVA, KAZAKHSTAN BAKHTYGUL MAKHAMBETOVA, KAZAKHSTAN ANASTASIA KUZMICHEVA, BELARUS ALINA MOSEIKINA, CYPRUS MARINA PODLESNAYA, MOLDOVA JONATHAN CAMPION, UK OKSANA ZHUKOVA, CRIMEA NATALIE BAYS, UK

MAZHEN AYSULU NURLAN MUNBAEV TLEKTES YESPOLOV TAINA KAUNIS

DISTRIBUTION TIMUR AKHMEDJANOV WEB NAIMATT BUTT

Disclaimer : The information contained in this publication is for general information purposes only. The information is provided by OCA Magazine and while we endeavour to ensure the information up to date and correct, we make no representations or warranties of any kind, express or implied, about the completeness, accuracy, reliability or suitability of the information, products, services, or related graphics represented for any purpose. Any reliance you place on such information is therefore strictly at your own risk.

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 GUEST EDITOR

Welcome Word It is once again an honour to be involved in OCA magazine and in particular this special ‘Education’ issue. I have personally been involved in education for over 30 years, in various roles and in a wide range of countries. I used to wonder why, after so many thousands of years we have never got it ‘right’ and have not developed a one size fits all system? The answer is simple - humanity is not ‘one size’ and different environments, cultures and populations require different teaching and learning systems to provide what their own future generations need. During my time working in education in Kazakhstan I witnessed foreign ‘experts’ trying to impose existing curricula and methodologies on teachers and schools, without taking into account the rich history and traditions of education, literature, science and politics that has existed in the central asian region for millenia.

It has been a pleasure to read the articles contained in this special edition of OCA magazine and to get to know many of the contributors through the ECG’s series of education zoom conferences. Education is a vital part of life and human development not just in technological innovation but also in promoting tolerance and international mindedness in a world that can sometimes appear fragmented and fragile.

Please enjoy this focussed snap shot of education in Central Asia and beyond.

Gareth Stamp

Chairman of the Eurasian Creative Guild

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COVER STORY

31 YEARS YOUNG UZBEKISTAN: SUSTAINABLE PROGRESS FOR FURTHER PROSPERITY

On september 1, 2022 Uzbekistan celebrated the 31st Anniversary of its Independence. From the very beginning the nation has set an ambitious goal - to become a developed, sustainable, democratic state. In a relatively short period, profound structural and institutional transformations were carried out that laid the foundations of a multi-structured economy and principles of secular, democratic governance.

Launched in 2017, the unprecedented large-scale reform program of the newly elected modernist President Shavkat Mirziyoyev has created a new milestone

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in the nation’s development. New strategic priorities have been established in the spheres of public administration, the rule of law and human rights, economic liberalisation, social policy and foreign relations. A longtime inward-looking country has become more open and active.

As a result, in just five years Uzbekistan has achieved a lot. For example, Uzbekistan was elected to the UN Human Rights Council, adopted a National Human Rights Strategy, a Gender Equality Strategy and ratified the UN Convention on the Rights of Persons

heart of the transformation. To consolidate these important values a major round of constitutional reform was initiated.

Our citizens have taken an active and direct part in shaping the new Constitution and have been active in a nationwide discussion. Tens of thousands of proposals from people were considered by a Constitutional Commission, formed from MPs, senators, representatives of civil society and other sectors. The President has also proposed several initiatives for inclusion into the constitution, including abolition of the death penalty, establishment of so-called Miranda rights and Habeas Corpus principles.

Human capital development, as the cornerstone of any modernization and innovation-based economic with Disabilities. Forced labour and child labour were success, has become a strategic priority in Uzbekistan completely eradicated in the country, ending an interwhere more than 60% of its 35 million strong populanational boycott of Uzbekistan’s cotton and textiles. tion are under the age of 30.

The foreign exchange market was liberalised. For The country is actively implementing a system of the first time, Uzbek banks and enterprises received lifelong education and seeking to build a knowledge international ratings and entered the world financial economy, which includes the restructuring of the edumarkets, and international bonds in national currencation system, advanced training of personnel, integracy were also issued on world markets. The country tion of education with science and business. was admitted as a beneficiary in EU’s GSP+ and the Enrolment of children in preschool education has UK’s Enhanced GSP Scheme. Foreign trade turnover more than doubled since 2017, exceeding 1.8 million increased by 70% - to more than $42 bln in 2021. Expeople (67.2% of the age group). The number of preports rose 40%, while imports doubled. school educational organizations has increased fiveOpen, pragmatic and humanistic foreign policy refold - up to almost 28,000. By 2030, enrolment in the sulted in the creation of a completely new atmosphere sector will increase from 67.2% to 80.8%. of constructive cooperation and good-neighbourliness In public education the main focus is on improvin Central Asia, and expanding relations with the world. ing the qualifications of teachers, introducing innovaA visa-free regime was introduced to the citizens of tive technologies in scientific and technical education 90 foreign countries and people from around the same number of states can now use a simplified visa procedure. In this way, the country has become the most open state in the region.

Broad public support for President Mirziyoyev’s reformist course ensured his re-election in 2021 and adoption of the Development Strategy for New Uzbekistan on an even deeper and wider modernisation of the country. Ambitious goals were set for 2030, such as increasing GDP per capita by 60%, joining the ranks of upper middle-income states, and pouring $120 billion into the economy, including $70 billion in FDI. A focus on human rights and dignity, a vibrant civil society, a welfare state, sustainable, environmentally friendly and inclusive development have been put at the

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COVER STORY “Hope of the Nation” Foundation is growing fast. The transition to a “digital university” model has begun, and a new system of vocational education has been implemented. Through introducing standards of excellence and international educational programs, Uzbekistan strives to become a regional hub of higher education.

Retrospectively, Uzbekistan is celebrating its 31st anniversary of independence with a solid record of achievement. The country has secured the status as a significant regional power, and its comprehensive reforms, which have become irreversible and enjoy public and international support, are the driver for further development.

Even though Uzbekistan seldom generates frontpage news in the UK, over the past three decades a solid base for comprehensive bilateral cooperation has been developed. Importantly, the foundations for this were laid even earlier, over 600 years ago when Amir Timur, commonly known as Tamerlane, ruler of the vast Timurid Empire, and King Henry IV of England were exchanging correspondence, both seeking friendly relathrough a network of so-called Presidential Schools tions and expanded trade links. operating under the British Curriculum. Specialized In the modern era, bilateral relations received a schools with in-depth study of ICT and the hard sci- “second wind” from Uzbekistan’s reform programme. ences have been established, and a fully inclusive edu- The UK’s Global Britain strategy has added to the cation system is being introduced in schools. momentum. As a result, new possibilities for cooperaOver the past five years, 55 new universities have tion have been opened up and the pace of change has been created in the country bringing the total to 162. grown ever more intense. For example, Uzbekistan Along with branches of 30 foreign universities, enrol- became the first Central Asian state to sign with the ment in higher education is projected to reach 50% post-Brexit UK a bilateral political and cooperation by 2030 (compared with 9% in 2016, 28% in 2021). deal - a Partnership and Cooperation Agreement. Last The number of students studying abroad through the year, Uzbekistan also gained trade beneficiary status in the UK’s GSP Enhanced Framework, becoming the first country to qualify for that after Brexit.

The desire to develop trade and economic ties, reflected in the correspondence between Amir Timur and Henry IV, is today complemented by a broad range of other topics: from political dialogue and addressing global challenges, to the green economy, education, and culture. It is a close friendship which is valued enormously in Uzbekistan that looks forward to further broadening and strengthening its partnership and friendship with the UK. Said Rustamov Ambassador of Uzbekistan to the UK

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INTERVIEW

TIRANA: EUROPEAN CAPITAL OF YOUTH AIMS TO EMPOWER EDUCATION IN ALBANIA An Interview with Her Excellency Donika Hoxha

Even as far back as 2017 UNICEF were celebrating the successes of a developing Albanian education system.

“What is of importance for the country to celebrate is that not only Albanian children do better in academic achievement, but that the Albanian schools are preparing citizens who have values and commitment. PISA results show that Albanian children’s sense of community belonging and wellbeing is very high, ranking third after Spain and Austria among all participating countries.

Bold reforms and innovative initiatives such as the ones on Schools as Community Centers are already providing their fruits.”

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“This is a strong indicator that Albanian schools are on the right track to provide a solid education to all children, regardless of their economic backgrounds.

Education is a fundamental human right. It is critical for long-term economic growth and crucial for the achievement of all the United Nations Sustainable Development Goals 4, on inclusive quality education.” said Dr. Ezio Gianni Murzi, UNICEF Representative in Albania.“We are proud today that many of the bold reforms of the Ministry of Education and Youth which UNICEF and partners have supported in curriculum development, improving preschool quality, teacher training and

qualification are working”- said Dr. Ezio Gianni Murzi, UNICEF Representative in Albania.

A lot has happened to affect education since 2017 but whereas the pandemic caused challenges and long term headaches for traditional education systems, it also allowed developing systems, such as Albania to embrace new technology and speed up the reforms that were already planned - indeed online learning platforms were being introduced from 2018 and the best teachers in Albania were putting many of their lessons online - to date over 17000 are available and the systems that Albania developed have been successfully exported to other countries within the Balkan peninsula.

The Albanian Ministry of Education and Youth are also at the forefront of the development of Higher education and University reform. As with all countries, the need for internationally recognised Universities is a priority for the development of skills, quality assurance and research. As a result, qualifications of common standards tend to become competitive because of the European vision that Albania has.

Emerging from the global pandemic and returning to the classroom has challenges. In some countries student apathy has become an issue which is being tackled by financial incentives and active marketing campaigns.

Albania has taken a slightly different approach - through student empowerment and by embracing the European capital of Youth initiative.

The European Youth Capital is awarded by the European Youth Forum, which aims to empower young people, boost their participation and strengthen European identity.

To find out more about Albania’s role as host of European Capital of Youth 2022, and how to inspire the next generation of leaders while retaining a strong cultural heritage, we interviewed H.E.Donika Hoxha - Ambassador of the Republic of Albania to the republic of Bulgaria and the Republic of Moldova.

Dr Donika Hoxha has been the Ambassador of the Republic of Albania to the Republic of Bulgaria since

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INTERVIEW To be an effective leader you’ll also need to be a good listener and communicator. Among the skills we need to improve are transparency and good communication, to ensure that everyone has the right information no matter where they work and to get motivated to be engaged. Accountability is yet another important matter which factors into success. Leaders must hold themselves accountable to do the necessary work to fulfil their promises.

A good leader needs to have the resilience to push himself/herself over, through, around, and sometimes under obstacles. True motivation only appears by overcoming difficulties.

October 2018 and the Ambassador to the Republic of Moldova since October 2019, although she began her professional career in 1998 at the Ministry of Culture, How do new leaders rise and how we could support Youth and Sport of the Republic of Albania. and develop new leaders among the young generation?

OCA: What motivates you to represent your Most leaders throughout history have emerged out of country abroad and what is the message you the needs of the situation, arising from the dynamics and processes that unfold within and among a group want to spread through your work? of individuals as they endeavour to achieve a collective DH: Being a diplomat and representing your own goal. As different situations call for different configuracountry is not merely a profession. You have to love tions of knowledge, skills, and abilities, the group turns your country, what it has been at different times in to the members who mostly display drive, self-confiits history, and begin your duty by knowing what best dence, knowledge of the situation, honesty, and integserves its interests and then seek to achieve an out- rity. It is not difficult to spot them as they are able come as close to those requirements as possible. For to exert considerable influence and provide direction this, you need to invest time, energy and effort in your while driven by a vision embraced by the entire group.

Talented up-and-coming new leaders among the young own professional development. generation need challenging assignments that stretch OCA: One of the aims of the European Capital them to new heights. We need to believe in them, enof Youth is to empower the next generation - courage and support their aspirations. We need to produce more leaders rather than more followers, how do you do that? which is fundamental to long term success. To do that DH: The most important qualities of a good leader we need to support leadership development initiatives have always been strategic and critical thinking, innova- among the youngest generation, empowering them to tion and action. As we move farther into 2022, after be- make decisions that support the goals and vision of the ing faced with the biggest challenge of the century, the community.

COVID pandemic, I believe that the best leaders continue to be those who inspire, motivate and empower OCA: Is that why Tirana becoming the Europetheir team. I would like to quote Steve Jobs “Manage- an Youth Capital is so important? ment is about persuading people to do things they do not want to do, while leadership is about inspiring peo- DH: We need to create the conditions for our young people not to flee our countries and develop their talple to do things they never thought they could.” ents. This would give long-term competitive advantages to our countries, especially considering our current

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situation of brain drain. Leaders exist at all levels. We have to identify the ones who can step in and fill critical roles when necessary. This should be our mission. As I said above, we must be held accountable for developing other leaders OCA: What can be done in order young people to be involved and engaged in Cultural Heritage, to safeguard and use these values?

DH: There is a risk that certain elements of intangible cultural heritage could die out or disappear without help, but how can we safeguard and manage a heritage that is constantly changing and part of ‘living culture’ without freezing or trivialising it? Safeguarding them is about the transferring of knowledge, skills and meaning.

Hence, first and foremost, a good knowledge by the young generation of the values of culture as a symbol of the identity of a country is significantly needed.

Unfortunately, there is still a quite distant relationship between the young generation and art history and education and one of the main challenges in safeguarding intangible heritage is the loss of interest and enthusiasm to practise by the young generation.

We need to cultivate young people’s interest and nurture their curiosity. More efforts and concrete actions are needed to integrate local knowledge in formal education curricula. However, that is not enough if they are not encouraged to go out and experience..

When transmitted from generation to generation, intangible heritage is continuously created and recreated. It is exactly recreation that we have to encourage.

A substantial engagement of young professionals in spreading the importance of active participation of local communities to protect and safeguard the cultural activities needs to be encouraged. On the other hand, governments, international organisations and NGOs have an important role in supporting projects and initiatives to this end and of course, Tirana being the European Youth Capital 2022 will assist this!

photos Dr Donika Hoxha

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FOCUS

SCIENCE AND INDUSTRIAL POLICY OPTIONS FOR RESOURCE RICH EURASIA The Silk Road which historically signifies this region in particular has lent itself to defining and placing Eurasia and Central Asia as a place for mobility where goods passed through from the East to the West and vice-versa. However, Eurasia as a producer of ideas, peoples and goods often gets left out especially in the global, and particularly Western, imagination, propagating the idea of Eurasia as a thoroughfare. The Silk Road has been a place for manufacturing and historically has contributed to scientific, artistic and cultural breakthroughs of global significance but has been left out of current discussion as a producer. This has an impact on our understanding of knowledge production and educational framework in the region.

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This representation of being a passage (road) and leaving out the significance of being a producer has reinforced the (mis)understanding about Silk Road and led for it to be demarcated as a periphery. Particularly since the fracture of the Soviet Union into the 15 republics, the Eurasia region is increasingly portrayed as a disparate and remote region, and a region which needs to be reconstructed using new and ‘modern’ framework and principles arising from notions, for example, of Westphalian states. Constituents of Eurasia, be it Central Asia, China or Russia, or south stream regions of the Middle East, South and South East Asia are relegated as incapable players or threats in making. However, this Silk-Road region and its millennia old intercon-

nectedness is where the future of this region lies as is finally being recognised by OBOR (BRI) and Eurasian Economic Union projects. It is important to remember that, Eurasia as a coherent geographical construct has existed since at least as early as the Mongol Empire in the 13th century and subsequently in the Timurid Empire which brought large swathes of Eurasia under control.

Such a flawed understanding is a product of decontextualised economic analysis and subsequent mis-matched political and security studies narratives. An economic understanding of production is limited, and limited largely to post-facto analysis of the production phenomenon and process. Economics alone does not have tools either to understand how production originates and how it is sustained. Production is more often rooted in need, not in demand! while the need is correlated to how the society is organised. This societal organisa-

tion generates value systems which in turn govern the need itself. If one only uses the prevalent neo-liberal economic frameworks, very construed understandings can emerge. If one turns the analysis around, some key questions can arise from this discourse and help clarify things, for example, let us consider the cure for cancer, for which it is easy estimate the level of demand; and despite this extensive demand and money thrown at it, the market driven systems have not been able provide even a basic cure and resilience against cancer. And similarly how come we are so far behind in alternative energy solutions despite the demand?

So how is this relevant to the case of Eurasia? Historically, Eurasia was the dynamo of curiosity led intellectual development, for e.g. Al-Khwarizmi’s discovery of Algorithm, and a wide array of physical and chemical principles, translated mineral wealth into global supply chains of then and now. It was the nurturing of science

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image by Darrell Chaddock 16 OCA MAGAZINE

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FOCUS and ‘investment’ in human capital that has played the key role in creating resilience in Eurasia. This pattern has been repeated through myriad political orders of Khanates, Empires and even in the modern Soviet state periods.

A diagrammatic understanding of Science to Innovation process perhaps can help understand and explain the fabric of the resilience process in Eurasia; the basic principle is as follows: ∙ Science (similar to Culture and Music) (grasping principles of nature) ∙ Engineering (systemising and controlling process, leading to application of science) ∙ Technology and Innovation (making engineering useful for public good and/or commercial gain) Thus the premise here is that those policy makers who achieved an understanding of investing in science and human capital as the key to sustainable economic growth were able to create progress at a global scale, despite the challenges of land-locked geographies, harsh climates, political upheaval and unstable globally to not getting caught up in thinking that technology linked finance, and indeed, low population densities. transfer is the final goal. On the contrary, it is the startSo as stated earlier, in the past we have Eurasia at the ing point for developing further technologies. Access centre of processes of development, integration and to vast materials and metals base, which are needed growth, so what does it have to offer now? For one, to drive the new era of electronics, refrigeration and their natural wealth of vast materials and metals, need- energy-storage which underpin all other areas of teched to drive a new era of electronics, refrigeration and nology do not rest with IT, 3-D printing and consumer energy storage underpin all other areas of technolo- goods. Countries in Central Asia, especially, are home gy and thus global sustainable development, can aid in to natural resources of the kind that are essential in fuglobal development.This is particularly important when ture technologies, from metals to hydrocarbons. New going beyond hydrocarbons and Silicon-based technol- industrial and sub sectors of global relevance have potential to be induced in/from Eurasia through deployogies which are prevalent today. ment of new scientific ideas. For example, the downFor Eurasia specifically, the following concerns are stream potential of the oil and gas industry, mining and important to keep in mind in order to not compro- agro resources are necessary for producing clean-tech mise its millennia old intrinsic resilience capacity. In a and green technologies as well. Polymers and oxide post-Soviet, new liberal world order in which Eurasia semi-conductor devices like light emitting diodes, solar re-industrialises, it should not fall for ‘easy-options’ of- cells and transistors; cheap deposition of polymers by ten discussed by many developing countries which are printing; improve devices by understanding fundamenindustrialising now, rather Eurasia is re-industrialising - tal laws of physics can all lead to spin-off technologies their starting point in terms of human capital and insti- which can put Eurasia at the forefront of production tutional capacity was/is very different. The countries of and high-technology rather than compete with estabCentral Asia, for example, need to pay close attention lished players in developed fields.

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gases such as CFCs (chlorofluorocarbons) and HCFCs (hydro-chlorofluorocarbons) like R-12 or R-22. Such technologies have the potential to power our computers, keep our food fresh); and HighTemperature Superconductivity (for dissipation-less transmission of electricity and production of magnets for Maglev High Speed trains as well as plasma confinement reactors for energy production).

Conclusion

So resilience is not the endgame, it is a kind of insurance policy.

Central Asian countries like Uzbekistan Kazakhstan, Turkmenistan have oil and gas and as a result polymers and plastics on the one hand, while together with the Kyrgyz Republic and Tajikistan, they have vast reserves of Rare-Earth minerals. This can help them diversify their economies and lead the change rather than play catch up to developed countries. Some examples of these kinds of technologies are Spin Nematics (for the next generation of environmental, medical and industrial sensors for applications ranging from satellite communication to chemical industry heat process management and mining exploration); Computer Memories and Information Transport (e.g. components and fully integrated chips for quantum computation and memory storage); Multifunctional Composites (these can act as both batteries for energy storage and process sunlight for energy production), Magnetic Refrigeration (for example, manipulation of quantum spins can produce refrigeration that no longer requires cumbersome compressors or use of environmentally damaging

The Oxford dictionary defines Resilience as ‘the capacity to recover quickly from difficulties and with toughness’. Historically, Eurasia has not only been resilient but rather been the epicentre of change, transformation and production. Whether it was the Silk Road, or home to the most ancient and great civilisations in the world, Eurasia has been at the centre of all things new.

The natural connectedness of the Eurasian region allowed for a sharing of resources and led to some of the world’s best science. Home to a plethora of materials and metals, renewable and non-renewable sources of energy, the countries of Eurasia have benefitted from each other through interactions in knowledge production along with exchanges of goods and peoples which has been at the heart of progress through time and space. Even in Soviet times Central Asian countries remained connected with flexible borders, if any, and shared infrastructure which favoured interaction.

It is only since the end of the Cold War that we have seen Eurasia, especially countries in Central Asia, question and struggle with their place in the world. Rather than play catch-up to the world’s leading economies, countries in the region should look to development paradigms which are Eurasian in character and are generated from within. International organisations and think tanks bring with them Euro-centric concepts of development, economic and otherwise, and fail to take into account the knowledge and technologies that exist within Eurasia.

Dr Siddharth S Saxena Director at Cambridge Central Asia Forum, Jesus College, University of Cambridge

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SOCIETY

HOW DO UNIVERSITIES CREATE SOCIAL IMPACT? THREE EXAMPLES FROM CENTRAL ASIA - THE HERITAGE ALLIANCE OF THE NEW SILK ROAD, CONSORTIUM OF GENDER SCHOLARS AND THE INTEGRITY PROJECT

The 2021 European University Association report “University Without Walls” reminds us that the role of universities is changing. Universities do not operate as single entities but increasingly are part of strong networks. The mission of universities is more multi-dimensional: the fundamental focus remains teaching and research, but, as the recent Times Higher Education Impact Ranking shows, universities are increasingly judged on their innovation and social impact, as well as on research and teaching.

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Nazarbayev University (NU) is a clear example of these global changes. Established in Kazakhstan in 2010, its mission is to become a research-intensive university for Central Asia. NU collaborates with strategic partners: Duke University, National University of Singapore, Wisconsin University, University of Cambridge, Pennsylvania University, and University of Pittsburgh. With advice from these global universities, and with support from local university partners, NU creates impact at scientific, social, and economic levels. To illustrate, NU

graduates are employed by competitive professional services firms such as: Google, Schlumberger, Microsoft and McKinsey. Our graduates have been accepted into full scholarship programs at Harvard, Oxford, MIT, Stanford, London School of Economics, University College London, Imperial College, Arizona, Cambridge and Illinois Urbana-Champaign, and many others.

Collaboration has always been the key to success in universities, just as it is in business, politics and diplomacy. To create sustainable social impact, NU and many other Central Asian universities are active in key networks, including the University Alliance of the Silk Road (UASR), a non-governmental and non-profit organization “aimed at openness and international cooperation in higher education”. UASR facilitates collaborative research, student exchange, cultural, technological and economic development through a coalition of 150 global universities from 38 countries.

UASR Executive Council members illustrate the breadth of interest in Central Asia: Xi’an Jiaotong University (China; Harbin Institute of Technology (China); Hong Kong Polytechnic University (China); National Research University “Moscow Power Engineering Institute” (Russia); Bauman Moscow State Technical University (Russia); Al-Farabi Kazakh National University (Kazakhstan); Nazarbayev University (Kazakhstan); University of New South Wales (Australia); Centrale Supelec (France); University of Liverpool (UK); Politecnico di Milano (Italy); Benha University (Egypt); Sabanci University (Turkey); Issanov Kyrgyz State University of Construction,Transport and Architecture (Kyrgyzstan); National University of Sciences and Technology (Pakistan); Technic University of Berlin (Germany); National University of Singapore (Singapore) and Pusan National University (South Korea).

Within this context, the University of Liverpool in the UK worked with Central Asian universities to establish the Heritage Alliance of the New Silk Road, known as HANSR, an informal sub-alliance of University Alliance of the Silk Road (UASR). HANSR is highly collaborative group of universities with a specific interest in the heritage of the Silk Road.

When you think of Central Asian heritage, no doubt many vivid images come to mind: architecture, music, cuisine, dance, literature, history, poetry, scholarship, philosophy and economic opportunities. HANSR pro-

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vides researchers, scholars, students, bureaucrats, politicians and administrators a forum to debate significant heritage themes. HANSR Roundtables, student competitions, and workshops explore all aspects of heritage: including the costs and benefits of development, heritage tourism, and sustainability practices relevant to heritage.

After its 2017 launch by Liverpool University, last year’s HANSR Roundtable was hosted by Nazarbayev University.Top scholars presented their ideas, featuring Claudia Chang, Emerita Professor of Anthropology, Sweet Briar College, “The Why of Cultural Heritage: The DNA of Heritage in the Midst of Global Crisis”.

Other prominent HANSR Roundtable presenters include Peter Hommel, Lecturer in Archeomaterials, University of Liverpool; “Hearth and Home: Promoting the Identification, Investigation and Protection of Prehistoric Settlement Landscapes in Southern Siberia”.

Also prominent are researchers such as Gavin Slade, Associate Professor, Nazarbayev University, “In the Gulag’s Shadow: Places and Practices of Remembering and Forgetting Penal Trauma in Kazakhstan” and from the tourism perspective, Guillaume Tiberghien, Lecturer in Tourism Management/Marketing, University of Glasgow, “Kazakhstani Heritage and Politics of Authenticity in Tourism: Opportunities and Challenges” and Paula Dupuy, Associate Professor, Nazarbayev University, “Trans-Eurasian Exchanges: A Look from Inside Kazakhstan”. Urban development issues are explored

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in the work of researchers such as Lina Liu, Associate Professor, Law School, Xi’an Jiaotong University, “The Harmonization of Urban Development and Protection of Cultural Heritage from the Perspective of China”; and Nikolai Tsyrempilov, Associate Professor, Director of M.A. Program in Eurasian Studies, Nazarbayev University, “Visualizing Sacred Geography of Kazakhstan”; Binqing Zhai, Professor, Head, Department of Architecture and Director, Institute of Architecture, Xi ‘an Jiaotong University, Conservation of Han Chang’an Capital Heritage Site and the Impact to Local Indigenous Lives”; Andrey Filchenko, Professor, Nazarbayev University, “Contemporary Practices of Language Documentation as Cultural Heritage Preservation” with US scholars such as: Gil Stein, Director, Chicago Center for Cultural Heritage Preservation and Professor of Archaeology, Oriental Institute, University of Chicago, “Preserving Cultural Heritage Along the Silk Road: University of Chicago Projects in Central Asia and Afghanistan” and Jeffrey Altschul, Founder, Statistical Research, Inc. and Co-President, Coalition for Archaeological Synthesis, “Building a Future without losing the Past: The Challenge of Cultural Heritage Management”.

This year’s HANSR Roundtable is promising to be exceptionally international and innovative. From 8-11 November 2021, Politecnico Milan is hosting the 2021 HANSR Roundtable on the concept of Heritage Management: Musealization or Use, including the

fessional life. The goal is to encourage student- to-student debate on all aspects of integrity, via international, student-led integrity roundtables in Central Asia and beyond, an international student video competition for high school, undergraduate and graduate students, networking with the European Network for Academic Integrity and student research projects.The solution to integrity is not in the hands of professors, it is in the hands of students.

Not only in Central Asia, but all around the world, universities are working with students as key collaborators to create lasting social impact.

Dr. Loretta O’Donnell Vice Provost Academic Affairs Nazarbayev University, Kazakhstan

themes: After Discovery and Preservation: Musealization or Use? Heritage Management International Case Studies; Enjoyment of the Historical Heritage, The Vision of the Young Generation; and the Heritage Management Project.

As always, HANSR creates opportunities for students to submit videos on their heritage related research topics, in order to receive feedback from the world’s top scholars.

HANSR is just one of many illustrations of cross-university collaboration for social impact in Central Asia.

Other examples include: The Consortium of Gender Scholars (GenCon), established by Assistant Professor Anna CohenMiller and Associate Professor Jenifer Lewis from Nazarbayev University. GenCon is a broad group of researchers, from STEM and non-STEM backgrounds, who explore gender related issues in their research, teaching and graduate supervision.

The final example of collaboration for social impact is the Integrity Project, with a focus on academic and professional integrity in university, high school and pro-

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MOBILIZING KNOWLEDGE MANAGEMENT FOR DEALING WITH CLIMATE CHANGE AND SUSTAINABLE DEVELOPMENT GOALS

The world’s communities face among many challenges related to climate change and rising economic and social problems, from unbearable hot weather in many parts of Europe and forest fires in many parts of Eurasia and Canada to damages to agricultural crops in many parts of Asia. In order to deal with those numerous problems around the world, policymakers need to use the right policy tools for making the most effective decisions utilizing the knowledge from best practices from around the world. The question is rising: do they have enough training in expertise for knowledge management in the increasingly complex world of the information revolution, rising tides of online communications in the avalanches of social media reports?

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Indeed, the knowledge management skills increasingly become an important part of modern education especially of the education for sustainable development.

Present-day policymakers and future leaders need to develop abilities and competencies for managing large bodies of information from managing large databases and huge amounts of information collected by researchers and research institutions to managing reports and social development data and social development and climate change data accumulated at various universities in many countries.

In the context of education, the term “knowledge management” refers to a specific body of educational and research tools related to a systematic multidisciplinary

approach to creating, sharing, and utilizing and most importantly to managing knowledge and information related to sustainable development.

In the end, we all need to learn how to effectively use the rapidly growing body of knowledge, especially on innovations, new information and communication technology (ICTs), and organizational development and mobilization of resources for addressing the needs of many communities both in developed and developing countries.

Universities around the world accumulated significant knowledge and expertise about adaptation for and dealing with various challenges related to the climate change and many related environmental, social, and economic issues. Take the example of Kazakh National Agrarian Research University (KazNARU) – which is located in a large metropolitan area in Kazakhstan.

Like many universities around the world, KazNARU conducted numerous studies and research projects related to the climate change, changing flora and fauna, and changing human habitat, including large project on the selection work of new drought and disease resistant plants for food production and urban landscaping.

And there is large demand for these type of studies.

Climate change is already changing the environment at the micro-geographical level in many countries.

For example, temperatures in and around large metropolitan centers are getting higher, access to clean water is more difficult, the air is becoming more polluted.

Thus, traditional bushes, trees, and flowers struggle to survive and grow in the “stone jungle” of modern urban centers. There is a need to select new types of plants capable of surviving in the conditions of modern cities or to engage in selection work for acclimatizing the existing types of plants for our new conditions.

For instance, the modern landscaping design and urban planning increasingly involves vertical parks, gardens, clubs, and greenhouses, which needs new approaches to selecting plants, bushes and flowers.

In general, researchers around the world possess the vast treasures of knowledge and expertise and unfortunately many ground breaking studies still remain on the desks or bookshelves. It is time to work out an effective knowledge management mechanism in order to systematize existing studies and adapt them as much as possible for practical purposes and practical use.

Universities and educational organizations may play an important role in generating knowledge, developing scientific research, and in teaching knowledge management for sustainable development to help leaders of today and tomorrow to come up with the right answers and remedies and good practices for all communities.

About the author: Rafis Abazov, Ph.D., is a visiting professor at Kazakh National Agrarian University (KazNARU) and a director of the Institute for Green and Sustainable Development. He is the author of The Formation of Post-Soviet International Politics in Kazakhstan, Kyrgyzstan, and Uzbekistan (1999), The Culture and Customs of the Central Asian Republics (2007),The Stories of the Great Steppe (2013), and others.

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Trade Name - KazNARU Year of foundation - 1929 Number of students - 7525 (71 foreign students) Number of teachers - 838

FACULTIES 1) Agrobiology 2) Bioresources and Technology 3) Veterinary Science 4) Water, land and forest resources 5) High school of «Business and Law» 6) IT – technology, automation and mechanization of agro-industrial complex Language of education - Kazakh, Russian, English

Rector - Tlektes Yespolov Achievements of the University QS Ranking #551

Business schools and other training/ affiliates - Foundation Courses

Participation in international rankings QS – Quacquarelli Simonds, Green Metric World University Rankings

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KAZAKH NATIONAL AGRARIAN RESEARCH UNIVERSITY

The Kazakh National Agrarian Research University as a research university, has achieved success and recognition at the national level and aims to be recognized by the international scientific and educational community.

The university cooperates with 137 leading universities and scientific centers of the world and is a member of 16 international associations and organizations for higher education and science, including GCHERA. An international hub of knowledge has been created: academic mobility is developing, training in Kazakh, Russian and English has been introduced, international summer and winter schools are held in 14 directions.

By actively cooperating with prestigious universities from the USA, Europe, and the countries of the Pacific region, the university has formed 11 double degree programs.

In its innovative development, the university is guided by the experience of the Wageningen Research University (WUR, Netherlands), which is the number 1 university in the QS world ranking for agricultural specialties.

An institute for collaboration with the Wageningen University was opened at KazNARU. An agreement was signed with the University of Wageningen on the exclusive partnership on training specialists in the educational programs: “Veterinary food safety and technology” and “Plant science and technology”.

Any university, if it wants to be competitive in the labor market, must work ahead of the curve, create innovation centers and laboratories that allow for high-quality training of specialists, conduct scientific research and introduce their results into production.

KazNARU has created all the conditions for the training of competitive specialists. The International Agrotechnological Hub operates, which includes: 7 research institutes, 8 innovation centers, 49 research laboratories, 18 international research centers over the past 5 years, 6 research laboratories and 2 innovation centers are replenished.

A research laboratory for micro clonal reproduction has been opened, where up to 3 million samples will be obtained, including healthy seedlings resistant to bacterial burns and other diseases.

The Intensive Garden Research Center was established with Dutch Fruit Solutions, a Dutch company. The yield of fruit and berry crops is 4-5 times higher than that of local ones.

The reference research laboratory analyzes the quality of milk and dairy products, where rural entrepreneurs can receive a certificate of the quality of their products.

The Kazakh-Korean Research Center conducts trainings for managers and specialists involved in growing crops in greenhouses. A smart greenhouse is under construction.

Investments were attracted from the fund of the Republic of Korea.

The Kazakh-Belarusian center of the university is equipped with modern agricultural equipment in the amount of 75 units, which makes it possible to carry out all agrotechnological processes for growing crops and caring for animals on time.

A demonstration site of innovative Valley-type sprinklers and other types of irrigation equipment is being created at the Kazakhstan-American Smart Water Center in cooperation with the American company Valmont Industries.

Together with the Austrian company “APC”, the project “Innovative scientific and educational center for animal husbandry with a pedigree dairy” Smart-farm “and others is being implemented.

This work at the university is put on a systematic basis, since only a developed infrastructure allows for high-quality training and retraining of specialists, conduct scientific research and introduce their results into production. The next step is the creation of a world-class research university.

Kazakh National Agrarian Research University 8 Abai avenue, Medeu district, Almaty, 050010, Republic of Kazakhstan Rectors reception room: +7(727) 264 24 09, +7(727) 262 19 48 Admission committee: +7(727) 264 06 13, +7(727) 264 08 54 Chancery (Fax): +7(727) 262 11 08 e-mail: info@kaznau.kz

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BELARUS: EDUCATION AS A STRATEGIC STATE ASSET Education is a strategic State asset. The Republic of Belarus belongs to the group of countries with a high level of Human Development Index. The adult population literacy rate in Belarus has never been low, reaching 99.7% today. Upon indications of children enrollment in primary and secondary schools, Belarus has reached the level of the most developed countries on the planet. In the last few years, the state has allocated at least 5% of GDP for the educational system, which is not inferior to the funding allocation for the education sector in developed European countries.

In total, there are more than 8 thousand establishments of mainstream, additional and professional education in the republic, in which about 3 million children, pupils, students are trained and educated by more than 400 thousand workers or every tenth employed in Belarus.

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The education system of the Republic of Belarus provides education for students at the levels of mainstream, extended and professional education.

Mainstream education includes the levels of preschool, general secondary, career and technical, secondary specialised, higher and postgraduate education.

Extended education is subdivided into education for children along with youngsters and for adults.

The classification of education levels in the Republic of Belarus corresponds to the International Standard Classification for Education (ISCED 2011). Accordingly, the principle of “lifelong learning” is applied in real terms.

Belarus has a well-developed system of preschool education. Although it is not mandatory, most children attend preschool before starting school. General secondary education in Belarus starts at the age of 6 providing for two levels: general basic and general secondary education. The course of the basic education is designed for 9 year old pupils, whereas the secondary one - for 11 year old pupils. Having successfully completed basic school, young people have the opportunity to continue their education in colleges, lyceums and vocational schools, where they can simultaneously receive secondary education and vocational training.

Those who wish can receive a general secondary education by continuing their studies at school. The certificate of general secondary or secondary professional education is the main document that gives the right to enter a higher educational establishment.

Today the BSAA is called “a city within a city”. There are 16 educational buildings, 14 student dormitories, a library with a book collection of more than one million copies, and a dining room for 800 people located on the territory of the academic campus.

Higher education includes more than 50 establishments (universities, academies, institutes) along with private providers of education. Annually the higher education establishments intake more than 60 thousand people, from which graduate more than 80 thousand specialists. Preparation of experts is carried out in 15 educational profiles, comprising 382 specialties of higher education of the first level and 331 specialties of higher education of the second level.

The Academy was given the status of a leading university in preparing specialists in the field of agriculture in the country’s national education system.

Students of higher education in Belarus can learn fulltime or part-time, and can obtain a distance learning.

Higher education students get knowledge in the Russian and the Belarusian languages. For foreign citizens, training can be organised in English.

In this article, the activities of the universities of the Mogilev region are proposed to consider. Higher education establishments are located in the east of Belarus including economic, legal, technical, agricultural occupations.

Belarusian State Agricultural Academy, Gorki city, Mogilev Region Today the Belarusian State Agricultural Academy is the largest multidisciplinary higher educational establishment with the agro-industrial direction among the CIS countries and Europe.

During its history, BSAA has trained more than 100,000 high end professionals for the country’s agro-industrial complex and other sectors of the national economy.

The academy also includes the educational and scientific centre called “Experimental fields of the BSAA”, a training ground, a cascade of ponds, and other facilities.

There is also a recreational facility, namely a Palace of Culture built for students’ leisure, as well as a sports complex with a stadium and a swimming pool.

The Belarusian State Agricultural Academy established itself as a leading choice in the republic within the development of international relations and active cooperation with leading foreign universities.

Belarusian-Russian University, Mogilev region The Belarusian-Russian University is the largest regional scientific and educational centre comprising a lyceum and an architectural and constructional college.

It also includes an institute of advanced training and personnel development.

The multifaceted activity of the scientific and pedagogical collective body of the university is aimed at training highly qualified personnel in technical and economic specialities. The university provides training for higher education specialists in the field of machine engineering, IT technologies, industrial and civil engineering, economics and management. The training is provided for 23 specialties of the primary level, 7 specialties of the secondary level of higher education according to Belarusian educational programs; 9 branches of training for bachelors and 2 branches of training for masters according to Russian educational programs. University graduates are in high demand at the enterprises of mechanical engineering, machine tool industry, instrument engineering, power industry, transport, construction, telecommunications industry and information technologies in the Republic of Belarus and the Russian Federation.

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VIEW Mogilev State University named after A. A. Kuleshov, Mogilev region For many years the university had been developed as a pedagogical establishment for preparing secondary school curriculum teachers almost across all disciplines along with specialists for preschool children’s establishments. In 1998 the university started training for other sectors of the national economy.

Today there are three teaching and laboratory buildings, three educational and sports facilities, a stadium, a workout gym along with rehabilitation centre, an educational and biological facility “Lyubish”, four dormitories and two dining rooms on the territory of the university. Also, the university has a cafe called “Labyrinth”, several museums, instant printing lab, information technology lab, educational TV lab, and more than 100 classrooms.

Belarusian State University of Food and Chemical Technologies, Mogilev Scientific research of the faculty members is carried The Belarusian State University of Food and Chemical out mainly in accordance with the republican programs, Technologies is the only higher educational institution orders of the Ministry of Education and the National in the Republic of Belarus that trains process engineers, Academy of Sciences of the Republic of Belarus. The mechanical engineers and economists for the food processing and chemical industries. university makes research on the following topics: “Continuous training system for teachers following The university provides training of personnel of the the conditions of academic organisations”; “The Earth’s magnetosphere”; “Thin film optics”; highest scientific qualification through graduate school “Archaeological sites of Belarus”; “Past and present in in 11 specialties. The university has a specialised Counliterature”;“Problems of the processes of adaptation to cil for the defence of doctoral and master’s theses. environmental factors of the human body ”, and others. MGUP is the leading university in the development of educational standards, curricula and programs, textbooks and teaching aids for food specialties.

Mogilev Institute of the Ministry of Internal Affairs of the Republic of Belarus, Mogilev The Mogilev Institute of the Ministry of Internal Affairs For 40 years of activity, university teachers have trained was established in 1948 as a retraining school for ser- more than 15 thousand specialists for the economy of geants of the corps of the Main Directorate of Security Belarus and other states. on Railway and Water Transport of the USSR Ministry of State Security. In 2018, it received the status of a higher educational institution. Currently, the institute is Machekin Sergey Nikolaevich, the oldest educational institution in the system of the Head of International Relations Department, Ministry of Internal Affairs.

English teacher at the Department of Foreign Languages, educational institution “Mogilev State University named Recruitment to the Mogilev Institute of the Ministry of after A. A. Kuleshov”.

Internal Affairs is carried out in the following specialties: Legal support of public security; Legal support of operational-search activity.

Graduates of the Institute are awarded the qualification “Lawyer” and the first officer’s special rank “Police Lieutenant”.

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ORIENTAL STUDIES IN UZBEKISTAN: HISTORY AND MODERNITY

The contribution to the development of education and science must always be timely and relevant with the standards accepted in the world. These two directions are fundamental in the all-round development of the country. Over the years of independence Uzbekistan has made significant progress in this regard. However, the demands of the new time pose new challenges for us.The labour market has changed, now only those personnel who possess knowledge and competencies at the highest level are in demand.Yesterday’s approaches to gaining knowledge have already lost their relevance.

In the 21st century, the emphasis is on innovation and technology.

stage, studies reflecting the positions of countries in the system of relations between East and West become relevant. It is especially important to study the experience of Eastern countries.

Over the past few years, in the field of oriental studies in the CIS, there has been an active reassessment of many issues related to the problems of statehood, religious studies, international relations and common historical heritage. Today, aspects of interaction are on the agenda, which, taking into account the current state of affairs, have to meet the new realities. At this

Oriental studies is one of the oldest branches of education in Uzbekistan. Tashkent State University of Oriental Studies is one of the largest oriental higher educational institutions in Asia and the post-Soviet countries. In November 1918, the Turkestan Oriental Institute was established in Tashkent. The opening of such an educational institution marked the begin-

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Today, the East is a rather broad concept that includes the Far East, East Asia (Japan, China, Korea), Southeast Asia (Vietnam, Indonesia, Malaysia, etc.), a huge region of the Near and Middle East, as well as North Africa.

The relevance of Oriental studies in the 21st century lies in the connection with religious, cultural and philosophical traditions, in the direct understanding of completely different civilizations.

In 1944, the Oriental Faculty was established as part of the Central Asian State University (now the National University of Uzbekistan). Considering the demands of our time and the requirements of public education, the training of teachers, referents and translators of oriental languages became an important task.

For a more in-depth study by students of classical and modern literature of the peoples of the East in 1965, the Department of Literature of the Peoples of the Foreign East was created. In the 1980 and 1990s, oriental science in Uzbekistan was developed by outstanding oriental scientists, specialists in various branches of oriental studies - academician U. Karimov, academician B. Ahmedov, prof. A. Bulgakov, prof. M. Pikulin and many others. Uzbek scientists-orientalists introduced into scientific circulation and made public the monuments of ancient culture and the spiritual heritage of Uzbekistan and the countries of the East in general.

A new stage in the development of Uzbek oriental studies began after the declaration of independence of Uzbekistan. Taking into account the requirements of the day, in order to train and improve highly qualified orientalists, deepen and expand scientific research in ning of the training of qualified specialists in various the field of history and culture of the peoples of the branches of Oriental science not only in Uzbekistan, East, as well as the development of international rebut throughout Central Asia. This educational institu- lations with foreign countries, on the initiative of the tion specialised in the study of oriental languages and First President of the Republic of Uzbekistan I. Kariliterature, regional studies, ethnography, Islamic studies mov, the Tashkent State Institute of Oriental Studies. of Turkestan and its neighbouring states. At the same Today, much attention is paid to the development of time, research work in the field of oriental studies was oriental studies and the training of orientalists to excarried out at the institute. According to official data pand bilateral and multilateral political, economic and for the 1922-1923 academic year, 210 students studied cultural relations between Uzbekistan and the counat the Turkestan Oriental Institute. tries of the East.

Over the years, lectures on various branches of oriental studies were given at the Institute by such orientalists, historians, ethnographers and philologists as the prominent educator and teacher Saidrasul Saidazizov, the author of the textbook “Ustadi avval”; teacher and public figure, Arabist, Islamic scholar V. Kucherbaev; teachers of oriental languages Abdurakhman Saadi, Mirza Tagiev, Mirza Ibragim, Badal Kariev, as well as Russian orientalists M.S. Andreev, A.A. Semenov.

Orientalists of Uzbekistan carry out their activities in the diplomatic service, about 50 of whom have worked and work now as the Ambassadors of Uzbekistan in the countries of East and West, USA, Great Britain, Germany, France, Japan, Turkey, Belgium, Italy, Israel, India, Pakistan, Saudi Arabia , Egypt, Kuwait, UAE, Singapore, China, Malaysia and other countries of the world.

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POLICY The transformation of the Institute of Oriental Studies into a University imposes a great responsibility not only on the entire faculty, but also on young orientalists who will contribute to the development of modern statehood in Uzbekistan. Research is being carried out on the peculiarities of the development of the countries of the East, on cultural ties and the heritage of its peoples, information and analytical bulletins are being issued, scientific and educational literature are being published. Also, research is being conducted from a scientific point of view on development factors, modern socio-political and economic processes, Eastern culture and philosophy, ancient monuments and manuscripts of the countries of the East; systematic and detailed study of cultural, literary, historical and philosophical sources; complex studies of the features of the socio-political, economic and interethnic, intercultural relations of the eastern countries.

The university has begun a phased introduction of a credit-modular system of education. There was a lot of debate about its pros and cons, but if we want to integrate into the global educational community, then we need to implement it at an accelerated pace now.

Taking into account the current situation in the labor market, new areas of training of orientalists are being developed. Together with a number of partners from foreign countries, the development and implementation of modern methods for assessing the level of graduates’ proficiency in Eastern and Western languages has begun.

The new foreign policy course of the leadership of Uzbekistan has created great opportunities for international cooperation in the development of oriental studies. It is obvious that without interaction with foreign partners it is impossible to achieve the desired result in the study of the countries of the East and the training of qualified orientalists. Strengthening international cooperation, it is planned to create a regional educational hub in the field of oriental studies. For now cooperation has been established with leading universities in the USA, Great Britain, Germany, the Netherlands, India, Iran, Turkey, Egypt, Japan, Korea, China, Russia and the CIS countries, where about 70 teachers are sent annually for advanced training and internships, as well as participation in scientific conferences and lectures.

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To date, 30 foreign specialists from Japan, China, the Republic of Korea, Egypt, Indonesia, Turkey, and Iran have been attracted to work within the walls of the university on a permanent basis. In addition, short-term courses (online and offline) by foreign teachers are systematically organised.

Taking into account the above, the following conclusions can be drawn: 1.The requirements of the new time pose new challenges in the training of orientalists. The labour market has changed, now only those personnel who speak not only foreign languages, but also have comprehensive knowledge and competencies, are in demand. “Yesterday’s” approaches to gaining knowledge have already lost their relevance.

2.The major transformations carried out in the field of Oriental studies are primarily aimed at training highly qualified specialists, personnel of a new formation, as well as the comprehensive development of a favourable research environment for young scientists.

3. New realities in the international relations of Uzbekistan create great opportunities for cooperation with foreign universities in the development of oriental studies. Strengthening international cooperation with traditional oriental schools in Russia, it is planned to create a regional educational hub in the field of training specialists in the countries of the East.

Rikhsieva Gulchekhra Shavkatovna Rector of the Tashkent State University of Oriental Studies.

The Republic of Uzbekistan

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WHY KAZAKHSTAN NEEDS RADICAL REFORM TO MODERNIZE ITS EDUCATION SYSTEM AND HOW IT SHOULD BE DONE Since its foundation in 1991, KIMEP University has provided its students with a world-class, Western-style education, unparalleled leadership training, and exceptional professional development and orientation.

policies developed and implemented at KIMEP University are comparable to those in many Western academic institutions. Whether it concerns recruitment, promotion or termination, all decision- making is transparent.

With 93% of its graduates hired within 6 months after Many of the over 14,000 graduates have become prom- graduation, KIMEP ranks first in terms of employability. inent leaders and have made important contributions In the past few years, we have witnessed some progto Kazakhstan society. One of our esteemed alumni ress in the field of higher education in Kazakhstan. currently serves as Kazakhstan’s Prime Minister; an- In 2010 Kazakhstan signed the Bologna Declaration, other is the current Chairman of Agency for Strategic which brings it more in line with Western-style, credPlanning and Reforms of the Republic of Kazakhstan; it-based institutions and facilitating international mobilyet a third is one who became the Chairman of the ity. In 2019, Kazakhstan universities adopted the EuroNational Bank of Kazakhstan in February this year. pean credit system (ECTS). The Bolashak scholarship program has enabled thousands of students to obtain KIMEP has some distinctive features that make it a foreign degrees and bring their skills home to Kazakhunique university in Kazakhstan.All of its full-time facul- stan. However, much still needs to be done. Important ty members are qualified (academically or profession- reforms must be implemented if Kazakhstan wishes to ally). KIMEP University has been granted accreditations achieve a revolutionary and rapid improvement of its from credible international accreditation agencies. All education system.

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The Kazakhstan higher education system must address four major deficiencies. Firstly, the Ministry of Science and Higher Education (MSHE) continues to control every aspect of academic institutions, a method of leadership that is inherited from the Soviet period. In the USA, the main mission of the Ministry of Education is to ensure a positive environment promoting competition between institutions, excellence and innovation.

The role of the education ministries is that of a facilitator, allowing universities and academic institutions to compete and to excel.

Secondly, ministry management over universities currently relies on permanent control over everything using quantitative indicia, not qualitative. This idea of quantitative monitoring impedes the quality of education and kills innovation and competition between institutions. It obstructs initiative and creativity. In addition, such centralized power brings serious, harmful consequences such as nepotism, waste of resources, and lack of credibility. The organization and functioning of higher education institutions must be based on essential principles of management, which include transparency, arms-length dealing, credibility, and accountability.

Thirdly, much of the current faculty in Kazakhstan universities were educated under a system that is no lon-

ger relevant. Under the Soviet system, disciplines and fields of study were drastically different from the ones we teach at present. Consequently, many professors have earned degrees that are not relevant to what they are actually teaching. Especially when it comes to business, management, and education, most professors are not qualified to teach the subjects assigned to them.

Thus, the student does not receive a modern education that will provide him the tools to fill positions of the current market place.

Lastly, there is no transparency or accountability in some educational institutions making corruption an endemic problem.This is a consequence of the centralized and authoritarian general functioning of the education system of Kazakhstan. According to the most recent Corruption Perceptions Index by Transparency International, Kazakhstan is ranked 102nd among 180 countries in public perception of transparency scoring only 37/100.

In order to address these deficiencies and achieve sustainable quality in education in Kazakhstan, the educational system must initiate important reform measures.

The Ministry of Science and Higher Education must act as a facilitator for universities to reach excellence through academic freedom. Education based upon competition implies critical thinking, analytical reason-

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OPINION ing, ethics and social responsibility as well as transparency at all stages. Universities must compete with each other within a more horizontal organization of the education system, which will stimulate innovation.

Allowing academic freedom does not mean chaos, but a more horizontal way of functioning, based on consensus and procedural clarity. Universities should be allowed to organize entrance exams based on clearly identified needs. The freedom to do so is an essential part of academic freedom, fostering competition among institutions and leading to the innovations needed to adapt to the realities of a market economy. Assessment of a university’s or a program’s quality should consider the percentage of qualified faculty members, employability of students, international programs, return on investment for the students and institutional accreditation.

Secondly, university leadership must be trained in policy development, management, and transparent leadership and training. Currently, all the power lies with university presidents.The presidents decide everything, from curriculum and allocation of funding to decisions about staff and faculty. This authoritarian, centralized organization creates tremendous problems, which should be dealt with by providing autonomy within the structures of academic institutions.The current system breeds bureaucracy and corruption. To bring change, universities must empower faculty members and make them accountable. Every core decision must be the result of dedicated, transparent processes. Overall, a bottom-up organization within higher education institutions would bring more positive results than the current top-down monolithic organization of universities.

In addition, it is essential that all professors not holding relevant degrees to teach their assigned subjects must be retrained, earning a relevant degree from credible academic institutions within the next five years. MSHE should help facilitate this through scholarships and organizational support so that professors attend conferences and earn the necessary credits and qualifications required to fulfill their mission. Administrative staff should go through similar trainings in order to adapt university management to the new realities. Staff missions must be clearly defined to make people accountable for their actions. Overall, the education system of Kazakhstan should be able to produce expertise and confer the skills that are relevant to the society it is designed to serve.

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Lastly, there is an urgent need for transparency, integrity, openness and honesty in all spheres. The over-centralization of the educational system’s organization is detrimental to competition and breeds corruption and irregularities. Precious resources are allocated based on ineffective criteria. It should not be forgotten that the main mission of any academic institution is to maximize and optimize the well-being of its students. Presidents and faculty members are here to serve students.

That means a global cultural change with the help of MSHE, which should constantly evaluate and review student satisfaction and make relevant decisions based on that criterion.

To implement all these recommendations, it is of paramount importance that the ministry produce an ambitious strategic plan to change current practices and policies and enter a new paradigm. A specially dedicated committee that includes qualified faculty members from Western institutions with local faculty as well as administrators should draft this plan. The committee would develop detailed recommendations for the Ministry to follow in order to bring tangible progress to the education system. The committee would provide oversight to the introduction of these reforms that would result in Kazakhstan’s educational system fully entering the 21st century.

Chan Young Bang is founder and President of KIMEP University.

Chan Young Bang received his PhD from the University of Colorado and taught at UCLA, the University of San Francisco and Hanyang University. In Kazakhstan, he served as economic adviser to the First President, Nursultan Nazarbayev, and as the vice-chairman of the Expert Committee, which oversaw the introduction of market-oriented reforms and privatization. Dr. Bang has received numerous orders and citations from the Republic of Kazakhstan, including the “Dostyk” Order First Class, conferred by the President of Kazakhstan, Kassym-Jomart Tokayev, in 2022.

This book was prepared for publication with the participation of President Mikhail Gorbachev, its Russian version was approved by him. Unfortunately, Mikhail Sergeyevich would not see the English edition: on the penultimate day of the summer of 2022, as you know, he had passed away. The authors, compilers and publishers of the book express their deep condolences to the family of M. S. Gorbachev, the Foundation that bears his name, in connection with the death of this major political figure of modern times, a true peacemaker and reformer: thank you for your help in preparing the publication. We also express gratitude to the Foundation of the first President of Kazakhstan N.A. Nazarbayev, who provided financial assistance in the translation and publication of the book. This publication is dedicated to the blessed memory of Raisa and Mikhail Gorbachev.

On behalf of the authors and publishing teams, Marat Akhmedjanov

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VIEW

TO CHANGE OR NOT TO CHANGE: TIME TO DECIDE For decades, Central Asian countries were establishing their national systems of education. Their primary task was to transform from mostly Russian language-based programs, teachers, and materials to national language-based ones. The second type of reform was implemented to embrace the new views on education goals: schools didn’t have to give knowledge anymore, but provide students with tools for independent learning.The third task was to slide smoothly into the global digitalization trend and not lag behind forever.

number of students per school in regions of Uzbekistan ranges from 400 to 700 people, there are 1,300 students per school in Tashkent. The same difference can be traced in Kyrgyzstan, Kazakhstan, and Tajikistan.

The poverty trap and emerging educational inequality.

Most studies show that one of the main factors affecting children’s academic accomplishments is their socio-economic status. It not only means that there are gadgets or Internet at home, books or a separate room However, there are a number of social trends that if to prepare homework. It also defines the surroundings, not addressed can become real obstacles to the fur- social and cultural capital, and networking possibilities. ther development of Central Asian countries. In this Apart from having a big share of households below the article we will discuss the main three of them. poverty line, Central Asian countries have another socio-economic peculiarity – a big share of labor migrants.

The steady growth of the child population to- According to World Bank and International Organizagether with the limited financing opportunities. tion data, Kyrgyzstan and Tajikistan are among the top One of the main trends shaping the status quo in edu- ten countries that receive the highest payments from cation sphere in Central Asia is the continuing and con- abroad.Various sources point out that around 2 million sistent increase of the child population which leads to Uzbekistan citizens work outside the country. In recent the pressure on the socially oriented spheres: primarily, years, around 35 thousand Kazakhstan citizens migrate healthcare and education. to South Korea in search of work, and 12 thousand of them stayed there illegally.

According to World bank data, the share of population aged 0-14 in Kazakhstan and Uzbekistan makes up to The results of the study in Uzbekistan in 2019 show 29%, in Kyrgyzstan – 33%, and in Tajikistan – 37%. that in almost a quarter of labor migrants’ families, both parents leave the family, and in each tenth family The rapid growth of “human capital”, however, is not – it is the mother who goes abroad. Children of the laaccompanied by the relevant financing. Government bor migrants left behind have to cope with the learning expenditure on education per student in Kazakhstan is process alone struggling from psychological and social around 1,500 US dollars, in Kyrgyzstan – 366 US dol- deprivation caused by the lack of parents around. This lars, and in Uzbekistan – 476 US dollars while in OECD doesn’t only affect academic success but also influenccountries this indicator is 11,000 US dollars on average. es the perception of their own future prospects. After This results in a lack of schools, a shortage of qual- graduating from school many young people don’t apply ity teachers, and poor learning conditions. Each year to universities. It led to the situation that in 2019, for around 500-800 thousand new students come to the example, only 12% of Uzbekistan citizens at the age of schools that are not ready to accept so many of them. 25-29 years obtained higher education.

The situation is much worse in big cities, and especially, in capitals of the Central Asian countries where At the same time, in the capital cities of the CA counsome schoolchildren have to study in classes of around tries, a new class of wealthy people is emerging whose 40 people. According to official data, while the average children usually go to private highly priced schools.

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The schools are usually more equipped, employ better teachers, and work with internationally recognized educational programs to launch their students right to Europe or the USA. The two worlds: those who struggle outside the country to provide for children, and those sending their children to London for English courses never intersect, though the latter are usually the decision-makers.

High level of conservative views in societies lead to the latent gender inequality.

According to the World Values Survey map, Kazakhstan, Kyrgyzstan, Uzbekistan, and Tajikistan can be undoubtedly considered as countries with traditional values.

This conclusion is based on the distribution of opinions on a range of issues including the perception of gender roles in the family, and society.

ed with the brides of 15-19 years, in Kyrgyzstan – 20%, in Kazakhstan – 13,5%.

Conclusion There are no easy solutions to the above-mentioned problems. However, it is crucial to take them into account when developing policies and strategic plans. Education is the only social elevator not only for individuals, but also for whole countries. Once not addressed properly problems of education will negatively affect all other areas. Thus, in our opinion, first and foremost, a priority to financing schools must be given. Secondly, policies to include and adapt children from poor families and families of labor migrants need to be developed. As for the gender issues, an information campaign on the significance of girls’ education and further high-quality employment needs to be conducted.

These results show that there is still a strong belief that women should have a secondary supporting role in front of men.

For example, 52% of respondents in Tajikistan and 54% in Kyrgyzstan believe that “A university education is more important for a boy than for a girl”. 50% of Kazakhs, 71% of Kyrgyz, and 87% of Tajiks agree that “When jobs are scarce, men should have more right to a job than women”. In addition, 50% of respondents in Kazakhstan and 75% of respondents in Tajikistan agree that “On the whole, men make better political leaders than women do”.

This widely spread perception influences the education process even in schools. On one hand, girls are usually expected to perform better, because of their obedience, and do perform better, according to PISA. On the other hand, they are more encouraged to engage in household chores from a very young age. A study in Kazakhstan showed that young men at the of 15-29 years spend around 70 minutes a day on household chores, while girls of the same age spend 278 minutes a day. The spare time boys spend on education, networking, and cultural leisure.

Kamila Kovyazina is a sociology and public policy researcher in Kazakhstan. Kamila has a 12 year experience of working in a number of think tanks to conduct sociology field study, as well as to prepare analytical papers. From April 2022 she is a part of PaperLab Research Center. Kamila holds an MA in Area studies of Eurasian National University and is a doctoral student in Nazarbayev University. Her research interests include gender issues, inequality, and secondary education.

Involving young girls in an unpaid domestic labor is a peculiar educative element, because of the perception of them as primarily future wives and mothers. In Central Asia, they even may marry right after school. In Tajikistan, for example, 44% of all marriages are conclud-

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POLICY IMPLEMENTING THE EUROPEAN STANDARD IN FOREIGN LANGUAGE TEACHING THROUGH COOPERATIVE AND COLLABORATIVE LEARNING

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he main purpose of learning a foreign language in higher education in the current conditions of development of higher education, is the development of communicative competence of students, as a result of which the future specialist should master communicative language competencies for the needs of their future practical activity. In particular, teaching English, which has become the language of world communicative interaction, is still characterized by the traditional principles of teaching reading, writing, speaking, listening, called in the methodology “communicative-oriented and person-oriented”.

In almost all EU countries foreign language teaching is based on standards that develop the basic principles of European competences (A Common European Framework of Reference for Languages Learning, Teaching, Assessment. Strasbourg, 1986. P. 94). Consequently, textbooks from various European publishers are oriented towards these standards. Using Oxford University Press and other world leading publishers’ teaching and learning packages, teachers widely use this system of teaching aimed at effective communicative skills development for children and adults. And, accordingly, the system of control and testing of communicative skills and competences is subordinated to these standards.

It should be noted that there are theoretical and prac- Each country works according to its own educational tical developments in the development of foreign-lan- state standards of teaching, its own curricula, textbooks guage communicative competence, which are in line and has a varying degree of material and technical prowith modern research of both European and domestic vision. Therefore, it is not correct to talk about the full theorists and practitioners. The modern didactic con- implementation of European standards in teaching forcept is created by such approaches as programmed, eign languages in our general secondary schools and problem-based learning, developmental learning (P. higher educational institutions, the common European Galperin, L. Zankov, V. Davydov), cognitive psychology competence in foreign language teaching. We can only (J. Bruner), pedagogical technology, pedagogy of coop- speak about the possibilities of using some elements of eration of the innovative teachers of the 80s. Currently, these standards, because in general these competences in the field of didactics of foreign language teaching, the have also been developed by domestic scientists and attention of domestic scientists is directed to the prob- practitioners, but in a different terminology and on the lems of implementing the European standard in teach- basis of other approaches (see the history of developing a foreign language. And it requires new approaches ment of didactics and foreign language teaching methto the professional activity of the teacher for successful odology in the Soviet time, post-Soviet time in the CIS interaction with the learner, in the conditions of new countries; state standards in education). innovative strategies in foreign language teaching.

Innovative methods are primarily aimed at teaching students active ways of acquiring new knowledge, at mastering a higher level of social activity, and at stimulating students’ creative abilities. Thus, bringing learning closer to the practice of everyday life through the creation of such conditions when students cannot fail to learn, and they form not only skills, knowledge and abilities in the subject, but also an active life position.

This is ideally the case.

It should be emphasised in particular that higher education institutions in the Kyrgyz Republic are studying according to the Bologna system. This means that foreign language teaching should also be based on the new principles of foreign language teaching, as is customary in European higher education institutions that are part of the same system.

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POLICY As of today, the English language teaching methodology has accumulated quite an extensive variety of books and manuals dealing with different aspects of the theoretical aspects of teaching. At the same time, there is an acute shortage of practice-oriented textbooks and teaching materials that would provide effective assistance to the beginer teachers, particularly English teachers, in mastering the didactic foundations for teaching basic communication skills and the skills of writing, speaking, listening.

produce learning. (*Notice in our methodology, learning is - to provide, support, facilitate the acquisition of new knowledge (cumulative system).

The introduction of new learning strategies in which the student becomes the main active subject and who with the help of a teacher-moderator (tutor, etc.) has any set of actions, steps, plans for receiving, storing, accessing and using information (learning) is still going on fragmentarily (so far only in short-term language courses). This strategy has accordingly its own organiAlso. Our country is entering a new paradigm of ed- sational chart, system of roles and incentives, technolucation (academic freedom, the credit-hour system, ogies and methods, tools and new communication netintegrated courses, the system of teaching quality as- works. The educational process itself is based on the sessment and other innovative approaches, orientation Experiential Learning Model proposed by David A. Kolb towards practical mastery of communicative skills), and his colleagues at Case Western Reserve University which requires improving the educational system in in the professional activities of project organisations. accordance with the new realities of the economy and Kolb’s (1984) cyclical model is based on the idea of politics.This applies, above all, to the content and meth- “learning by doing”. Learning consists of repetitive “doods of training in higher education institutions. Perhaps ing” and “thinking” phases, as one cannot learn anything a gradual reorientation to a new role of the teacher effectively by simply studying theory or listening to lecas a subject in the educational process, owning new tures, but neither can learning where new actions are innovative technologies and training strategies in the performed mindlessly, without analysis and debriefing. role of teacher-consultant, teacher-tutor, teacher-facil- Specificity of the model: any of the 4 processes (exitator, teacher-moderator - will be an effective mecha- perimentation, reflection, theorising, action) can start nism for transition to the new paradigm of education. a cycle of learning.

That is, it is a question of re-training a teacher who would correspond to the new approaches of learning. Therefore, special ways of implementation are needed The special peculiarity of which is the reproductive for such strategies. way of cognizing objective reality. It cannot be said that teachers do not use certain modern technologies in Cooperative learning (achievement of intellectual authe process of teaching foreign languages. So, one of tonomy of the student/learner and developed social them to some extent finds its application (acquisition, competence) is an effective way of implementing a generalization, systematization, transformation and partnership learning strategy. The second most imapplication of knowledge of abilities, skills and compe- portant strategy is collaborative learning (knowledge tences) - RP-technology of pedagogical interaction, or as consensus) based on the concepts of knowledge otherwise, corporate culture of a teacher. management.These strategies act as oppositions to the adopted domestic methodology, a trained result due to But, now European scholars argue that technologies a highly structured learning situation (artificial). are being replaced by learning strategies [see materials of the Council of Europe for Education], with the learn- The essence of modeling cooperative learning of Ening process itself being aligned in the following steps: 1. glish is to implement the following fundamental comAnalysis - analysis of the learning environment, learners ponents of the Numbered Heads Together technique: and learning objectives. 2. Design - making a plan for the first component is positive interdependence. Evdeveloping pedagogical activities. 3. Development - de- ery student who received his or her part of the task signing the pedagogical activity. 4. Implementation - im- realised that the good result achieved was the result plementation of the strategy. Evaluation - evaluation of of the cooperative interaction between every member the performance of the learners and the effectiveness of the group. The second component of cooperative of the strategy. Consequently, the determining factor in learning is structured individual responsibility. Explanathe strategy is - to produce learning outcomes, i.e. to tion of each student’s own text. The third component

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is students encouraging each other’s success (helping, supporting, facilitating, approving). Emphasis is placed on the way the problem is solved. The fourth component of cooperative learning is teaching students the necessary social skills and how to use them. Successful cooperative efforts require the development of social skills such as leadership, trust building, and decision making. The fifth component is to ensure that students have time to engage in the group process (minimising time spent presenting topics).

Collaborative learning strategies are based on the following components: collaboration, individual responsibility for their own learning and that of their teammates, social constructivism, and a point of interaction that creates the opportunity for collaboration in a given course context. Didactic methods: Strategy for describing the flow of the process. In the first phase, students work on a process flow description strategy and learn how to do it properly. Then there is a stage of development of students’ collaborative work. Then the collaborative learning technique “Exploration” is involved. To begin with, the teacher explains to the students how to conduct research. The main aim of this technique is to impart the skills of collaboration, cooperation, mutual understanding and compromise, common ground, development of communication competences, speaking and listening.

Thus, the teacher does not present knowledge in a finished version, but it emerges as a result of the students and the teacher working together.

As a result, the teacher is an equal member of the educational process, unlike cooperative learning, where he or she plays a more significant role.

Abdrakhmanova Raisa Dzholdoshevna, Professor of the Department of Linguistics of IUCA, PhD abdrakhmanova_r@iuca.kg

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THE QUALIFICATION OF THE TEACHING COMMUNITY The responsible work to strengthen the independence of Kazakhstan and to develop high spirituality and citizenship in the country is through education. The problem of organizing such a large-scale work is first of all closely related to the comprehensive retraining of teachers. The experience until today shows that the goal can be achieved only if the improvement of their qualifications is carried out in a controlled manner.

Currently, all the necessary conditions are being created to improve the profession of the national intelligentsia, which will shape the new face of the society, and to awaken the sense of humanity.

contribute to the enrichment of educational content by turning advanced technology into an excellent experience.

Raising the qualification of the teaching community to such a level and improving their knowledge is directly related to the institute of professional development.

Systematic improvement of the professional skills of teachers, thus opening the way for comprehensive creative search, pointing the direction, creating conditions required the original entrepreneurial spirit of the institute team.

Educating the young generation to spiritual morality, This process was the main goal of the work plan of the creating new educational content that contributes to “Institute of Professional Development in Atyrau rethe formation of their world-class, worldview, mastery gion” branch of “Orleu” BAU” JSC, which has left its of the basics of knowledge and skills is an urgent prob- 70-year history behind today. lem in the general education system.

The Systematic work organized by the institute is Today, teachers are given the opportunity to selectively showing its results. The implementation of creative use new technologies and freely use the results of their works aimed at satisfying the needs of life and human own methodological creative research. Today, teachers needs in the education system of our region and the

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best experience had a great impact on creating positive changes. Because the successes we are proud of in the field of general education are primarily due to the hard work of our teachers, who devoted all their energy and knowledge to the interests of the people and the education of the young generation. At the same time, the implementation of the planned work of the institute, which directly contributes to the dissemination of their experience and further their strengths.

In addition to the organization of various professional development courses, methodological consulting services and methodological support of teachers were not included in the agenda.

According to the order No. 56 of the Atyrau Regional Board of Education dated February 14, 2002, the Regional Institute for Improving the Education of Teachers in accordance with the needs of the times is called the Atyrau Regional Institute for Improving the Qualification and Retraining of Personnel. This period made the issue of support in the system of improving the qualifications of school teachers more central.

Of course, time does not stand still. News, changes in the years after the country’s independence, during the

period when the country entered the world-class education system, the requirements for the employees of the industry, the system of actions to be performed and the system of actions were changed and renewed.

However, it is also true that regardless of the changes, the activity of the institute was a strong foundation in the methodical provision of the continuously developing general secondary education system. Learning from the past, and at the beginning of the new period, the search, education and qualification of teachers on the way to the country’s world-class status is the most important issue.

Adapting the educational work in educational organizations to a new content, clarifying the goal of education in the form of expected results, technologicalization, information, creating and improving the content of the scientific and methodological complex in accordance with the chosen direction and forming the innovative orientation of the team. If there are urgent issues, the work of the institute is directed towards these goals.

Guided by the changes and requirements in the system of education and training, joint and cooperative work with the teachers of the region is being systematically carried out according to the plan.

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POLICY Today’s requirement is to improve the work of teachers in the field of professional innovation and methodical direction, to improve their qualifications in accordance with changes in life, to form a professional personality, to contribute to the improvement of the quality of work carried out outside the classroom, and to increase the activity of pedagogical social activities.

The methodical work of the institute is based on the achievements of science and pedagogical excellence and the state of improvement that is suitable for the specific time requirements of educational work. A system of interrelated actions and measures aimed at comprehensively improving the qualifications and professional skills of each teacher. The regularly implemented measures are aimed at developing the educational potential of regional teachers and increasing their qualifications, improving their scientific creativity.

In cooperation with the institute team, large-scale work will be carried out in the direction of increasing the level of competitiveness, forming professionals suitable for a changing society, analyzing and collecting information on domestic and foreign experience in the organization of educational methodological support in the system of professional development. professor Munbaev N.S. and director of the Atyrau Branch of JSC “Orleu” - Nurtleouva J.A

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QUALITY ASSESSMENT OF PRESCHOOL EDUCATION IN RUSSIA Disclaimer: this article is based on the author’s personal experience of 10 years working in the educational system of Russia and represents the personal opinion.

The question of assessing the quality of education itself is not new. However, in the period “before FES” (Federal Education Standart), almost all methods were aimed specifically at assessing the quality of education (or rather, the “level” of education) of educational programs recipients (students). Of course, in addition to academic performance, many other things were assessed within the legislative framework, but it was carried out in close correlation with the number and quality of educational achievements of the students.

THEORY OF SYSTEMS Now the FES has made the orientation towards the achievements of preschool children meaningless (but

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maybe for schools it’s not so unequivocally). Therefore, we are no longer talking about assessing the quality of education as a product, but about assessing the quality of the functioning of the education system. In addition, the understanding of what the “system” is in general and the education system in particular also lies in the field of fundamental research and theoretical research.

And, from the point of view of a preschool teacher-practice, the entire conceptual base (system theory) doesn’t refer to his daily work at all. The same can be said for most practice managers.

It’s obvious that the system is a plurality of elements in communication with each other, which forms a certain

tution (kindergarten or elementary school), the child’s path along this conveyor began. And periodic knowledge testing and other diagnostics replaced the industrial quality control procedure.

The FES changed everything. Firstly, it determined that the educational process is not a technological cycle, but the result of the relationship of its participants: children, their parents, teachers, social partners, experts, agents of the sphere, etc. So the educational process itself goes into a state of constant dynamics based on the development of the relationship of living beings. Secondly, the FES shifted its focus from the list of directly educational tasks to creating conditions for the deployment of the educational process. As a result, we get a classic definition of an ecosystem - a biological system consisting of a community of living organisms, their habitat, a system of connections that exchanges matter and energy between them. So maybe the manager of the educational organization should be more of an engineer for the restoration (and development) of ecosystems (one of the top required professions in the future), and not an administrator?

“LIEBIG’S BARREL” Since it is possible to assume that the field of education is a kind of ecosystem, we can also conclude that it is also subject to the law of the limiting factor (Liebig’s law of minimum), which says that the factor that deviates most from the optimal value is most significant for the body. If it is easier to explain, then the ecosystem will collapse if it is too hot/cold/dry/wet/dark/sunny, etc. This law was formulated by the German chemist Justus von Liebig, and a figurative representation of this law is named after the scientist - the so-called “Liebig’s barrel”. integrity, unity. It is also clear that the sum of the system elements is not equal to the system itself (as the parts of LEGO in the box are not a building), and that the state of the system depends on the state of each of its elements (if the car’s engine breaks, the entire car stops driving). In theory, everything is logical, and there are no problems. However, in practice, a systematic approach is being implemented with difficulty.

PROFESSION OF THE FUTURE In the period “before FES”, the education system most closely resembled a certain production line aimed at creating such a product as a “successful specialist”.

From the moment of admission to an educational insti-

The essence is that when filling the barrel, water begins to overflow through the smallest board in the barrel, and the length of the remaining boards no longer matters. The role of the limiter can be taken by any factor (one or more), while this role can move from factor to factor, including in a circle. If one or more factors make a sharp qualitative jump, then the rest accept the position of the limiter. For example, if in kindergarten there are wonderful teachers with a salary quite average in the region, but the building and equipment are too old, then the environment will become the limiting factor. Let’s say this kindergarten won a grant, or maybe someone came to power who decided to

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ISSUE global information networks has accelerated access to almost any data source. Now people, on average, once every 5-7 years (and this period is decreasing to every 3-5 years) change not only the place of work, but also the industry, and technologies often “migrate” together with their “carriers”. Therefore, a new formation of “successful specialists” appears - specialists who are trained and retrained all their lives. If our parents and previous generations grew up in the paradigm of accumulative specialty (the longer a person works in one industry, the more experience he has, the more valuable he is as a specialist), and our generation followed the path of adaptive specialty (gaining experience in the course of constantly changing activities and trying to understand which is now better), then the generation of millennials (Z-generation) no longer makes sense to consider from the standpoint of the specialist at all.

They have a different attitude to the choice of educational strategy, since they know for sure (or, in any case, feel) that they will have to retrain in their professional life and radically change the professional sphere at least three to four times. This is a generation of metamorphic specialists who don’t so much adapt to new conditions as change in accordance with the requirements re-equip preschool institutions, and in the kindergar- of the profession. How is this related to kindergartens? ten they made repairs and brought the most modern First, metamorphism requires a free, flexible and thinkequipment.Teachers don’t know how and therefore are ing person with a rich imagination and the ability to anafraid to work with new equipment. Now the role of alyze and synthesize. It is known that the “backbone” of the limiter is played by the low (relative to the environ- the main mental processes is formed in preschool age. ment) level of competence of teachers (and, possibly, Secondly, the teacher is also a specialist.And the field of managers). When the teaching staff undergoes training education is also permeable to “external” technologies. and increases its qualification level, begins to use new And metamorphic teachers are already showing themmeans of implementing the educational program, the selves to be more successful in their work than their environment really “works,” but now highly qualified “mono-profile” colleagues. teachers don’t want to work for the “average” salary.

There are, of course, many more such factors in the education system, but it seems that at the moment Taina Kaunis there is simply no clear description of this ecosystem Executive director of the ECG (London) and its internal ties.

TECHNOLOGY MIGRATION One of the brightest global trends of the last ten years is the phenomenon of technology migration. For example, the transfer of the principles of biology to the technical sphere led to an attempt to create AI based on a neural network (repeat the concept of the brain in hardware). Technology is “migrating” from one area of human activity to another at an ever-increasing rate.

This is mainly due to the fact that the development of

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FOCUS TUIT: CONVERGENCE OF DIGITAL TECHNOLOGIES IN EDUCATION … In order to achieve progress, we must master digital knowledge and modern information technologies. It will allow us to traverse along the shortest route of progress. Since, at present the information technologies are deeply penetrating all spheres in the world … (Shavkat Mirziyoyev, Address by the President of the Republic of Uzbekistan Shavkat Mirziyoyev to the Oliy Majlis (January, 2020))

In the Age of the Race of Tech Giants, it is sometimes easy to lose the sight of the meaning of more and more modern technologies being developed. In the technical world, the directions are so closely intertwined that it is not uncommon for disputes between professionals to determine the primary source of technology development. In all this boundless whirlpool of knowledge, the goal of the educational institution is to distribute the boundaries clearly, develop a logical chain, a methodology for optimal explanation to the student, and at the same time introduce additions and updates to the curriculum in a timely manner, and also, taking into account the availability of new technologies, be able to integrate them into the educational process to improve the quality of education.

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Tashkent University of Information Technologies named after Muhammad al-Khwarizmi (TUIT), founded in 1955, provides educational services both in the classical form of education and in the modern interpretation of the approach to learning. For its long history, TUIT is a university that sets standards and requirements in IT-education of the Republic of Uzbekistan, based on the rapid development of technology in the world community. Introducing world experience and interpreting it taking into account the strategic regional goals, TUIT pursues ambitious ideas in the near future to transform into a Central Asian scientific and educational IT-HUB.

Over the last decade of the 21st century, TUIT has brought up dozens of generations of highly qualified specialists, modernizing curricula and developing new directions that meet the requirements of the world standards of its time. Pursuing the goal of strategic territorial development of the Republic of Uzbekistan, the university made tremendous effort to fill the need for sufficient number of highly qualified IT-personnel in every corner of the country, opening branches in such cities as Nukus, Urgench, Samarkand, Karshi, Fergana and Nurafshan. Moreover, the Nurafshan branch is in the process of implementing a scientific and educational IT-cluster, which provides an opportunity to train highly qualified personnel, taking into account global trends in the IT-market.

Dominance of TUIT in the transition to the credit system (ECTS) is the result of special attention to the quality of education in the preparation of IT specialists and close interaction with foreign training systems.

This approach opened up wide opportunities for cooperation both at the student level and in the faculty focus, which made it possible to unlock the potential of the university in the global educational and research

community. Throughout the activities of the university, versatile cooperation with international organizations in various directions has been achieved, in particular, in 2019, a project with JICA worth more than one and a half million US dollars was successfully implemented and introduced into the educational process; in 2020, despite the economic crisis during the global COVID-19 pandemic, the university and the Samarkand branch, in cooperation with KOICA, developed an integrated SMART UNIVERSITY system worth more than 3 million US dollars; in 2021, in the Fergana branch, in cooperation with NIA, a project was launched to create an INTERNET ACCESS CENTER in the amount of more than 1 million US dollars; in 2022, a joint project with KOICA began to create a startup ecosystem in TUIT worth more than 5 million US dollars. For the first time in the history of the Republic of Uzbekistan, TUIT has become a grandholder of the SPACECOM project under the Erasmus+ EU program in the amount of about 1 million euros.

To meet the demand of society in the rapidly developing IT-sector of the Republic of Uzbekistan, TUIT makes maximum efforts to create new opportunities

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55

FOCUS

for both students and academic staff. In this regard, three new educational buildings, sports complex were put into operation within three years, and extensive work is underway to increase the total capacity of university dormitories.

The challenge of a new technological revolution requires higher education to provide quality education taking into account the global trend, which has led TUIT to pay special attention not only to maintain the existing good infrastructure and the availability of highly qualified personnel but also to cooperation in creating new educational programs, including the development of new educational content and scientific laboratories, such as Artificial Intelligence, Robotics, and Mechatronics, Data Science, Internet of Things, etc.

Today, one of the more productive forms of learning in the context of digital transformation is the use of distance learning technologies that allow scaling the learning process regardless of territorial affiliation or language differences. At TUIT, the academies of world leaders in the IT-industry, such as CISCO, ORACLE, and HUAWEI, are available to students and scientific

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applicants for the implementation of distance learning.

Moreover, TUIT is one of the first universities in the Republic of Uzbekistan to develop a distance learning system for its students.

To increase the quality and quantity of innovative projects created among talented youth, TUIT has become an advanced University that has opened an incubation and acceleration center that creates favorable conditions for the emergence of effective small innovative projects that implement original scientific and technical ideas of students.

Quality education is primarily based on the study of the theoretical part and only then the application of the theoretical base in practice. TUIT has its own educational and methodological database, which is constantly updated in paper and electronic form. For the convenience of the student at the university, the opportunity is provided to study both in traditional form in libraries and via the INTERNET network using any electronic device, which allows the student to connect to the university’s electronic library from any place

convenient for him. In addition, TUIT has organized information and resource centers that provide a wide range of free services for all university students.

Ensuring the future, Education provides an intangible value that will allow us to solve any problems in the current or future reality. World events that are rapidly developing at the interstate level today show how important it is to raise a generation that knows all the intricacies of its profession and is able to creatively approach the solution of issues where the IT sphere is a sphere that has become a link at all levels of development and interaction.

Tashkent University of Information Technologies named after Muhammad al-Khwarizmi has always pursued the goal of providing the Republic of Uzbekistan with the most advanced personnel in the field of ICT, and more recently, strategic plans have been scaled to the Central Asian region. The University, on the way to achieving its goals, always keeps the doors open for the modern generation and will become a close mentor who will lead his ward by the hand to the highest achievements for the benefit of the whole country and the whole world as a whole!

Makhkamov Bakhtiyor Shukhratovich Rector of Tashkent University of Information Technologies named after Muhammad al-Khwarizmi: Doctor of economic sciences, Professor

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TECHNOLOGY INTERACTIVE MAP AS A VISUAL DOCUMENTARY DATABASE OF COLLECTIVE MEMORY ABOUT SHARAF RASHIDOV AND HOW IT HELPS IN THE EDUCATIONAL PROCESS.

November 6, 2022 is the day of the 105th anniversary of the birth of an outstanding statesman, politician and diplomat, poet and writer, who led Uzbekistan in a difficult period, Sharaf Rashidovich Rashidov.

The period of his leadership is considered one of the best in the history of Uzbekistan. He was one of the highly educated intellectuals of the Soviet era, a man who could be called a sign of his time. The phenomenon of Sharaf Rashidov as a talented statesman has yet to be studied.

During his leadership, new industries were created, such as space, chemical, gas, uranium, electronic.

The first microelectronics enterprises have emerged.

70% of the world’s only unique radio telescope RT-70 was built. During this period, about 100 research institutes operated in Uzbekistan. Uzbekistan, under his leadership, has made a huge leap in the development of the economy, science, social sphere and culture. He was the initiator of the organization of the Internation-

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al Conference of Solidarity of Writers of Asia, Africa and Latin America. Sharaf Rashidov opened Uzbekistan to the world, its ancient history, rich spiritual treasures of great enlighteners and scientists, places of pilgrimage. Everything he had done was a solid foundation for an independent Uzbekistan.

In connection with the anniversary celebration, the Sharaf Rashidov Foundation initiated a number of projects, including the project «Interactive Map - as a visual documentary database of the collective memory of Sharaf Rashidov and his activities», which was developed together with a Russian company «Creative Team».

The Foundation’s goal was to show the work of Sharaf Rashidov as an outstanding statesman, politician and diplomat who led the country during the Soviet period from 1950 to 1983. Sharaf Rashidov was one of the highly educated and intelligent leaders of the Soviet era. Even today, it is difficult to imagine the scope and results of its activities - during this period 9 cit-

ies were created from scratch, 37 districts were originated, 3 regions (oblast) and 77 villages were granted the status of city. The Foundation has collected all data from the family’s public, private and personal archives to examine the real scope of its activities. This are a unique footage of film chronicles, photographs, interviews with eyewitnesses of the development of new lands. The project differs from the existing historical electronic databases in that it is an interactive form with historical information on a graphical basis. Our platform is a kind of reference. It presents data on that era and activities of Sharaf Rashidov from the 1950s to the 1980s, and map-scheme for decades, administrative boundaries - cities, regions, villages, and economy. The project is a good visual aid for studying the new history of Uzbekistan to the younger generation.

July 29, 2022 in Samarkand State University named after Sh. Rashidova the presentation of the Interactive Map was held. It was donated to the University for the further use of the map in the educational process. In

the future, the Fund plans to increase the functionality of the project and to provide the public access to it.

Muminov Iskandar Talibovich is a chartered geographer from Uzbekistan. He graduated from the Tashkent State University, specialising in Geography, and has authored and co-authored more than 45 scientific publications. He has also worked in the Research Institute of Space Instrumentation, National University of Uzbekistan.

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book of the year HERTFORDSHIRE PRESS

CATALOGUE

BLUE RIVER

by Zinaida Longortova (2016) ENG / KHANTY HARDBACK ISBN:978-1-910886-34-2 RRP: £17.50

CRANES IN SPRING

by Tolibshohi Davlat (2015) ENG / RUS HARDBACK ISBN: 978-1-910886-06-9 RRP: £14.50

MAN OF THE MOUNTAINS

by Abudlla Isa (2014) ( OCABF 2013 Winner) ENGLISH PAPERBACK ISBN: 978-0-9930444-5-8 RRP: £14.95

KASHMIR SONG

by Sharaf Rashidov (translation by Alexey Ulko, OCABF 2014 Winner). 2017 ENGLISH RRP: £24.95 ISBN: 978-0-9930444-2-7

AND LONGER IFE LASTS

by Ion Jani ISBN: 978-1913356163 RRP: £9.99

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THE BEST DAY OF THE YEAR THE DAY THAT DAD RETURNED Maral Hydyrova (2017) ENGLISH PAPERBACK ISBN: 978-1-910886-65-6 RRP: £12.50

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

CУНДУК БЕЗУМНОГО КУКОЛЬНИКА Нина Ягольницер RUSS 978-1-913356-44-6 RRP: £17.50

best female AUTHOR

ALDONA GRUPAS NURSE, GIVE ME A PILL FOR DEATH true stories ISBN: 978-1910886922 RRP: £9.95 PB / £14.95 HB

FOREMOTHER ASIA

by Natalia Kharlampieva (2016) ENG / SAKHA HARDBACK ISBN: 978-1-910886-22-9 RRP: £17.50

САГА СТРАННОЙ ЖЕНЩИНЫ by Лина Гордон (2022) RUSSIAN HARD BACK ISBN: 978-1-913356-41-5 RRP: £14.95

STOCKHOLM SYNDROME S.S. NAZAROVA (2017) ENGLISH ISBN: 978-1-910886-60-1 HARD BACK RRP:£17.50

THE LAND DRENCHED IN TEARS

by Söyüngül Chanisheff ENGLISH PAPERBACK ISBN: 978-1910886380 RRP:£24.50

RECYCLED

by Anna Komar HARDBACK ENGLISH ISBN: 978-1910886816 RRP:£17.50

MY NEIGHBOURHOOD SISTERS

by Gulsifat Shakhidi (2016) ENG / RUS HARDBACK ISBN:978-1-910886-35-9 RRP: £19.95

Тегеран-1360 Жанна Голубицкая ISBN: 9781913356118 Paperback RU |2020 £19.95

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POETRY

HERTFORDSHIRE PRESS

COLORFUL TEARS

by Khosiyat Rustam ISBN: 978-1-913356-12-5 RRP: £12.95

MY HOMELAND, OH MY CRIMEA

by Lenifer Mambetova (2015) ENG / RUS HARDBACK ISBN: 978-1-910886-04-5 RRP: £17.50

I THINK WE SHOULD JUST LIVE

by Ekaterina Khlebnikova ISBN: 9781913356217 Paperback ENG \RU | 2020 £9.99

GIRL DANCING IN THE SKY

by Sagyn Berkinalieva ISBN: 9781913356217 Paperback ENG | 2020 £12.95

ONE OF YOU

by Lenar Shaehov ISBN: 9781910886472 Paperback ENG | 2017 £9.50

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“THE WORLD DISSOLVES LIKE A DREAM” by Leyla Aliyeva, 2018 ENG HARDBACK 978-1-910886-76-2 RRP: £14.95

BELARUSIAN WHALES

by Anastasiya Kuzmicheva ISBN: 9781910886458 Hardcover EN | 2017 £14.50

МАЭСТРО И МУЗА Сергей Белый ISBN: 978-1-913356-28-6 Hardcover RU | 2021 £17.50

MAESTRO AND MUSE Sergey Bely ISBN: 978-1-913356-39-2 Hardcover ENG | 2021 £19.95

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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

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ISBN: 978-1913356231 RRP:£19.95

classicS

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

THE GREAT MELODY KINDLE EDITION

by Tabyldy Aktan RRP: 2.40 ENGLISH

“SHORT STORIES FROM AZERBAIJAN” 2018 ISBN: 978-1-910886-72-4 RRP: £19.95 ENG HARDBACK

I AM LOOKING TOWARDS THE EAST

by Gulsifat Shakhidi, 2017 ISBN: 978-1910886663 RRP: £19.95 HARDBACK ENGLISH

BRÄNNANDE SOL, ISANDE VIND, LEVANDE STÄPP

by Dulat Isabekov ISBN: 9789198244977 Hardcover Swedish |2020

A POETIC TREASURY FROM BELARUS: A CELEBRATION OF THE LIFE AND WORK OF VERA RICH

by David ParryJim Dingley SBN: 9781913356040 Hardcover EN \ BY|2019 £14.95

GOETHE AND ABAI

by Herold Belger ISBN: 9781910886168 Hardcover EN|2015 £19.95

WHEN EDELWEISS FLOWERS FLOURISH

by Begenas Saratov and (Shahsanem Murray) ISBN: 9780955754951 Paperback ENG 2012 £12.95

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SERIES

HOWL novel

by Kazat Akmatov (2014) PAPERBACK ENGLISH –RUSSIAN ISBN: 978-0993044410 RRP: £12.50

shahsanem murray

SHAHIDKA/ MUNABIA

by KazatAkmatov (2013) PAPERBACK ISBN: 978-0957480759 RRP: £12.95

THE NOVEL “ARHAT”

by Kazat Akmatov (2015) LANGUAGE ENG PAPERBACK ISBN: 978-1910886106 RRP: £17.50

THE TURKIK SAGA Kairat Zariyanov (2016) LANGUAGE ENG HARD BACK RRP:14.95 ISBN: 978-0-9927873-7-0

UNDER THE WOLFS NEST Kairat Zariyanov (2012 LANGUAGE ENG /KAZAKH HARD BACK RRP:14.95 ISBN: 978-0-9927873-7-0

kairat zakyryanov

13 STEPS OF ERIKA KLAUS

by Kazat Akmatov (2013) PAPERBACK ISBN: 978-0957480766 RRP: £12.95

Raushan

Burkitbayeva - Nukenova

KAZAT AKHMATOV

HERTFORDSHIRE PRESS

SHADOWS OF THE RAIN Raushan Burkitbayeva - Nukenova (2016)LANGUAGE ENG HARD BACK RRP:19.95 ISBN: 978-1-910886-31-1

THE WORMWOOD WIND Raushan Burkitbayeva - Nukenova (2015) LANGUAGE ENG HARD BACK RRP:14.95 ISBN: 978-1-910886-09-0

COLD SHADOWS Shahsanem Murray (2016) LANGUAGE ENG PAPERBACK ISBN: 978-1-910886-27-4 RRP: £12.50

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FINDING THE HOLY PATH

by Shahsanem Murray (2014) RUS ISBN: 978-0-9930444-8-9 ENGL ISBN: 978-0992787394 PAPERBACK RRP: £12.50

TRAVELOGUES FRIENDLY STEPPES. A SILK ROAD JOURNEY

by Nick Rowan (2012)

THE SILK ROAD REVISITED

by Nick Rowan (2020)

This is the chronicle of an extraordinary adventure that led Nick Rowan to some of the world’s most incredible and hidden places.

Take a trip along this remarkable historic trading route that once ran from Venice, through the Mediterranean, across Turkey and Iran, through the Caucasus and Caspian Sea, onwards via Central Asia and finally to China.

HARD BACK ISBN: 978-0-9927873-4-9 PAPERBACK ISBN: 978-0-9557549-4-4

HARDBACK RRP: £34.99 ISBN: 978-1-913356-07-1

ALPHABET GAME

by Paul Wilson (2014) Travelling around the world may appear as easy as ABC, but looks can be deceptive: there is no ‘X’ for a start. Not since Xidakistan was struck from the map. Yet post 9/11, with the War on Terror going global, could ‘The Valley’ be about to regain its place on the political stage? Xidakistan’s fate is inextricably linked with that of Graham Ruff, founder of Ruff Guides. Setting sail where Around the World in Eighty Days and Lost Horizon weighed anchor, our not-quite-a-hero suffers all in pursuit of his golden triangle: The Game, The Guidebook, The Girl. With the future of printed Guidebooks increasingly in question, As Evelyn Waugh’s Scoop did for Foreign Correspondents the world over, so this novel lifts the lid on Travel Writers for good.

PAPREBACK ENG ISBN: 978-0-992787325

RRP: £14.50

MEET THE ‘STANS

by Christopher Jones “If you want to travel in peace, you must howl like the wolves among whom you find yourself,” a 19th century French explorer advised on entering Central Asia. Which was simply the Central Asian version of raising your negroni and slurring ‘When in Rome’. Thankfully, the author discovered, the negroni’s had since made their way to Central Asia, or at least Almaty, as part of the somewhat inconsiderable encroachment made by the modern world.

HARDBACK ISBN: 978-1-913356-15-6 RRP: £17.50 DOES IT YURT? by Stephen M. Bland (2016) Conjuring images of nomadic horsemen, spectacular monuments, breathtaking scenery and crippling poverty, Central Asia remains an enigma. Home to the descendants of Jenghiz Khan’s Great Horde, in the nineteenth century the once powerful Silk Road states became a pawn in the ‘Great Game’ of expansion and espionage between Britain and Russia, disappearing behind what would become known as the ‘Iron Curtain’. With the collapse of the USSR, the nations of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan were born. Since independence, Central Asia has seen one civil war, two revolutions and seven dictators.

LANGUAGE ENG PAPER BACK RRP:14.95 ISBN: 978-1-910886-29-8

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children award winning HERTFORDSHIRE PRESS

RHYMES ABOUT BOYS

by Lyudmila Dubkovetcaia (2019) HARD BACK ENGLISH ISBN: 978-1-913356-03-3 RRP: £17.50

MENIK THE MAMMOUTH

by OGDO (2017) PAPERBACK ENG ISBN: 978-1-910886-62-5 RRP: £12.50

СОФЬИНЫ НЕБЕСА, ИЛИ ВОЛШЕБНЫЙ ДАР ГНОМОВ Оксана Гордийко (2019) ISBN: 978-1-910886-97-7 RRP: £14.50

LEIA THE LITTLE MOUSE

by Arina Chunaeva (2019)

TALES OF GRANDMA GULSIFAT

by Gulsifat Shakhidi

ELISH AND THE WICKER TALES

by Kamran Salayev PAPERBACK SQUARE ENG ISBN: 978-1-910886-88-5 RRP:£12.50

HARD BACK ENGLISH ISBN:978-1-910886-90-8 RRP: £22.50

Дневник Ёжика - путешественника, или Где живёт счастье? by Надежда Серебренникова ISBN: 9781913356095 Paperback RU| 2020 £19.50 ELISH AND THE WICKER TALE

by Timur Akhmedjanov ISBN: 9781913356194 Paperback ENG | 2020 £9.99

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HARDBACK ENGLISH ISBN: 978-1-913356-01-9 RRP: £22.50

JUNIOR

THE GOAT THAT WANTED TO TRAVEL ISBN: 978-1913356170 RRP: £9.99

THE EGRET AND THE COW

by Gareth Stamp ISBN: 978-1913356149 RRP: £9.99

DANIEL AKHMED THE FINAL comic ISBN: 978-1-913356-18-7 RRP: £14.50

The door to a fairy tale

by Denis Kuvaev ISBN: 9781910886632 Hardcover EN| 2017 £22.50

AYSU AND THE MAGIC BAG

by Maide Akan (2016) CARDBOARD ISBN: 978-1-910886-24-3 RRP: £10.00

ПУТЕШЕСТВИЕ НА ЧЕТЫРЕХ ЛАПАХ Автор Михаил Куницкий (2021) PAPERBACK RUSSIAN ISBN: 978-1-913356-33-0 RRP: £29.95

Crane by Abu-Sufyan ISBN: 9781910886236 Paperback EN| 2016 £12.50

POOL OF STARS

by Olesya Petrova (2007) PAPERBACK ENG / RUS ISBN: 978-0955754906 RRP: £4.95

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DISCOVERY GUIDES & TRAVEL COMPANIONS

HERTFORDSHIRE PRESS

100 EXPERIENCES OF KYRGYZSTAN

by Ian Claytor ENG ISBN: 978-0957480742 RRP: £9.50

101 Zážitok Z Kazachstanu Editori: Nick Rowan a Roman Vassilenko ISBN: 9781913356255 RRP: £9.50

100 EXPERIENCES OF MODERN KAZAKHSTAN

by Vitaly Shuptar, Nick Rowan and Dagmar Schreiber ENG ISBN: 978-1-910886-15-1 RRP: £9.50

THE TASTE OF CENTRAL ASIA COOK BOOK

by Danny Gordon ENG ISBN:978-1-910886-09-0 RRP: £9.50

DISCOVERY KYRGYZSTAN travel guide

by Ian Claytor ENG, DE, FR, RUS, JAP ISBN: 9780955754920 RRP: £5.95

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DISCOVERY UZBEKISTAN travel guide

by Andrea Leuenberger ENG, DE, FR, RUS, JAP ISBN: 9780957480704 RRP: £5.95

DISCOVERY KAZAKHSTAN travel guide

by Vitaly Shuptar and Dagmar Schreiber ENG, DE ISBN: 9780955754937 RRP: £5.95

DISCOVERY TAJIKISTAN Travel Guide

by Vitaly Shuptar ENG ISBN: 978-09557549-6-8 RRP: £5.95

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ACADEMY

SALIMA KUNANBAYEVA

ISBN: 978-0957480780 RRP: £19.95

ISBN: 978-1-910886-67-0 RRP: £19.50

ISBN: 978-1-910886-99-1 RRP: £14.95

PAPERBACK ISBN: 978-1910886267 RRP: £18.50

ORAZALY SABDEN

PAPERBACK ISBN: 978-1910886267 RRP: £17.50

LOOKING WEST: A KAZAKH’S VIEW OF GREAT BRITAIN

by Kanat Auyesbay (2016) This new book by the Kazakh broadcaster and journalist Kanat Auyesbay is a fascinating and charming view of Britain. Kanat studied here for a year, living in Norwich with his wife and young son. Here he recounts his impressions of British life and compares aspects of it with life in Kazakhstan. He deals with subjects as diverse as school, charity, public transport, swimming, language and eating horse meat!

PAPERBACK

ISBN:978-1910886373 RRP: £14.50

TLEKTES YESPOLOV THE KAZAKH MODEL FOR A RESEARCH UNIVERSITY

Visiting the Kazakh National Agrarian University on 15 November 2010, the first president of the Republic of Kazakhstan, Nursultan Nazarbayev, was very impressed with how it was run.

President Nazarbayev, the Leader of the Nation, as the president is affectionately known to Kazakhs, tasked the University with creating a national research university.

ISBN: 978-1-913356-46-0 RRP: £24.95

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LIFE OVER PAIN AND DESPERATION

by Marziya Zakiryanova (2014) ENGLISH HARD BACK ISBN: 978-0-99278733-2 RRP: £14.95

AZERBAIJAN:BRIDGE BETWEEN EAST AND WEST

by Yury Sigov, 2015 Azerbaijan: Bridge between East and West, Yury Sigov narrates a comprehensive and compelling story about Azerbaijan. He balances the country’s rich cultural heritage, wonderful people and vibrant environment with its modern political and economic strategies. Readers will get the chance to thoroughly explore Azerbaijan from many different perspectives and discover a plethora of innovations and idea, including the recipe for Azerbaijan’s success as a nation and its strategies for the future.

The book also explores the history of relationships between United Kingdom and Azerbaijan.

HARD BACK ISBN: 978-0-9930444-9-6 RRP: £24.50 I AM LOOKING TOWARDS THE EAST

by Gulsifat Shakhidi, 2017 ISBN: 978-1910886663 RRP: £19.95 HARDBACK ENGLISH LOST PARADISE - TRUE PARADISE

by Gulsifat Shakhidi, 2019 ISBN: 978-1-913356-02-6 ENGLISH HARDBACK RRP: £19.95

IGOR SAVITSKY: ARTIST, COLLECTOR, MUSEUM FOUNDER

by Marinika Babanazarova (2011) LANGUAGE: ENG, RUS, FR ISBN: 978-0955754999 RRP: £10.00 SAVITSKY COLLECTION SELECTED MASTERPIECES. Poster set of 8 posters (2014) ISBN: 9780992787387 RRP: £25.00

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CONTENTS 6

31 YEARS YOUNG UZBEKISTAN: SUSTAINABLE PROGRESS FOR FURTHER PROSPERITY

10

HOW DO UNIVERSITIES CREATE SOCIAL IMPACT?

14

EDUCATION SYSTEM IN THE REPUBLIC OF BELARUS

18

ORIENTAL STUDIES IN UZBEKISTAN: HISTORY AND MODERNITY

22

WHY KAZAKHSTAN NEEDS RADICAL REFORM TO MODERNISE ITS EDUCATION SYSTEM AND HOW IT SHOULD BE DONE

26

TO CHANGE OR NOT TO CHANGE: TIME TO DECIDE

30

SCIENCE AND INDUSTRIAL POLICY OPTIONS FOR RESOURCE RICH EURASIA

34

MOBILISING KNOWLEDGE MANAGEMENT FOR DEALING WITH CLIMATE CHANGE AND SDGS

38

TIRANA : EUROPEAN CAPITAL OF YOUTH 2022 AIMS TO EMPOWER THE FUTURE OF EDUCATION IN ALBANIA

42

IMPLEMENTATION OF THE EUROPEAN STANDARD IN TEACHING A FOREIGN LANGUAGE THROUGH COOPERATIVE AND COLLABORATIVE LEARNING

46

INTERACTIVE MAP AS A VISUAL DOCUMENTARY DATABASE OF COLLECTIVE MEMORY ABOUT SHARAF RASHIDOV AND HOW IT HELPS IN THE EDUCATIONAL PROCESS

48

THE QUALIFICATION OF THE TEACHING COMMUNITY

50

KAZAKH NATIONAL AGRARIAN RESEARCH UNIVERSITY

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QUALITY ASSESSMENT OF PRESCHOOL EDUCATION IN RUSSIA

CONTRIBUTORS DISCLAIMER 1. All articles/interviews submitted, regardless of the way they were submitted (by the author, approached by members of our OCA editorial team or otherwise), are subject to the Editor-in-Chief ’s and/or publisher’s approval at their sole discretion.Without such approval the article may only be published online, or may not be published at all.

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4. Editorial team members and/or the Editor-in-chief and/or publisher shall not be required to any explanation as to why articles have not been approved.

5. Articles approved by the Editor-in-Chief and/or publisher will not be sent to contributors for print/design/layout/text approval unless agreed in advance in writing.

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Queen Elizabeth II 1926-2022 OCA Magazine, and the Eurasian Creative Guild, are deeply saddened and shocked to learn of the loss of Her Majesty Queen Elizabeth II. Her fortitude, wisdom, service and sense of humour will be sorely missed. As patron of many organisations supporting cultural inclusion and development, Her Majesty always led by example and she will be sorely missed. At this terribly sad time, our thoughts are with the entire British Royal Family and the people of the United Kingdom and Commonwealth.

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