Tajikistan

Today at CESS 2018: Roundtable on Central Asian Encounters with the European Higher Education Area

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The wonderfully named Cathedral of Learning at the University of Pittsburgh

If you should find yourself in Pittsburgh, PA, today – October 27, 2018 – please join us at the Central Eurasian Studies Society’s 2018 Annual Conference for our roundable on Global Bolognaization: Central Asian Encounters with the European Higher Education Area.

Followers of my blog may remember the call for proposals that co-convenor Aliya Akatayeva and I put out at the end of last year when we first started planning the roundtable. We had an excellent response and our original line-up of panellists included colleagues from Kazakhstan, Kyrgyzstan and Tajikistan (and me!) all ready to share experiences and analyses of the impact of the European Union inspired Bologna Process reforms on higher education in Central Asia.

Fast forward several months and here we are at an excellent CESS conference in Pittsburgh (check out conference activity on Twitter: #CESS2018atPitt).

At our roundtable today, we will be taking three directions of travel to reflect the research and experiences of the three panellists who will be present:

Professor Gulnara Mendikulova, a distinguished scholar of Kazakh and world history, will set the general scene for the roundtable, considering questions such as: what is the history of the Bologna Process across Central Asia? What were the drivers for Kazakhstan to adopt the Bologna Process? What have been the challenges and opportunities presented by the reforms?

Aliya Akatayeva, Head of the Social Studies Department at Satbayev University (Kazakhstan), will focus on the knotty issue of academic freedom. Whilst academic freedom – including autonomy for universities – is a core value of the European Union higher education ‘package’, there are a number of tensions and challenges in embedding this broad principle in Kazakhstan. As one of the universities in the country that has been given some degree of autonomy under a 2017 law, she will offer a case study of the journey of Satbayev University towards academic freedom.

I will discuss Tajikistan, not (yet) a signatory to the Bologna Process but aspiring to follow in the footsteps of Kazakhstan and become one. By highlighting findings from in-depth interviews in two cities in the country, I will draw out the experiences of some of the faculty members who are on the front line in living with the new higher education reforms. Whilst many are positive about the potential of related changes to the curriculum on the quality of the learning experience, others expressed resistance and resentment towards a series of changes they felt they were not consulted on or given time to adapt to.

We’d love to see you at the roundtable – 11am today in Posvar 4217!

Uzbek-Tajik higher education relations are warming up

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Uzbekistan’s Mirziyoyev and Tajikistan’s Rahmon – new BFFs??

The honeymoon period of Uzbekistan’s now not-so-new President Mirziyoyev just keeps on going. Even hardened critics of what was once a solidly authoritarian regime in Uzbekistan are having to admit that the reform-driven new leader, who took the reins after the death of longstanding President Karimov following his death in December 2016, may be serious about making serious and positive change in the country.

I have already reported on a historic recent trip by Mirziyoyev to the United States as one indication of the country’s new openness and readiness to engage with the world.

Today, I want to focus on Uzbekistan’s relations with neighbour Tajikistan. Historically frosty at best, the two countries mainly seem to disagree about water and borders – but of course the relationship is more complex than that. Yet in recent months, international roads that have long been closed are beginning to open and there are a small but growing number of direct flights between the two countries. There is a buzz around the possibilities for bilateral tourism and trade, the turnover of which has already doubled.

Following a state visit by Mirziyoyev to Tajikistan this March, his Tajik counterpart Rahmon has this week made a return visit. The agenda for the two day visit was wide-ranging, with talks and agreements planned spanning commerce to music. It was the first official visit by a Tajik leader to Uzbekistan since 1998, according to news agency Radio Free Europe/Radio Liberty.

In the field of education, bilateral relations have been warming up since before this week’s official state visit. At the start of this month, an agreement between Tajikistan’s top ranked National University and Uzbekistan’s Samarqand State University was signed. It’s quite a broad agreement to cooperate on research, but is an important addition to Tajik National University’s existing partnerships with states universities in the Uzbek cities of Andijon, Ferghana and Tashkent.

Hopefully the relationships between universities and colleges in both countries will continue to improve, paving the way for greater exchanges of people and ideas. And improving cooperation in education may also help underpin a strong foundation for the countries’ broader bilateral relations.

A good news story to end the week!

Chinese corporate social responsibility in Tajikistan, or, How to build a school for free

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Cats may not be qualified to build schools. But Chinese businesses in Tajikistan are.

The might of Chinese businesses operating in Tajikistan is growing, with news emerging of one company alone that will build three new schools in the country [ru] later this year, supporting over 1,000 students. This is not the first such initiative, which is being posited as evidence of Chinese corporate social responsibility. Other road-building companies have already financed the construction of of seven large schools in Tajikistan.

As the article on Radio Ozodi’s website [ru] points out, China is the largest foreign investor in Tajikistan. For a number of years it has been providing goods for markets and financing and undertaking a great number of construction and infrastructure projects for new roads, buildings and factories.

Chinese companies engaging in extra-mural activities to build schools is in keeping with the Chinese government’s foreign policy on education towards Tajikistan and Central Asia as a whole. In higher education, for example, Chinese efforts have led to the creation of initiatives such as the Universities Alliance of the New Silk Road which includes a Kazakh university partner and the Belt and Road Scholarship scheme targeted at students from Central, South, and South-East Asia.

Radio Ozodi also notes a proposed new Chinese-funded International University in Tajikistan which would accommodate an enormous 40,000 students (to put that into context, the entire tertiary student population of Tajikistan is around 250,000, so this new university would be able to teach nearly a fifth of that number!).

On the one hand, this is a clear example of a foreign government extending its ‘soft power‘ to another state, in this case China continuing to grow its influence in the Central Asia region through marketing-friendly projects in education.

On the other hand, there are also indications that the Tajik government is not just blindly accepting foreign cash. From my thesis research, for example, I’ve found that whilst the government is happy to allow such investment, it is far less content to accept Chinese cultural influence, something that often comes as a by-product of soft power initiatives. So yes, the government takes the money – and goodness knows it needs it – and it’s great that it is being invested in education, but once it’s in Tajikistan, the line is drawn and the money/investment is controlled locally.

Oh, and one of the three new schools – the biggest of the trio – will be in the President’s home region of Dangara. That must be a coincidence. Right?

New article: Fake dissertation scandal in Tajikistan

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My new article is now out in University World News, in which I investigate a growing scandal in Tajikistan with a rash of plagiarised doctoral dissertations exposed. Vindicated in this highly embarrassing scandal include high level government officials and senior academics.

Read the full story at http://www.universityworldnews.com/article.php?story=20180428053554356.

Mapping change in former Soviet higher education systems

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Me in action presenting at the Comparative and International Education Society’s 2018 conference in Mexico City. My ‘presenter hands’ are marginally more controlled than usual!

I recently presented at the Comparative and International Education Society (CIES) Annual Conference and this blog post is about my presentation called Mapping change in former Soviet higher education systems: A view from the Russophone space.

I also presented with my colleague Hayfa Jafar on our new joint research on how faculty in post-conflict societies are experiencing internationalization in higher education – watch out for more on this to follow in the future.

As part of my PhD thesis on how higher education in the former Soviet space has responded to the fall of the Soviet Union, I want to include some analysis of how academics who have published about this regional space and time have conceptualized change.

In planning that analysis, I noticed that we know a lot about how authors writing in English conceptualize change in the former Soviet space – whether we like it or not, English is the dominant language of academic publication and there are quantitatively more articles and books available in English.

Yet my research is about a space where Russian has been the dominant language of the academic community. So this led me to wonder: do authors writing in Russian and publishing in Russian academic journals think about and write about change in similar or different ways? And how much do we know about this in the English language space?

(Spoiler alert. The brief answers are a) that there are both important similarities and marked differences, and b) not very much at all)

That explains the context to the analysis I then undertook of 23 articles written in Russian published in Russian language peer-reviewed journals published since 1991 (a list of the articles and journals can be found in my presentation). All the authors write about Russian higher education and were based at Russian institutions at the time of writing.

There are many possible ways to present what I found in this analysis (and I thank my supervisor and his research group for their feedback as I went through this process) but I decided to summarize my findings using a chronological but non-linear map. You can see it in the background of the photo above, and in full below.

The purpose of the map, which is designed like a Venn diagram, was not only to highlight some of the key themes that emerged from my analysis, but to show how these themes changed or overlapped over time.

The three phases shown are based on a framework adapted from Semyonov and Platonova’s work on policy change in higher education in Russia since 1991. They explain the three phases as:

  • Laissez-faire, from 1991 to around 2003. Although there were legislative changes, on the whole this period is considered to be one less government intervention in higher education, not least because of widespread economic crisis;
  • A period of major reform, from around 2004 to 2011. State investment in higher education led to the introduction of the Bologna Process and a unified higher education entrance exam, plus reforms to create merged and enlarged ‘super-institutions’ – the federal universities, plus the new designation of national research university;
  • Since 2012, a period epitomized by reforms aiming to improve the effectiveness of higher education through e.g. performance evaluations, competitive funding schemes, and more mergers/new institutional types emerging.

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My analysis showed broad convergence with Semyonov and Platonova’s findings with several notable differences. I discussed four of these in my presentation. Here’s a very brief summary:

  1. Whereas for the state, the first period might have been laissez-faire, for the people living in Russia and working in the higher education system, their response was more connected to a discourse of crisis and survival.
  2. A number of articles in the first two time periods talked about how change wasn’t happening, and in fact there was more continuity with the Soviet system. Higher education is shown in many articles as being on the sidelines of the social change happening around it.
  3. In the crossover between the two later periods, I noted that some of the articles observed contradictions in the reform process, particularly in relation to the introduction of the Bologna Process
  4. Across all three phases, there is a lot of discussion about faculty: what is their role, how should they and are they responding to change, and so on. It wasn’t surprising to find more coverage of faculty matters in the Russian articles as most are written by practising academics who are or have been in some way involved in what’s been happening in Russian higher education.

This analysis will eventually form part of my PhD thesis so I don’t have a standalone paper to share. However, if you’re interested in finding out more, I’ve uploaded my presentation to Research Gate – although do note that my presentations are highly visual, so there are not many words to read! The presentation also has a few bonus slides that I didn’t share during the conference. Also, please do leave comments after this post if there are things you’d like to say in response.

 

A Multinational University in Central Asia

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I’m sharing a post I wrote for the Centre for Canadian & International Higher Education‘s blog about the University of Central Asia. The post was published today at https://ciheblog.wordpress.com/2018/03/05/a-multinational-university-in-central-asia/ and is also copied below:

A Multinational University in Central Asia

It’s the early 1990s and 15 new countries have emerged from the colossal historical moment that was the fall of the Soviet Union. Some of these new countries have never experienced statehood with their current set of borders before – including the five Central Asian nations of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan.

With the collapse of a huge unified political and economic system, questions of nationhood and national culture exist alongside a great number of urgent problems for these new countries. Unemployment is growing – as much as 30% in some countries –  and as many as 40-70% of the population are falling below the poverty line. How can the new national governments create economic opportunities when jobs have vanished overnight?

And yet at the same time, the new nation states inherited a legacy of well-developed social infrastructure that was particularly strong in healthcare and education. In Central Asia, for example, the first universities and Academies of Science (research institutes) were created during the Soviet era. Whilst the region has an incredibly rich heritage of learning and discovery stretching back more than a millennium, the 20th century saw the founding of the first formal institutions of higher education here.

It is into this context of economic crisis but highly developed education and social institutions that the University of Central Asia (UCA), a new institution equally based in the former Soviet republics of Kazakhstan, Kyrgyzstan and Tajikistan in Central Asia, came into being. And it was UCA’s story that the university’s Chancellor Dr Shamsh Kassim-Lakha came to share with a large audience a joint CIHE/Munk School seminar held at OISE on March 2, 2018.

The story of the University of Central Asia

From 1995, agencies of the Aga Khan Development Network (AKDN), a major international secular private foundation with a presence in 30 countries worldwide, began working with the Central Asian governments. At their request, agencies of the AKDN began to provide food assistance, education, and financial services. As the 1990s progressed and the economic situation stabilized across the region, education rose up the agenda as a priority area. A successful Humanities Project, initiated in Tajikistan in 1997 under the auspices of AKDN funding (and still running today), showed that innovation in higher education could work.

In 2000, the UCA was created. It is believed to be the only regional university in the world to be founded by international charter signed by the three host countries; the charter has since been lodged with the United Nations. It joins a tiny number of other regional universities such as the University of West Indies and the University of the South Pacific.

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A key aim of the UCA is to “create job creators, not job seekers”, according to Dr Kassim-Lakha. UCA is striving to fulfil this mission in a number of ways:

  • Providing very low cost continuing education across a widely disbursed area, including in neighbouring Afghanistan. Courses are vocationally oriented, covering subjects such as Business English, Accounting, and Car Mechanics;
  • Undergraduate education with two majors at each of the three UCA campuses. Two campuses – in Naryn, Kyrgyzstan and Khorog, Tajikistan – are operational; the Kazakh campus in Tekeli is expected to open within the next five years. Right now, there are just under 200 students and at capacity, UCA hopes to host 1,200 students on each campus. Graduate education will follow in the future;
  • Research in areas of relevance to the mountain societies that host UCA. The Mountain Societies Research Institute and Institute for Public Policy and Administration are already producing some interesting outputs;

Across all its activities, UCA is striving to engage the communities and countries around it. This ranges from a new Mountain University Partnershiplinking up UCA to existing higher education institutions in the towns it is operating in to substantial financial support for the majority of its undergraduate students.

The cost of creating a new university

Even though tuition fees are minimal compared to other higher education systems – US$5,000 plus $3,000 for accommodation and living costs – this is well beyond the means of most prospective students. Huge financial subsidies mean that most students are only paying a fraction of the true cost of their education, which Dr Kassim-Lakha put at $28,000.

Screen Shot 2018-03-03 at 10.23.24 AMA huge amount of money has been put into the UCA initiative. There’s the financial subsidies for students, the cost of construction – the campuses have each cost nearly $100m to build – before you start to account for ongoing running costs.

Some of that cost has been met by generosity from Canada. To date, around C$20m of funding has been channeled from Canadian government agencies and non-governmental organizations into the creation of UCA, and Dr Kassim-Lakha expressed the university’s deep gratitude towards the Canadian people for this support. As well as direct funding, there are already concrete partnerships in place with the University of Toronto, Seneca College, University of British Columbia and the University of Victoria, each supporting UCA to develop a specific area of its curriculum.

Nevertheless, and perhaps understandably, working out how the university will be financially sustainable in the future is the issue Dr Kassim-Lakha said that keeps him up at night.

In the very specific former Soviet context it is based in, there are also potential challenges arising from an autonomous university attempting to set its own future direction within national higher education frameworks that remain heavily state-centric and bureaucratized.

And actively choosing to build a tri-campus university in small and remote mountain towns, as UCA has done, adds another dimension to the challenge. The guiding rationale for doing so – to reduce political, social and economic isolation – means that the university and other AKDN agencies are not just building a university, but a whole framework around it: from providing continuing education courses to qualify local people to work on the building sites to creating physical infrastructure such as building roads and pipelines.

UCA is an incredibly ambitious and exciting new endeavour. If the quality of its graduating students – the first of whom will reach the workplace in 2021 – come anywhere near matching the quality of financial investment and effort placed into creating UCA, then the results could be transformative for the mountain societies and the countries they are located in.

Seminar // March 5, 2018 // Comparing internationalization in higher education in Tajikistan and Iraq, plus other papers

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I’m delighted to invite you to a seminar I have organized being held on Monday March 5, 2018 from 11.30am-1pm in Toronto and also livestreamed online.

The seminar showcases some of the student research on internationalization in higher education being done at my faculty, OISE, that will be presented at the prestigious Comparative & International Education Society Annual Conference in late March.

It’s an opportunity for us to give our presentations a trial run and get your feedback, and for you to learn about our research without travelling all the way to Mexico City where the conference is being held!

There will be four presentations, each lasting 15 minutes, with a question and answer session at the end moderated by OISE faculty member Dr Elizabeth Buckner.

I will be giving a presentation with Hayfa Jafar on our brand new study Iraq and Tajikistan, two countries where dramatic political, social and economic changes have taken place over the last 30 years. As these two states recover from the impact of conflict and international isolation, spaces are being created for higher education to open up and (re)connect with the international academic community. In our study, we look closely at internationalization of higher education as a symbol of change by examining and comparing the experiences of academics in both countries.

The other presentations, detailed in the poster below, take us on a global journey through the liberal arts curriculum in China’s Christian universities, the intersection of regionalization with internationalization in Chile and Brazil, and the experiences of leaders of internationalization in Ontario universities.

It promises to be a fascinating session and I hope you can join us. If you are in Toronto, the seminar is in room 7-105 at OISE (address in the poster below). If you would like to join us online, go to https://classroom.oise.utoronto.ca/cidec (enter as a Guest).

Test your connection ahead of time at https://admin.adobeconnect.com/common/help/en/support/meeting _test.htm

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