The President of Tajikistan (his official title is now somewhat longer and less catchy: The Founder of Peace and National Unity, Leader of the Nation, President of the Republic of Tajikistan, His Excellency Emomali Rahmon) strikes a great pose and can be found in action all over Tajikistan. I’ve saved you the trouble of traipsing around the capital Dushanbe by creating this gallery of posters, taken this summer, purely for your viewing pleasure. No, really, you’re welcome.
It’s been rather quiet on the blog of late.
Don’t worry – I haven’t run out of ideas to keep the blog going. On the contrary, I probably now have too many. I also have a LOT of new photos of universities to add to my photo gallery (see the bottom right part of the homepage). Bet you can’t wait for that!
The reason for the lower than usual level of activity is that I’ve been doing fieldwork for my PhD thesis over the last two months.
This has involved meeting with over 30 wonderful academics in Kazakhstan, Kyrgyzstan and Tajikistan and spending a time with each of them discussing their personal experiences of working in higher education since the late Soviet period.
I have learned so much from my respondents and am incredibly grateful to each of them, not just for their time, but also for their willingness to share their own stories with me. Once I am back in Canada next month, I will need to spend time reflecting on these interviews and making sure I do justice to the rich data I have been able to gather.
All the interviews have been anonymised so I can’t thank people publicly – but they know who they are. Thank you. Спасибо.
In addition to doing these interviews, I’ve also been selected to present at three conferences, one in each country.
At the joint ESCAS-CESS conference in Bishkek, Kyrgyzstan in June, I organized a panel on The shifting landscapes of post-Soviet higher education, presenting the paper Conceptualizing change in post-Soviet higher education. I also convened a roundtable on to discuss the future for higher education in the post-Soviet space. Read more about the conference here.
In July, I was invited to present at a conference on Tradition and change in a contemporary world in Dushanbe, Tajikistan. This is a very fitting theme for my thesis work on change (and stability), although at the request of the conference organizer, the paper I presented drew on my earlier comparative work on the UK and Canada and was entitled Connecting history with contemporary identity in higher education. The article that this paper is based on can be found here.
Finally, here in Astana, Kazakhstan, I am pleased to have presented today (19 August) at the first annual conference of the Graduate School of Public Policy at Nazarbayev University.
My paper was Public policy and higher education reform in Central Asia, which discusses how the world-class university has become a global public policy strategy for higher education.
Although this is an excellent example of policy convergence, I argue that Kazakhstan’s strategy in creating Nazarbayev University offers a creative shift to this world-class university model: one that embraces the dominant global university model whilst at the same time transforming it to be useful and applicable for other purposes. You can read my related article on this subject here.
The conference was themed around good governance and attracted a diverse array of international presenters. Each of the presentations I was able to see added something new to my understanding of governance and public policy, from thinking about the state as a supplier of institutions for economic diversification in Kazakhstan (by Zhanat Murzakulova) to learning more about the implications of informal institutions for post-Soviet education systems (by Dr Dina Sharipova), and a lot more in between.
And last but not least, in amongst all the interviews and conferences and photographing university buildings, it’s been absolutely wonderful to catch up with family and friends. Being dispersed so globally can have its downsides, so it makes the moments of being together even more special.
What a great summer.
Held at the stunning new purpose-built campus of the American University of Central Asia in Bishkek, Kyrgyzstan, ESCAS-CESS was the largest international conference of Central Eurasian regional studies scholars ever to be held in the region.
I organized a panel and convened a roundtable, contributing to the eight sessions dedicated to education during the course of the conference. You can see the program here.
Panel: The shifting landscapes of post-Soviet higher education
Together with presenters Dmitry Semyonov* and Daria Platonova of the Higher School of Economics (HSE) in Russia, Martha C. Merrill of Kent University in the US and Sari Eriksson of the University of Helsinki in Finland, we discussed our research on the forces that have driven changes in the size, the shape, and the governance arrangements of higher education systems in Central Asia and the wider post-Soviet space.
We collectively aimed to advance our understanding of how change happens in higher education and the implications these changes have had in particular post-Soviet settings.
My paper analysed how change in higher education since 1991 in Central Asian countries has been conceptualized, responding to a gap in the understanding of how theories of change are applied to higher education.
The paper was based on a document analysis of 34 purposively selected peer-reviewed English language academic journal articles published between 1991 and 2017. Articles were identified through the use of words such as ‘change’, ‘development’, ‘post-Soviet’, ‘reform’, ‘transformation’ and ‘transition’ in the title, abstract, keywords, or introduction.
As I study shifts and continuities in higher education through the theoretical lens of institutional change, I analysed the articles using a typology of modes of change I adapted from Streeck and Thelen**. This delineates both the process of change (as being on a scale between incremental and abrupt) and the outcome of change (as being on a scale between continuity and discontinuity).
Below is the visual I used to show how I mapped the articles on to the typology. During the presentation, I went through each of the quadrants in more detail to explain the rationale for placing the articles there and give some indication of the content / viewpoint that you might expect to find in each.
Roundtable: From Soviet to European to Global? Future Directions for Higher
Education in Central Eurasia
Over the last 25 years, the broad narrative of higher education reform in Central Eurasia has been a shift away from a Soviet model towards a model aligning with many European policies. More recently, efforts at adopting global norms are emerging.
Of course, such a concise synopsis overlooks the many intricacies of change in the very different Central Eurasian states. Furthermore, it might suggest that such a Soviet-European-Global ‘transition’ is not only linear, but that it (inevitably) leads from one starting point to one shared destination.
Thus, the aim of the roundtable was to question these assumptions from multiple perspectives. Some of the questions we focussed on were:
Is it meaningful to compare higher education across Central Eurasia?
Is there a crisis in the academic profession?
Who and what is higher education for?
Joining me at the roundtable were Martha C. Merrill of Kent University in the US, Sari Eriksson of the University of Helsinki in Finland and Zumrad Kataeva of the Higher School of Economics in Russia.
It was an excellent conference: interdisciplinary, a mix of newer and more established researchers, new contacts and old friends, and a chance to try out some of my PhD research through my panel presentation.
Were you at ESCAS-CESS? How did you find it?
*Shortly after publishing this blogpost, I received the tragic news that Dmitry died on 17 August 2017 following a car crash. Dmitry was a great young researcher with a promising future and his death is simply terrible news. My condolences go out to his family, friends and colleagues at the Higher School of Economics.
**Streeck & K. Thelen (2005) Beyond continuity: Institutional change in advanced political economies
It’s university admissions season in Tajikistan and as a record number of school leavers sit the nationwide university entrance exams, ever-reliable news outlet Asia-Plus took a look at the prospects for the class of 2021.
This unified nationwide testing system was introduced in 2013 as part of a project funded by the World Bank and with Russian government assistance. This follows a pattern seen across the post-Soviet states, where university-specific admissions arrangements have been centralized into a national testing system with one of the main goals being to overcome corruption (bribe-taking, use of contacts etc) in university admissions.
(For a more detailed overview of shifts in access to higher education across the former Soviet Union, I recommend this 2012 paper by Anna Smolentseva of the Higher School of Economics in Russia)
In the Tajik university entrance exam system, all potential university students have to take three exams in Tajik language, maths, and the history of the Tajik people and the foundations of the state and law. Then, depending on the subject you wish to specialize in, you also take another three exams focusing on that area. The five subject-specific clusters are: natural and technical sciences; economics and geography; philology, pedagogy and art; social studies and law; and medicine, biology and sport.
The National Testing Centre produces a useful document for future students called ‘How to choose your course’ [ru] (this uses the term “spetsialnost’” or specialism, which dates back to the Soviet era of planned economy and direct pipeline from university to job market). The guidance suggests that candidates consider the following questions:
-What do you expect to achieve from this specialism?
-Does it meet your interests, aptitudes and abilities?
-Can this area satisfy your needs?
-Can you make a living from this area?
The guidance underlines the importance of the last question and highlights a phenomenon also identified by Asia-Plus, where the prestige of subjects such as economics and law has led to a glut of graduates who now sit unemployed because demand far outstrips supply.
With over 10,000 candidates competing for less than 5,000 nationwide places in subjects related to social studies and law, there is clearly a large gap – not just between those who will make it to university and those who won’t based on the exam score, but in the subjects students want to study and what the government thinks the labour market can bear.
Asia-Plus spoke to candidates taking the exams about how they’d chosen their areas of specialism. Farrukh aspires to be a prosecutor or investigator because they are “the most respected people” and they earn a lot. Muhammad’s father is a teacher and would like him to become one too, but Muhammad is pessimistic: “Teaching isn’t a prestigious career anymore. My dad’s a teacher and where has that got him? He hasn’t even got a car. He owes everyone money.” Like Farrukh, Muhammad dreams of joining the legal profession.
The perceived prestige of economics, law and medicine has in parallel downgraded the prestige of science and technology related jobs. However, as one commentator in the Asia-Plus article notes, “I think that electricians and plumbers earn a lot more than doctors and lawyers. I paid an electrician $800 for 3 days’ work!”.
People I’ve spoken to in universities here are acutely aware of the need for more students to fill scientific and technical positions in the labour market, and it’s clear that the government is also trying to encourage students in this direction. As Asia-Plus notes, Tajikistan has a great need for more graduates with skills in new technologies, geology, industry, transport and energy.
Yet it is the overwhelming and now fairly enduring trend towards areas such as economics, law and medicine that make the headlines. This interest is generally associated with the earnings potential of jobs in these areas – both the take-home pay packet and in the potential to unofficially earn extra on the side.
The take home message here is not all negative. The fact that nearly 100,000 school leavers are choosing to take the university entrance exams because they want to continue their education is laudable. If spread evenly across the subject clusters, that would mean an average of 1.5 candidates for every university/college place available. Demand is high. The tradition established during the Soviet era of placing strong value on higher education in Tajikistan persists, despite the difficulties the country has experienced since becoming independent in 1991.
Nevertheless, a supportive underlying culture in this case is not enough.
I am a great believer in the transformative power of higher education, but it also seems that a dose of labour market-related realism is in order here.
Much more outreach work needs to be done in schools to help young people learn about the post-university job options that are available to them. The prestige of technical jobs has to be addressed creatively and positively. Public sector jobs ought to attract greater salaries so that good candidates are not turned off by the prospect of spending four years in university only to earn $100 a month.
And another point that is not made in any of the government documentation is the need to enrich the job opportunities (and social mobility possibilities) available to female students, especially those from rural areas. As one respondent to Asia-Plus’ interviews noted, she’d ideally like to be a banker or a tax inspector. However, as a rural woman she’s instead limited to being a midwife or a teacher.
And so the cycle continues…
A small flurry of press stories recently (e.g. in University World News on 2 June, University World News on 4 May, The PIE News, Today.kz and ICEF Monitor) announced the arrival of a new partnership of higher education institutions, the Asian Universities’ Alliance (AUA). Bringing together 15 universities from 14 countries, the AUA aims to promote academic mobility between institutions and countries and enhance collaborative research activity.
As reported by University World News, the founding members include China’s Tsinghua University and Peking University, Hong Kong University of Science and Technology or HKUST, the Indian Institute of Technology Bombay, South Korea’s Seoul National University, Japan’s University of Tokyo, Thailand’s Chulalongkorn University, Myanmar’s University of Yangon, Malaysia’s University of Malaya, National University of Singapore, University of Indonesia, Sri Lanka’s University of Colombo, United Arab Emirates University, Saudi Arabia’s King Saud University and Kazakhstan’s Nazarbayev University.
University alliances are an excellent manifestation of the soft power potential of higher education (check out this Google search for many, many examples of this). As also noted by Andrew Gunn and Michael Mintrom writing for University World News, what is unusual about the AUA is its choice to focus only on top-ranking universities in Asia – many alliances bring together a range of institutional types from a number of world regions.
Gunn and Mintrom go a step further, suggesting that the AUA is “distinctive because of the extent to which it is a form of Chinese soft power.” Indeed, the AUA is led by Bejing-based Tsinghua, considered one of China’s best universities.
At a time when responses to China’s (literally) far-reaching One Belt, One Road economic and foreign policy have often expressed concern/fear about China’s grand plans, it is interesting that responses to the AUA have been largely positive, even though it is unashamedly focussed on increasing Asia’s position in global higher education.
Perhaps the lack of negativity comes from the lead institution’s more nuanced vision for the alliance. Quoted in The PIE News, Tsinghua University president Qiu Yong said that this was not about Asian universities trying to mimic their Western counterparts:
Higher education should not have only one voice. Western education is also successful but I do believe that there are Eastern educational philosophy and heritage that deserves to be cherished also.
(The fact that Tsinghua is providing US$1.5m of funding to kickstart the AUA may also help explain the aura of positivity…)
As you’ll have seen from the list of members above, there is one Central Asian institution in the new alliance – Kazakhstan’s Nazarbayev University. This gives me the opportunity to reflect on the impact that the new AUA may have in Central Asia, not just for Nazarbayev University, but more generally for higher education in the region.
I suggest that this could go one of two ways for universities in Central Asia.
First and foremost, Central Asian universities will be able to use the AUA to position themselves as a bridge between the US/Europe and Asia. Kazakhstan has already been doing this very effectively for a number of years, and the country’s President is very fond of the “heart of Eurasia” geopolitical symbolism in describing his country.
Indeed, Nazarbayev University President Shigeo Katsu echoes this discourse directly, and is quoted by Today.kz as saying:
Казахстан находится в сердце Евразии, между Востоком и Западом, поэтому я думаю, что важно развивать сотрудничество не только с западными, но и азиатскими вузами. Учрежденный сегодня Альянс азиатских вузов будет полезным не только для учреждений высшего образования как таковых, но и, в первую очередь, самих студентов, которые смогут общаться друг с другом на площадке молодежного форума Альянса.
[Kazakhstan is at the heart of Eurasia, between East and West. That’s why I believe that it’s important to develop cooperation with both Western and Asian universities. The new Alliance of Asian Universities will be useful not only for higher education institutions like ours, but also – and importantly – for students, who will be able to communicate with each other through the Alliance’s youth forum.
There are opportunities for other Central Asian universities to replicate this bridging symbolism in a way that makes sense for their own institutional missions.
A second possibility is that, rather than the AUA offering the opportunity for Central Asian universities to position themselves between Asia and the West, they might instead prefer to move in just one direction. I think it is feasible that a number of universities will see the AUA as legitimizing their own interests/strategies in connecting with Asian higher education.
China is increasingly influential in Central Asia, primarily through its economic might (although reports suggest this may be taking some time to embed). Universities could see the AUA as a way to benefit from this regional leadership, rather than struggling against it. Joining an alliance as an active and willing partner would certainly give institutions a stronger position in the AUA than being co-opted (coerced?) further down the line.
Does the AUA force universities to make a choice about whether to align with Asia or to join Kazakhstan’s strategy of straddling global groupings?
I don’t think so. Rather, I believe that universities in Central Asia that are minded to think strategically can benefit from the AUA without closing themselves off to other alliances. As Indian Institute of Technology Bombay Deputy Director Prasanna Mujumdar noted,
If we have strength to pool universities together, the best of minds from both sides, each with their own niche expertise to contribute…
…then you create the possibilities of enhancing the educational offerings of your university. You have a formal network of partners with whom you can exchange students, supporting their learning and broadening their worldview. You have the opportunity to draw on expertise (and potentially physical research equipment) not available in your own setting. And you are part of a bigger whole, able to look not just at the local and national environment but to a regional setting as well.
Creating and developing these factors means that your university is better positioned to then join other networks, whether these are bilateral partnerships or larger associations like the AUA.
The key challenge for universities in Central Asia will be to demonstrate the value they can bring to such partnerships. The many strengths they have are often overlooked because the countries of Central Asia are considered to be marginal in the world system or because the legacy of the Soviet higher education system is (wrongly, in my view) dismissed as weak/irrelevant. Views like this are hard to overcome, and make the challenge for universities harder, but it is imperative that universities do what they can to step up to this challenge.
Who leaves Tajikistan to study abroad, and why?
Where do these students go, and what do they study?
What are their post-study destinations?
These are some of the questions I address in my new essay on Tajikistan’s international students, out today in Higher Education in Russia & Beyond (HERB).
As I conclude, studying abroad can be a profoundly transformational experience. Many of the people that participated in the research I am reporting on said they had changed greatly as a result of their experiences.
This feeling is neatly encapsulated by the words of one respondent:
“I am so much [a] different person now than I was back then. Education here has broadened my mind to the things that I had no idea of their existence and as I grow in possessing my knowledge I see the opportunities that I can get, and the things that I can do in my life and with my life. I am [a] much happier person now than I was before.”
This issue of HERB looks holistically at international students across the former Soviet space, and I encourage you to take a look at the other essays in this collection.
Higher Education in Russia & Beyond 2(12) – link to whole issue
New education research on Central Asia – “Problems of forming tolerance in the educational environment of Tajikistan” by Diloro Iskandarova
Welcome to the first in a new occasional series on the blog called New education research on Central Asia. The idea is that from time to time, I will review new book chapters and journal articles written about education in Central Asia. My aims are to raise awareness of these new publications and offer a summary of the key points and my views on the piece.
If you would like to suggest a publication for review – or would like to review something yourself for this blog, then please get in touch to discuss. I’d be pleased to hear from you!
I also welcome your feedback on the new look for the blog. I hope it now looks and feels “cleaner” and the links to various pages are easier to navigate.
So – back to new research from Central Asia. The book chapter I’m reviewing today is called “Problems of forming tolerance in the educational environment of Tajikistan” by Diloro Iskandarova of the Russian-Tajik Slavonic University in Dushanbe, Tajikistan. The chapter appears in an edited collection called Digital Transformation in Journalism and News Media published by Springer in 2017.
Iskandarova describes a research project carried out with university students in two different locations in Tajikistan, one in the north of the country (Khujand State University) and one in the south (Kulyab State University and Kurgan-Tyube State University). The aim of the research was to use linguistic association to test levels of inter-ethnic tolerance amongst young people. Put in straightforward terms, the research team asked students to list words that they felt best described different groups (both as noun and adjective) – Tajik, Russian and Uzbek. If the respondents listed negative characteristics, it would suggest lower levels of tolerance than if they gave more positive word associations.
The chapter provides detailed description of the words/phrases that came up in the students’ responses, which in general were positive towards the ethnic group at hand across both regions under study. Tajiks (noun) were most associated with hard work, hospitality and Islam, for example.
There was, however, some ambiguity in the words used to describe Uzbeks, which the author ascribes in part to the Uzbek government’s policy of exclusion and generally poor relations between the two countries [though since the chapter was written, there has been a change in President in Uzbekistan and some early signs of a detente in the Uzbek-Tajik relationship].
The overall conclusion of the chapter is, as shown in the key quote below, that students are in general tolerant people. The author found some difference between the two regions, with students from the north being more open to the study and actively providing responses (which were all collected anonymously). An expressed desire to conduct further research, both in other parts of the country and using different word associations, would add greater value to the findings.
Whilst the chapter is rather short and the English language is clunky – and it seems a rather odd choice to publish this in a book on digital transformations – readers should look beyond this to the real value of the study, which is the rich data it has generated. The use of word associations is a smart idea, even if I’m not convinced that testing against ethnoynms tells us much about tolerance in general.
Key quote: “university students [are] fairly tolerant people with very little negative judgments. At the same time, we must remember that stereotypes tend to develop quickly enough in a particular environment” (p.554)
Link to publication: Iskandarova – Education tolerance Tajikistan (whole chapter) 2017