Uzbekistan

Resit required: Uzbekistan university rankings declared invalid

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No - grumpy cat
Uzbekistan’s Ministry of Justice says no to the first national university rankings

Just weeks after the release of Uzbekistan’s first national university rankings, it has emerged that the country’s Ministry of Justice has demanded the rankings be annulled.

This is almost unheard of: one state department publicly admonishing another. The Ministry of Justice must have serious concerns to go public with its beef against the Ministry of Higher and Vocational Education and the State Inspection agency that together compiled the rankings.

From the limited information [ru] I have been able to find, the Ministry of Justice has voided the rankings on three main grounds: legal-technical reasons, incorrect use and application of data, and lack of communication.

On the first factor, the Ministry claims that the rankings were not registered with them, nor were they subject to legal review, thus violating the requirements for the adoption of regulations. As such, the rankings cannot have any legal force or be legally binding.

On the second factor, there are claims that data presented in the rankings was either incorrect or misleading:

  • The number of international faculty in the rankings are alleged to be incorrect: some universities included what the Australians call FIFO professors (fly-in fly-out i.e. there to teach a particular subject or class rather than based at the institution longer-term) – the implication being that this massaged their rating upwards;
  • The rankings are not proportional and value quantity over quality. The use of quantitative indicators favours larger universities, who appear to be doing ‘better’ when measured against e.g. number of faculty members or degree programmes;
  • The focus of the rankings was apparently ‘one-sided’, focussing only on research activities (this does not seem to correspond with the indicators I am aware of, which also include items such as ICT resources).

On the point about lack of communication, the Ministry complains that the rankings were not shared with universities before they were published, nor were universities informed that the rankings were going ahead. This is apparently out of line with ‘international standards’ as developed by the Berlin principles on rankings of higher education institutions and the International Ranking Expert Group.

What happens next is unclear. I don’t see any response from the Ministry of Higher & Vocational Education, though that may be forthcoming. It is not evident that the rankings have been officially withdrawn, or whether there is any prospect of resolving the issues flagged by the Ministry of Justice and coming up with a revised version.

This bizarre case raises a larger issue about inter-governmental policy coordination, which in this case appears non-existent. Are departments talking with each other; are there forums for them to do so? This is not an Uzbekistan-specific issue, as some of my other research has shown.

The story also demonstrates that rankings are being taken seriously as a policy solution in Uzbekistan. This is shown by the Ministry of Justice taking such interest in the detail of the ranking and in the fact that it is connected to the work of international bodies dealing with rankings.

It would be fascinating to be behind the scenes at the Ministry of Higher & Vocational Education right now to see how (if) they are going to take this forward, but unless any reader has inside information to share, we will be limited to what our imaginations might suggest about the current machinations of Uzbek policymaking.

Higher education reforms in Uzbekistan

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Once the ball of higher education reform has started rolling, where will the chasing end?

In an interview with Gazeta.uz [ru] published on 18 September, Uzbek Deputy Prime Minister Aziz Abdukhakimov offers some insights into higher education reforms in the country. The list is impressively long, indicative of broader reform trends taking place across government and in society as a whole.

In higher education, I’ve already flagged Uzbekistan’s growing interest in cooperation with neighbour and former arch-enemy Tajikistan, the release of the first national university ranking and the role of higher education in the country’s international relations.

Now let’s add to those efforts the reforms described by Abdukhakimov earlier this week:

  • Autonomy – there’s a proposal for Rectors (Vice-Chancellors) to be elected by faculty under an open vote. This makes the state one step further away, and the open voting is intended to avoid the possiblity of what Abdukhakimov calls ‘clan politics’ entering the higher education system. However, Abdukhakimov notes that the state will retain the right to veto the choice of Rector in state universities, so let’s not get carried away with too many ideas about academic freedom and the like;
  • Decentralization – universities are to bring in their own managers to deal with finance and local administration, and should establish governing bodies (usually called boards of trustees in former Soviet systems) to oversee their affairs;
  • Expansion – universities will be allowed to recruit more students (within the limit of the number of faculty they have and capacity of their facilities – classrooms, dormitories etc) and offer a wider range of course ‘in order to respond to the demands of the market more flexibly’;
  • Income – connected to the point on expansion above, universities will be able to admit students who did not achieve the required admissions test score by charging them tuition at between 1,5 and 3 times the amount of the regular fee. Whilst Abdukhakimov does not encourage universities to admit students who did not meet the requirements [ru], it’s hard to see how the prospect of extra income that these ‘super-contract’ [ru] students will bring with them will deter HEIs;
  • Privatization – the legal system will recognize private higher education institutes (HEIs) and the government is planning tax breaks and other incentives to encourage more such HEIs to open. The government also wants to encourage more public-private partnership HEIs e.g. by offering state-owned buildings for privately run use;
  • Internationalization – the country wants more international students and has ambitions – rather like Kazakhstan – to become a regional education hub. Abdukhakimov asserts that these international students will then return home to be brand ambassadors for Uzbekistan, ‘which is very advantageous for the country’s image’;
  • Choice – new admissions processes will be introduced allowing prospective students to apply earlier and to more HEIs than the current system permits;
  • Access – the state will fund a small number of students from disdvantaged or rural backgrounds to attend privately run universities (a grant system already exists in publicly funded HEIs). Former military personnel will be able to get funding from a specific grant scheme rather than applying to the main grant pot;
  • Commercialization – the state is going to invest in 80 HEIs and provide free places so that they can turn into what Abdukhakimov calls ‘Universities 3.0’. Beyond teaching and research (as making up 1.0 and 2.0 if you want to think about it like that), these HEIs will emphasize the commercialization of knowledge – so I’m imagining the government is thinking of US models like Stanford or MIT that has many highly successful spin-off companies and opportunities for students to be involved in social and business entrepreneurship.

The interview is followed by a fairly lively discussion which mainly focusses on the financial aspects. The idea of ‘super-contracts’ [ru] is new and is quite clever if you think about it from the government’s point of view. By legitimizing practices they know are already happening (I too have heard about this in other universities in neighbouring countries – e.g. you pay a ‘double contract’ – two years’ fees – for the first year of study if you didn’t quite make the grade), the state gets to take the credit for giving HEIs more flexibility and income, all the while arguing that this low stakes because if the students aren’t smart enough to make the admissions cut-off, they’ll probably drop out – but not before paying at least a year’s worth of fees. But on the other hand, as one commentator suggests: “The name ‘super-contract’ makes it sound like an achievement, but really it’s just a straight path into university for rich idiots’.

There’s an awful lot to digest in this short summary of the Uzbekistan government’s plans, and it’s an exciting time for those of us (OK, for me!) interested in how higher education is changing in the Central Asia region. Almost all of what Abdukhakimov is proposing puts Uzbekistan squarely in the growing group of nations seeking to conform to what they see as ‘global best practices’ in higher education, which basically means attempting to emulate the US research university system and neoliberal funding models where higher education is seen as primarily a private good.

Many of the ideas for reform are also underway in neighbouring countries, although as far as I know, the ‘super-contract’ is unique to Uzbekistan. I’m planning to discuss the prospects for regional integration in the Central Asian higher education systems in a future blog post, and something I will consider there is the extent to which the convergence on the type of reforms being pursued helps or hinders those prospects.

There’s much more to say about the direction Uzbekistan is choosing to travel in when it comes to higher education, but that’s enough for today.

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!

Uzbekistan releases first university ranking

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Five years after the government resolved to introduce a national university ranking, Uzbekistan’s first domestic higher education league table was announced in July 2018 [ru].

23 indicators were used to assess state-funded universities and institutes. These covered students’ learning outcomes, curriculum quality, faculty composition, research activity and classroom and ICT resources.

All 57 public higher education institutions (HEIs) were covered by the league table. Foreign branch campuses were not included in the ranking.

Nine of the top ten universities are located in the capital Tashkent with the National University of Uzbekistan unsurprisingly taking the top spot. In the former Soviet system, the ‘National’ university would previously have been the ‘State’ university and was the flagship university in each republic. In parts of the Soviet Union like Uzbekistan which did not have a history of formal higher education, the State universities were often the first to be founded in the republic.

The National University of Uzbekistan, which was upgraded from State to National in 2000, claims 1918 as its founding year, making it the oldest university in the Central Asia region. It has a fantastically interesting history, being born in the glow of revolutionary fervour as the Turkestan People’s University. I won’t get into that now, but check out my 2017 post on Central Asia’s first universities if, like me, university history floats your boat.

My point in mentioning the year of foundation is that – as in many national higher education systems – age is equated with prestige. When you think of a prestigious university in England, you tend to think of Oxford or Cambridge (whether you like them or not). Of course, universities don’t always get better with age, and sometimes a new institution comes along that competes for the top spot. In Kazakhstan, for example, just look at Nazarbayev University, one of my favourite case studies: see posts here, here and here.

Another interesting observation on the top ten is that it is dominated by specialist institutes, with eight out of the ten specializing in a particular area. Four specialize in engineering or technology, two in medicine/allied subjects and two in the humanities. The narrow specialization typical of the Soviet period appears to persist – just take a look at number three on the list.

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Super cute kittens all round for Uzbekistan’s top HEIs

Without further ado, here are the top ten HEIs in Uzbekistan:

  1. National University of Uzbekistan
  2. Tashkent State Institute of Oriental Studies
  3. Tashkent Institute of Agricultural Irrigation and Mechanization Engineering
  4. Tashkent Institute of Textiles and Light Industry
  5. Samarkand State University
  6. Tashkent Medical Academy
  7. Tashkent State Dentistry Institute
  8. Uzbek State University of World Languages
  9. Tashkent Institute of Railway Engineering
  10. Tashkent University of Information Technology

Before signing off (or getting into a discussion about the relative worth of rankings), I should point out that Uznews has also published the HEIs that performed least well in the rankings.

In a reverse of the top 10, almost all of the bottom 10 are located outside Tashkent. There is clearly a centre/periphery divide at play here.

There are also three teaching training (pedagogical) institutes in the bottom ranked group and none in the top 10. During interviews for my PhD thesis, a number of respondents talked about a decline in quality at these institutes in neighbouring settings, and it’s a worrying tendency given that these institutes are producing the teachers who will prepare the university students of the future.

And so, to end, here is that ‘name and shame’ bottom 10:

48. Namagan Engineering and Technology Institute
49. Navoi State Pedagogical Institute
50. Qarshi Engineering and Economics Institute
51. Qarshi State University
52. Jizzakh Polytechnic Institute
53. Samarkand State Architecture and Building Institute
54. Uzbekistan State Institute of Art and Culture
55. National Institute of Arts and Design
56. Jizzakh State Pedagogical Institute
57. Kokand State Pedagogical Institute

Uzbek university leader makes fresh appeal for civil rights to be restored after fighting unjust dismissal for over a decade

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Professor Khidinizar Allakulov, former Rector of Termez State University and victim of human rights violations. Photo (c) Sputnik Uzbekistan

Imagine you were unjustly accused of massive corruption and fired from your job. It’s an indignity. But then imagine that you’ve been fighting for well over a decade in no fewer than 14 courts to clear your name, each time with an unsatisfactory ending – or simply no real conclusion at all.

During that time, you haven’t been able to find work in your area of expertise, you’ve been prevented from joining professional associations, and your family have been affected.

This is the incredible situation that Professor Khidirnazar Allakulov, former Rector of Termez State University in Uzbekistan, has found himself in since being fired in 2004.

It also represents a blatant and prolonged abrogation of his human rights. The United Nations Human Rights Committee which reviewed his case in late 2017 held that:

 

Uzbekistan failed to implement domestic judgments upholding Professor Allakulov’s right to retraction. This failure deprived him of the possibility to rehabilitate his reputation, honour and dignity, violating his rights under article 17 of the international Covenant on Civil and Political Rights

This is from UN Human Rights on Facebook – not a source I would normally use, but it’s a very clear and compellling summary of the full UN Human Rights Committee findings available in five languages including Russian and English.

The story begins in 2002 when Allakulov was appointed as Rector of Termez State University. Within three years he was fired on the basis of allegations made in a national newspaper branding him a criminal and accusing him of defraduing the university [ru].

Professor Allakulov claims that during his short tenure as Rector, he actually rooted out some of the corrupt activity at his institution. He provided evidence to local authorities on nearly 1,000 students who had somehow managed to enrol at Termez State despite not having achieved the required entrance exam grade (some had not even taken the exam at all). Furthermore, he says he made the admissions requirements fairer and ensured that entry to the university was strictly on the basis of the entrance exam results. He also managed to return $600,000 of university money that had been ciphoned off or stolen by officials at the institution.

And these actions, he suspects, are what led to his rapid downfall.

Although he was acquitted in every single one of the 14 court cases held at district, regional and national levels, Allakulov has been unable to satisfactorily clear his name. His aim remains to have his honour, dignity, and professional reptuation restored, according to an article published this week in Sputnik Uzbekistan [ru].

Allakulov states in the Sputnik article that he has written to the President and state officials 12 times since 2006, but is uncertain that his appeals have reached the head of state.

He is counting on a recent fresh appeal to President Mirziyoyev, who took over from long-time post-Soviet leader Islam Karimov in December 2016, and hopes that it will fall on more sympathetic ears.

This does seem to be a time of renewed optimism for Uzbekistan, and I reported last week on the prospects for higher education following the state visit of the Uzbek President to the US, the first since 2002. Earlier this week, human rights supporters celebrated the visit of the first delegation of Amnesty International into Uzbekistan since 2004.

In this case, I truly hope that Mirziyoyev lives up to the nascent reputation he is building for greater openness and tolerance in Uzbekistan and agrees to the long overdue restoration of Professor Allakulov’s civil and political rights.

A new era of international relations for Uzbek higher education

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Maple and Simba Mar17 with effect
My cats Maple and Simba welcome the new era of closer (US-Uzbek bilateral) relations

In a series of moves that have been tentatively welcomed by Central Asia-watchers, Uzbekistan has been enjoying a resurgence of international support under the presidency of Shavkat Mirziyoyev.

Mirziyoyev’s highest profile international visit so far was a trip this week to the United States. Covered in good detail by English language outlets including the latest excellent Majlis podcast, an exclusive interview in The Diplomat with Uzbekistan’s Minister of Justice, and Radio Free Europe/Radio Liberty, his three day visit led to a wealth of pronouncements and new bilateral agreements being signed. Concluding the visit, there has been general agreement – as you might expect from any good diplomatic visit – that things are looking optimistic for the future of Uzbek-US relations (even if parts of the American press is still struggling to pronounce the Uzbek leader’s name).

Of interest for international academic relations are two agreements, both signed at state level. The first will launch an Uzbekistan-based programme to “support partnerships between U.S. universities and higher education institutions across Central Asia”; the second provides for financial support to expand English language teaching in Uzbekistan. The English programmes will be targeted at teachers and students at school and university level, journalists and professionals.

The Memorandum of Understanding on institutional partnerships provides several points for discussion and reflection. Partnerships in higher education are normally signed on an institution-to-institution basis either as a very general agreement to cooperate or with specific aims in mind (e.g. to run a joint degree programme). It is less common to see agreements signed at bi-national level; in this case, it looks like the two governments have a specific programme in mind that will facilitate the entry of American higher education institutions into Central Asia.

This links to another observation: that the partnership here extends beyond Uzbekistan, even though the visit of Mirziyoyev has otherwise had an exclusively bilateral nature. The press release on the two agreements does not go into further detail so we will have to wait and see how this programme pans out once we have more information.

With all the fanfare surrounding this overseas trip and the enthusiastic proclamation of the US government’s press release that these are “landmark” agreements, it would be easy to think that Uzbekistan’s education system has been isolated from the international academic community. To some extent, this is true, as was the case for other sectors of society under the rule of previous President Islam Karimov. For example, the European Union’s Bologna Process of degree harmonization and partnerships has had less impact in Uzbekistan than its Central Asian neighbours. Nevertheless, Uzbekistan’s higher education sector has actually been relatively international since the country became independent in 1991.

One of the region’s longest running international universities, the British Westminster International University in Tashkent, has been operating since 2002, offering teaching solely in the medium of English. A suprisingly wide range of other partnerships are also in operation, from Italy’s Turin Polytechnic University (opened in 2009) to recent (2014) South Korean entrant Inha University. Thus far, international academic relations such as these congregate in the Uzbek capital Tashkent. It is noteworthy that all of these were set up under inter-governmental agreements during the reign of Karimov.

I’d suggest two conclusions from all of this.

Firstly, this week’s visit by Mirziyoyev is a sure sign of the further reintegration of Uzbekistan into the global community, and it will be interesting to observe how these connections are (re)formed in similar and different ways to his predecessor Karimov. Such international relations are not new for Uzbekistan, but represent a new wave of outreach and partnerships.

Secondly, in terms of higher education, I think we are about to witness Uzbekistan building on its existing international ties and seeking greater convergence with the so-called “global academic community”, a phrase beloved of the Kazakhstans of this world. Thus, Kazakhstan now brings out its own university rankings and seeks to establish world-class universities in order to try and become more competitive with a model of higher education it observes globally.

Based on the country’s 2017-2021 Development Strategy [ru], it does indeed look like the current plan for Uzbekistan is towards this type of convergence. On higher education, the strategy callls for:

повышение качества и эффективности деятельности высших образовательных учреждений на основе внедрения международных стандартов обучения и оценки качества преподавания, поэтапное увеличение квоты приема в высшие образовательные учреждения

enhancement of the quality and effectiveness of higher education institutions based on international education standards and assessment of teaching quality, gradual increase in the admission quotas to higher education institutions

This raises much deeper questions about the nature of higher education worldwide. Is there such a thing as a globalized idea of the university? If there is, what are the implications for Uzbekistan, Kazakhstan, and the many other countries seeking to emulate it? And for international academic relations, what is the future of partnerships such as those signed this week between the US and Uzbekistan if countries can produce their own globalized university?

Call for papers – “Global Bolognaization”: Central Asian Encounters with the European Higher Education Area

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Putting Central Asia on the Bologna Process map

Are you a Central Asia based academic or practitioner with direct experience of the Bologna Process/European Higher Education Area? If so, we want to hear from you!

I am co-Chair of a proposal for a roundtable at the European Consortium of Political Researchers (ECPR) General Conference, which will be held in August 2018 in Hamburg, Germany.

The roundtable is called:

Global Bolognaization:
Central Asian Encounters with the European Higher Education Area

The call for papers is below and attached: CfP Global Bolognaization – ECPR 2018_forcirculation. Please share widely with your networks.

Paper proposals are due by January 10, 2018.

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ECPR 2018 General Conference, Hamburg, Germany, August 22-25, 2018

Call for proposals

Within the ECPR Section Politics of Higher Education, Research and Innovation, we invite proposals for a roundtable on:

Global Bolognaization:
Central Asian Encounters with the European Higher Education Area

Abstract

The Bologna Process has now spread far beyond the borders of the European Union, a process we call Global Bolognaization. This makes it critical to understand how European higher education ideas and reforms are being transferred to other settings and what impact this is having in these expanded spaces.

This roundtable focuses on the ways in which the Bologna Process is impacting the region of Central Asia and its constituent countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. All five states have been engaging with the Bologna Process for some time: Kazakhstan has been a full member of the the European Higher Education Area (EHEA) since 2010; European-inspired reforms in the other Central Asian states are either ongoing or currently in the process of being implemented. Yet Central Asia is currently on the periphery of the EHEA, not just geographically but in terms of academic/practitioner research.

As such, the purpose of this roundtable is to bring the Central Asian experience of Global Bolognaization to the fore. As far as possible, presentations at this roundtable will be by academics and practitioners with first-hand experience of the EHEA as it is being encountered in Central Asia. We welcome research based case studies of how the Bologna Process has impacted individual or groups of higher education institutions, faculty members, students, and the public; comparative studies between and beyond institutions and/or Central Asian states; and reflective studies on the prospects of the Bologna Process in Central Asia.

Proposal requirements

All proposals for this roundtable must have an analytical component, even if they are empirical studies. Where appropriate, participants should draw on a theoretical or conceptual framework that is a suitable match for the Special Interest Group’s theme of the Politics of Higher Education, Research and Innovation.

Roundtable details

We will select up to five papers for inclusion in this roundtable.

At the conference, each presenter will give a brief presentation (5-7 minutes) and must submit a short paper before the conference (2,000-3,000 words, in English). After the presentations, there will be a moderated discussion between the presenters and the audience lasting around one hour.

The roundtable will be conducted in English.

How to apply

Email a Word document to the two roundtable Chairs – emma.sabzalieva@mail.utoronto.ca and akatayeva@mail.ru – by midnight Astana time on Wednesday January 10, 2018 with the following information:

Title of your paper:

Abstract (300-500 words):

Keywords (3-8) indicating the subject, theme and scope of the paper:

Presenter’s name:

Presenter’s email address:

Presenter’s institution:

If you have a co-author(s), please also include their name(s), email address(es) and institution(s).

Late or incomplete applications will not be accepted. 

Roundtable Chairs

Emma Sabzalieva, PhD Candidate, University of Toronto, Canada; emma.sabzalieva@mail.utoronto.ca; http://emmasabzalieva.com.

Dr Aliya Akatayeva, Head, Social Studies Department, Satbayev Research University, Kazakhstan; akatayeva@mail.ru.

Section abstract for the Special Interest Group Politics of Higher Education, Research and Innovation

Knowledge policies are at the forefront of contemporary global politics and are seen as the foundation on which societies coalesce and economies thrive. This Section builds on the previous six Sections on the Europe of Knowledge and invites contributions to consider the various dimensions of knowledge policy development.

Specifically, we are interested in theoretical, empirical, and comparative contributions that investigate the role of politics and policy in the global, multi-level, multi-issue, and multi-actor governance of knowledge. By role, we refer to effects that ideas, actors (both individual and organisational), policy instruments/mixes, and institutions have had on the governance of knowledge, and vice-versa. We focus on roles to enable a multidisciplinary discussion on whether these factors share defining characteristics across different knowledge policy domains (i.e. research, higher education, and innovation), and between distinct governance levels and geographical regions.

This Section continues to welcome scholars, globally, from all theoretical and methodological approaches to critically discuss the reconfiguration of knowledge systems around the world.