Nine years of blogging later…

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blogger cat
Cat memes are now an integral part of the blog. I started to include them after a friend suggested (jokingly??) that I should add cat pics to increase readership…

I started this blog back in September 2011 after completing my Master’s degree and having had the chance to write my final report about a subject you all now know I hold dear: higher education in Central Asia.

To begin with, the blog served partly as a personal library, a place to store interesting stories about education, society and politics in Central Asia (and sometimes other parts of the ex-Soviet space) and to monitor developments in the region.

Over time, I started to add my own analysis to stories I read about elsewhere, sometimes bringing together multiple sources to create a blog post. I also decided to provide translations or summaries of Russian language stories for an English reading audience.

In nearly a decade of running the blog, I’ve published 325 posts (around three a month) and there have been over 60,000 views and over 32,000 visitors to the site. The blog has nearly 2,000 followers. Not bad at all for a site that has a very specific focus and which I started out of personal curiosity!

Writing for the blog has been a vehicle for turning my personal interest in higher education and in the former Soviet space into a career choice. As you may know, I moved to Canada in 2015 to start a PhD on – you guessed it – higher education in Central Asia. Alongside my doctoral studies, I’ve had the opportunity to engage in academic and policy research on a wide range of higher education related issues as I sought to shift from a career in university administration to one more focussed on research and teaching.

On September 1, 2020 – the Day of Knowledge in many ex-Soviet countries – I successfully defended my PhD and am now looking forward to what lies ahead. I’ll be giving a public webinar about my thesis research on October 1 through the Centre for Global Higher Education. I warmly invite you to join. Here’s the link:

I plan to keep blogging about Central Asian education, and hope you will keep reading. Let’s see where the next nine years takes us!

Making it easier for international students to work in Russia

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International cats are now able to seek important office work during term time in Russia

Good news for international students in Russia: updated regulations that came into force earlier in August 2020 make it easier for them to work whilst they are studying.

Previously, international students had to obtain what one Uzbek student calls “an enormous pile of documents” before seeking term-time employment, which was enough to deter that student from looking for a part-time job.

With the change to the law, international students may now look for work during term time with just written confirmation from their university or college that they are a registered student. Neither they nor the employer needs to seek special permission or undertake a large paperwork exercise, and there are no limits on how many hours a week can be worked (as long as the work doesn’t place during a scheduled class). This mirrors the regulations already in place for breaks between semesters.

The thinking behind this policy change is to encourage students who need or want to find work to look for a job that’s more related to the area they are studying. More importantly, this move aims to reduce the cash (i.e. illegal) jobs that everyone knows students are doing.

This is hopefully a win-win for everyone. And what’s not to like about a regulation that reduces, rather than increases, red tape?

Russia’s international students

According to UNESCO, there are 250,658 international students in Russia. This means that just under 5% of the total student population is international – which may not sound much, but it’s on a par with the USA. The top sending countries to Russia are, unsurprisingly, from the former Soviet space with Central Asian countries leading the way: Kazakhstan (65,237 students), Uzbekistan (20,862), Turkmenistan (17,457), Ukraine (15,263), Tajikistan (14,204) and China turning up next with 11,950 students.

Here’s an infographic from RFE/RL showing the growth in international student numbers in Russia in recent years:


Back to school in Central Asia

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Covid-cat is ready to go back to school (if it’s open)

The impending start of the 2020/21 school year is presenting challenges for teachers, students, parents, and governments around the world. Although some countries have managed to come up with a plan, many are still fumbling in the COVID-19 induced darkness, even with September just around the corner. Here’s a round up of where things stand in Central Asia (with updates as applicable after this was originally posted):

Kazakhstan is one of the countries with a clearly laid out plan of action, which was published in July (so organized!) and which I discussed in an earlier post.

Kyrgyzstan announced on August 18 that universities and colleges would begin the academic year online. There are no plans yet to return to face-to-face learning, which is not surprising given the very difficult time the country is currently having in managing COVID-19. Schools will also be online with the exception of first graders, who will study in person.

Tajikistan has finally admitted that COVID-19 exists, but this has had little impact on regular activities. However, schools did finish the previous school year early (in April) and as a result started back on August 17 – ahead of the traditional September 1 timeline. The additional two weeks will be an adaptation period, according to the Minister of Education, not least to catch up on the time lost because there was no switch to remote learning.

Students will have to follow fairly strict measures such as maintaining physical distancing in the school yard, wearing a mask, and regularly washing hands. As far as possible, lessons are to take place outdoors or in larger indoor spaces to help teachers keep a 2m distance from students and to ensure the minimum 1m space between students.

The August 5 directive from the Ministry regarding the return to school also mentions enhancements to cleaning and sanitary measures, although is silent on how this will be funded and who will do this additional work.

Turkmenistan apparently has a dust problem but does not have a COVID-19 problem. So presumably schools and universities will operate as usual come September.

Update August 21: The Ministry of Education issued directives on the new school year on August 14 (but these were not reported immediately). School will return on September 1 as is traditional, but with some changes to the health and safety regime. These include mandatory deep cleaning before the start of the school year, disinfection after every lesson, daily temperature checking for students, class sizes limited to 10-15 students, shorter lesson times, mask wearing, physical distancing in class (2 metres) and use of larger spaces for classes.

As with Tajikistan’s plans, there is no mention of how this will be paid for or who will do the additional cleaning etc.

Uzbekistan, which did a pretty good job of pivoting to distance learning earlier this year, has not yet decided on the format for the new school year. As at at last week, the Ministry was preparing for both face-to-face and online delivery. New TV lessons were being filmed from mid-August in preparation for online learning – by ‘online’, the government means both internet and TV based delivery.

I checked the Ministry of Education’s website and Telegram channel today (August 18) but there’s no update yet. An August 18 meeting of central and local officials noted that three options are still under consideration (as well as the two above, presumably the third is a hybrid mode) and stressed the importance of ensuring clean drinking water in all schools.

Update August 25: School may return in online and face-to-face format from September 14, confirms the Ministry of Education. A poll held by the Ministry showed that 70% of parents opted for online schooling.

Watch/listen again: My SCOLAR Talk on higher education in Central Asia

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Screenshot from my SCOLAR Talk on August 13, 2020 with Olesya Dovgalyuk

Thanks to everyone who tuned in live last week to watch my SCOLAR Talk with the talented Olesya Dovgalyuk. We had a great time chatting about everything from Ibn Sino (Avicenna) to the 400+% growth in the higher education system in contemporary Kyrgyzstan!

You can now watch a recording of the event here:

Or download the podcast and take me with you on your next run/walk/drive/wheel! While you’re about it, feel free to subscribe to SCOLAR Podcast to hear more episodes too:

Thanks again to Olesya and the SCOLAR team for the invite to chat.

SCOLAR Network: we are a Beijing-based non-profit youth network, affiliated with but independent from the Secretariat of the Shanghai Cooperation Organization. We have several projects under our umbrella, through which we aim to:

  • connect young people from the SCO region, including (primarily) Russia, Central Asia, China, India and Pakistan, with each other; 
  • bridge the gap between university graduates and professionals for career development; and, broadly, 
  • foster innovative collaborations for regional development and popularization of local cultural and historic heritage

Our projects include including Model SCO educational simulation game; Discussion Club, where we meet with experts and diplomats in Beijing; Ladies Circle, where we host talks with the female role figures from the region; Deep Dive, where we visit companies and institutions (including in different cities and countries) to learn about their cultures; and some others.  SCOLAR on Facebook / LinkedIn / WeChat

Join me live: Thurs Aug 13 on SCOLAR Talk

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This coming Thursday August 13 at 9.30am EST / 9.30pm CST, I will make my live streaming/podcast debut on SCOLAR Talk talking about all things higher education in Central Asia. Catch the chat live on Facebook or watch/listen later on YouTube and SCOLAR Podcast.

SCOLAR Network’s poster for our talk on Thursday August 13 – click/tap the image to go to their Facebook page and watch/listen live

SCOLAR Talk is organized by the SCOLAR Network, a dynamic group based in Beijing whose aim is to connect young people in Russia, Central Asia, China, India and Pakistan (and beyond). You can read more about the network below, written in the team’s own words.

I’m really looking forward to talking with Olesya Dovgalyuk from SCOLAR on Thursday and to supporting their excellent initiative. Please join us live or subscribe to their YouTube channel/podcast to hear this and many other interesting episodes.

SCOLAR Network: we are a Beijing-based non-profit youth network, affiliated with but independent from the Secretariat of the Shanghai Cooperation Organization. We have several projects under our umbrella, through which we aim to:

  • connect young people from the SCO region, including (primarily) Russia, Central Asia, China, India and Pakistan, with each other; 
  • bridge the gap between university graduates and professionals for career development; and, broadly, 
  • foster innovative collaborations for regional development and popularization of local cultural and historic heritage

Our projects include including Model SCO educational simulation game; Discussion Club, where we meet with experts and diplomats in Beijing; Ladies Circle, where we host talks with the female role figures from the region; Deep Dive, where we visit companies and institutions (including in different cities and countries) to learn about their cultures; and some others.  SCOLAR on Facebook / LinkedIn / WeChat

You can study abroad, except where you can’t: Uzbekistan restricts students from some Kyrgyz and Tajik universities

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After a minor uproar over Uzbekistan’s February 2020 announcement that its students abroad should return home, the country’s latest announcement about where its citizens may (and may not) study abroad was unlikely to go unnoticed – even as regional travel remains restricted as a result of Covid-19.

A total of 16 universities – 8 each in Kyrgyzstan and Tajikistan – have been identified by the Uzbek government as not providing a sufficient quality education for the ‘level of demand in the Uzbek labour market’.

This recommendation was made on the basis of reseaarch commissioned by the Uzbek State Inspectorate for Education Quality Control of the government as well as on the universities’ test results.

The universities that Uzbek students are no longer to study at are:

Is it time for the Uzbek study abroad cats to head home?


  • International University of Central Asia
  • Kyrgyz-Uzbek University
  • International Medical Higher School
  • Kyzyl-Kia Pedagogical Institute at Batken State University
  • Osh Humanities and Pedagogical Institute
  • Jalalabad State University
  • Osh State Law University
  • Maylu-Suu Institute of Law and Government


  • Tajik Open University
  • Khujand State University
  • Tajik State Pedagogical University
  • Tajik Institute of Enterprise and Service
  • Tajik Tax and Law Institute
  • Tajik State University of Languages
  • Kurgan Tyube State University
  • Tajik State University of Law, Business and Politics

Some of the inferior institutions listed above are not a surprise (although this is the first I’ve heard of an Open University in Tajikistan, and I thought I had a pretty decent grasp of the country’s higher education sector) but others do raise eyebrows – Tajikistan’s teacher training (pedagogical) university certainly used to be among the best in the country. Perhaps – let’s hope – it is more a case of Uzbek teachers planning to teach the Uzbek curriculum in Uzbekistan needing to be trained in Uzbek universitires rather than their Tajik counterparts.

There weren’t any universities in Kazakhstan in the list, although some dissatisfaction was raised with the institutions that allow students to enrol without admissions exams and which are fully distance learning (i.e. beyond the current Covid-19 shift to remote higher education).

Overall, this is a rather dismal end of year report for Kyrgyzstan and Tajikistan’s higher education institutions, despite the diplomatic language the recommendations are couched in.

It also highlights again the pivot Uzbekistan has been making away from its common Soviet past with its neighbours and towards a more global position in a seemingly relentlessly competitive world. As the report pointedly recommends, ‘it would be better for Uzbekistanis to study at universities in countries that are ranked higher in important university rankings’…

Adapting to online learning in Uzbekistan (

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Around the world, stories are emerging sharing the experiences of students, teachers and families as they adjust to the ‘new normal’ of distance learning while schools are shut and universities have switched to online delivery. Below is a recent article from reporting from Uzbekistan on university students’ adaptation – it’s in Russian but you can run it through DeepL for a decent translation into English.

It’s worth pointing out before reproducing the article that the views are of students at three of capital city Tashkent’s top universities: the University of World Economy and Diplomacy, Webster University, and the Uzbek State University of World Languages. The facilities and resources available to students studying here are quite a bit superior to what’s offered to other students. And the situation outside the capital city often paints quite a different picture with unreliable electricity supply in many rural areas coupled with far less access to internet-connected devices.

Точка зрения. Как студенты относятся к онлайн-образованию


С середины марта во всех учебных заведениях Узбекистана досрочно начались каникулы и дистанционное образование. «Газета.uz» спросила студентов трех вузов о результатах онлайн-учебы и отношении к ней.

13 мая 2020, 13:21

16 марта, на следующий день после регистрации первого случая коронавируса в Узбекистане, школьников и студентов по всей стране отправили на каникулы, а затем — на дистанционное обучение. «Газета.uz» спросила студентов отечественных вузов, как они оценивают учебу в режиме онлайн.

О платформах для дистанционной учебы

Студентка 1-го курса филиала Университета Вебстера в Ташкенте:

Мы перешли на дистанционную учебу 16 марта. В принципе для нас ничего особо не изменилось, потому что мы всегда работали на платформе WorldClassroom. В обычное время учителя грузили на эту платформу задания, а мы отправляли уже выполненные. На эту же платформу они могли загрузить подкасты, чтобы нам было легче учиться. Все остальное проходило в WebEx и Zoom.

WorldClassroom используют все университеты США. Есть версии для ПК, для IOS и Android. В приложении приходят уведомления, если, например, учитель поставил оценку. На главной странице есть ToDo-list, чтобы не забыть ничего. Есть чат для личных и публичных сообщений.

Студент 4-го курса Университета мировой экономики и дипломатии (УМЭД):

После [выявления коронавируса] нам объявили, что учеба будет дистанционной. Студенты выпускного курса начали учебу онлайн спустя полторы-две недели после начала карантина. Студенты младших курсов — немного раньше.

Мы учимся на платформе moodle. Для лекций мы также иногда использовали Zoom. Когда онлайн-учеба только началась, какие-то задания, которые мы и так должны были сдавать, уже были загружены на платформу. Остальное уже потом загрузили.

Бывает, платформа виснет, когда все студенты заходят. Или задания загружаются по два раза, и мы не понимаем, что происходит. Или например, когда мы решаем тесты, вводишь правильный ответ «2», а правильный ответ оказывается не цифра «2», а слово «два». Но это если придираться. Такие мелочи доставляют неудобства.

Не хватает хотя бы каких-то лекций. Сейчас нам просто загружают очень много заданий. У учителей тоже не особо есть время и желание заниматься этим. Они просто загружают все материалы. У студентов таких предметов может быть 10.

Я уверен, что студенты даже не просматривают эти материалы, а просто смотрят вопросы, пытаются найти ответы в интернете, быстрее сдать и перейти к другим предметам. Потому что в день бывает несколько дедлайнов.

Студент Узбекского государственного университета мировых языков (УзГУМЯ):

Дистанционное обучение у нас началось примерно с 25 марта. Сначала мы использовали Telegram, затем частично перешли на платформу moodle.

Нам дают сухой учебно-методический комплекс, чтобы мы сами его переварили, а потом сдали домашнее задание и тесты. Сложность в основном в усвоении материалов онлайн. Их тяжело понимать без объяснений преподавателя.

Выполненные задания мы отправляем по телеграм или загружаем в moodle. Нам в принципе так удобно. Вот только некоторым учителям тяжело. Иногда учителя нам пишут поздно вечером, и я понимаю, что их график сдвинулся сильно. Мне немного жаль их.

Без писанины у нас никак. Мы даже контрольные некоторые писали в тетрадях, потом фотографировали их и отправляли учителю.

Студентка 3-го курса УМЭД:

Есть только один предмет, где требуется писать конспекты. В целом, к третьему курсу такое уже почти не наблюдается. Видеоуроки по предметам у нас не проводятся ввиду отсутствия хорошей скорости интернета у многих студентов.

О разнице между онлайн и оффлайн образованием

Студентка Университета Вебстера:

Есть некоторые предметы, которые трудно проходить в онлайне. Например, я учусь на направлении Медиа-коммуникации. У нас есть урок фотографии, на котором мы берем камеру, фотографируем и редактируем. Камеры есть не у всех. Поэтому сложно.

Еще не хватает академической атмосферы университета, учителей. Это же американский университет. Дома, конечно, тоже комфортно, но в университете другая обстановка.

Студент 4-го курса УМЭД:

Лекции прошли только по одному предмету. Слава богу, по специальному. Остальное прошло в письменном варианте.

Кому-то нравится оффлайн, кому-то онлайн. Кто-то ложится поздно, не ходит в университет, и это его устраивает. То есть студент особо и не любил ходить в университет. Наверное, таких большинство.

Мне кажется, в онлайне есть свои плюсы. С ним можно немного время сэкономить. Но на лекциях нам хоть и было не особо интересно, но мы краем уха могли что-то услышать, хоть что-то для себя воспринять.

С научными руководителями можно связываться онлайн. Руководители помоложе используют Telegram. Со своим руководителем я могу списываться в основном через почту. А каждый раз названивать ему, чтобы он посмотрел, тоже неудобно. В университете мы могли бы после пар или на переменах задавать им свои короткие вопросы и получать хорошие консультации.

Студент УзГУМЯ:

В оффлайне мы хоть немного, но получали информацию на лекциях. Некоторые из них были очень интересными. Было видно, что учителя готовятся к своим занятиям. На семинарах нас оценивали объективно. Всем студентам были понятны их текущие оценки.

Студентка 3-го курса УМЭД:

Учеба протекает плавно, волей-неволей привыкаешь. Основная проблема заключается в том, что не успеваешь уследить за накапливающимися заданиями, поэтому зачастую приходится даже расставлять приоритеты в пользу тех или иных предметов.

При традиционном обучении количество заданий на вид умеренное. Несмотря на то, что каждый день проводились семинары, подготовка к ним не была такой насыщенной, как сейчас. Зачастую преподаватели оценивают студента по тому, как студент преподносит материал, а не по его информативности. В онлайн-обучении приходится уделять больше времени поиску и анализу информации, чтобы сдать достойную работу, т.к . всё сдается в письменном виде и проверяется на плагиат.

О выпускных экзаменах

Студентка Университета Вебстера:

Учеба у нас закончилась 8 мая. Экзамены мы уже сдали. У нас были тесты, по каким-то предметам мы писали курсовые. На каждый экзамен дается определенное время. Учитель может отследить, сколько человек выполняют задание. У нас есть программа Turnitin, которая отслеживает плагиат. Поэтому если кто-то будет подглядывать, то в читерстве его уличить легко.

Студент 4-го курса УМЭД:

Мы уже начали сдавать итоговые тесты. Это как онлайн-сессия. Нам сказали, что пока неизвестно, как мы будем сдавать выпускные квалификационные работы. Говорят, их вообще могут отменить. Студенты не хотят зря готовиться и теряют время. Я думаю, это нормальная логика любого студента.

Были ребята, которые начали готовить дипломные работы давно. Но из-за очень интенсивной работы в «модуле» браться за дипломную работу не удавалось. Сейчас нам сказали обязательно писать дипломные работы. Но мы до сих пор не понимаем, как мы будем их защищать.

Студент УзГУМЯ:

Про формат экзаменов точно не говорят. Но однозначно сдавать их мы будем онлайн.

Студент 3-го курса УМЭД:

Экзамены будем сдавать в moodle. Формат, насколько я знаю, будет зависеть от преподавателя. Один из них — традиционная раздача билетов, который нужно будет решить в течение определенного времени.

С одной стороны, не будет такого напряжения, как в аудитории с несколькими десятками студентов и гуляющими из одного угла в другой наблюдателями. С другой, зная, что за тобой никто не наблюдает, можно запросто зайти в интернет и найти нужную тебе информацию, что значительно демотивирует на подготовку к экзаменам. Поэтому у меня к этому пока противоречивое отношение.

О готовности Узбекистана к дистанционному образованию

Студентка Университета Вебстера:

Знакомые из национальных университетов рассказывают, что учителя пропускают уроки, для учебы они используют Telegram, их заставляют писать конспекты. Поэтому я думаю, что Узбекистан пока не готов к онлайн-обучению.

Студент 4-го курса УМЭД:

Некоторые ребята говорили, что если бы платформа лучше работала, можно было бы учиться онлайн всегда.

Неудобно и неприятно, что у нас очень много ненужных предметов. И ладно бы мы проходили их для общего развития. Мы проходим их на таком уровне, как будто бы это наши «спецы». На это уходит очень много времени.

Мне кажется, Узбекистан еще не готов к дистанционному образованию. И это я говорю, будучи в Ташкенте. У меня с сетью проблем нет. Но иногда бывают перебои. В областях у кого-то вообще света по два дня нет. Даже не говоря об этом, просто сама система дистанционного обучения, мне кажется, вообще не проработана.

Карантин дал какой-то толчок. Но нужно хорошо проработать систему, чтобы таких казусов, которые происходят, не было. Даже если они мелкие, они сразу отталкивают студента от самообучения. А студентов, я считаю, нужно либо настолько мотивировать, либо заставить их учиться. В таком возрасте мало кто с энтузиазмом все подряд сам будет учить. Хотя такие есть.

Студент УзГУМЯ:

Учебу онлайн можно было бы продолжить. Но только с тем преподавателем, который разбирается в онлайн-образовании и может разработать нормальную учебную программу под удобную онлайн платформу.

На мой взгляд, Узбекистан пока не готов к онлайн-образованию, но первые шаги уже сделаны. Возможно, лет через 5−10, но не сейчас.

Студент 3-го курса УМЭД:

Я скорее за онлайн-образование, чем нет. У меня появилась возможность самостоятельно распределять свое время и учиться в соответствии с собственным режимом дня. К тому же, усвоение материала дается гораздо легче и интереснее, когда сама нахожу ответы на вопросы.

При появлении вопросов можно без труда связаться с преподавателем, что перечеркивает утверждение о том, что для легкого усвоения материала требуется прямой контакт между студентом и преподавателем.

На данный момент Узбекистан не готов к дистанционному образованию. Исходя из опыта своих сокурсников, могу сказать, что дистанционное обучение подходит далеко не всем. Одна из главных причин — отсутствие нормальной скорости интернета (в основном в областях). Нынешняя ситуация должна стать толчком не только для модернизации образования, но и нашей телекоммуникационной системы в целом.

Covid-19 and education in Central Asia

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With the world’s attention drawn to the coronavirus pandemic for the foreseeable future, this week’s post looks at the current impact of Covid-19 on education in Central Asia.

First, a few shout outs to others reporting on the spread of coronavirus in the region.

For general updates on what’s happening across Central Asia, check out EurasiaNet’s coronavirus dashboard, which is updated daily.

An early analysis has been provided in a brief open access policy memo by Marlene Laruelle and Madeline McCann for PONARS Eurasia. Published on March 27, it offers insights on the political and ideological responses of the post-Soviet states.

And on March 29, Radio Free Europe/Radio Liberty published its latest Majlis podcast on the topic of coronavirus in Central Asia. Majlis is always worth a listen to so do subscribe to the podcast once you’ve downloaded the current episode.

For education not specific to Central Asia, four suggested resources:

1) track the astonishingly high percentage of the world’s out of school children (currently over 80%) with UNESCO’s International Institute for Educational Planning;

2) read a thoughtful letter to Education Ministers around the world by Professor Karen Mundy and Susannah Hares;

3) follow Alex Usher’s daily blog for responses to Covid-19 in higher education and some important reflection on what may life ahead; and

4) Canada specific but this spreadsheet by Ken Steele is an incredibly detailed and up to date report on the responses of higher education institutions around the country.

OK, now back to Central Asia.

Covid-19 has officially made it to Kazakhstan, Kyrgyzstan, and Uzbekistan but somehow neither Tajikistan nor Turkmenistan has reported any cases as at March 31 when this post was written. On April 1, schoolchildren in Tajikistan went back to school after their spring holidays to classrooms that have been disinfected twice – but not because there has been any coronavirus, of course…

So Tajikistan and Turkmenistan join an illustrious if rather short list of countries that also includes North Korea which are yet to report any cases. On the contrary, as has been well commented upon on social media, Tajikistan’s erstwhile Leader of the Nation Emomali Rahmon has overseen numerous well attended public events in recent days. This includes the national Navruz celebrations that brought thousands of people together in defiance of the global trend for physical distancing.

So it is to Kazakhstan, Kyrgyzstan and Uzbekistan that we turn to see how they are responding in the sphere of education – it’s business as usual in Tajikistan and Turkmenistan’s schools and universities for now.


Kazakhstan closed all schools and has moved the spring holiday from March 16 to April 5. Teachers are working from home during that period and a government sanctioned group is working on making alternative teaching and learning arrangements in the likely event that schools will remain closed after April 5.

Pre-schools are working as usual but parents are asked to keep their children at home if at all possible; no child will lose their place at the pre-school if they are not attending.

Colleges and universities rapidly switched to distance learning with an array of technologies available for use. These include solutions common around the world such as Google Classroom, Moodle, Coursera, and Zoom as well as locally built programs. Although the government’s webpage says that universities and colleges should already be familiar with at least some of these forms of online learning, one enterprising news agency has published a list of universities where distance learning is well established.

Students who are unable to travel home are being allowed to stay in dorms but must stay in their rooms. Kazakh students who study abroad and international students in Kazakhstan have had varying fates. Some, such as a group of 54 Kazakh students studying in the Russian city of Samara, were sent home on a free bus on March 30. They will be able to continue their studies at a distance, something that will keep them busy as they complete a mandatory self-quarantine once they get home. Less lucky has been a group of 115 Indian students who are currently stranded at Almaty airport, unable either to leave for home or to get back into the locked down city.


The response in neighbouring Kyrgyzstan, where a state of emergency has also been declared, is similar to Kazakhstan’s (albeit with significantly less funding available from the state). Schools will be shut after a long vacation that runs until April 8. After that, they will continue learning using video lessons which will broadcast on two TV channels as well as YouTube.

To support distance learning, around 400 textbooks in four languages (Kyrgyz, Russian, Uzbek and Tajik) have been made freely available online. A fantastic looking website for school children, iBilim, has been released in two languages (Kyrgyz and Russian). The site is still being tested but kudos to the developers for getting it up so fast. A government hosted learning site is also being worked on but I couldn’t get into it when I tried today. As well as Zoom and Google Classroom, Kyrgyz teachers will also be communicating with their students using WhatsApp and Telegram.

Colleges and universities in Kyrgyzstan switched to distance learning on March 30 following a government directive. Students have also been granted a longer spring break during which time instructors and administrators were asked to develop plans to use technology to support distance learning and to supervise students’ independent work. Students have been advised to return to their family homes and remain there for the time being.

The University of Central Asia is making up to 90 beds available on its Naryn campus in Kyrgyzstan and is providing food and medical supplies to vulnerable members of the local community.

Looking a little further ahead, it’s not yet clear how higher education admissions will be managed. Students finishing high/secondary school this year may end up like their British counterparts i.e. with no final/university admission exams but graded based on their classwork. This has not yet been confirmed. Some universities that hold their own entrance exams (e.g. University of Central Asia) have postponed the exams that are scheduled for this time of year.


Mirroring Kazakhstan and Kyrgyzstan, Uzbekistan closed all pre-schools, schools, colleges and universities for an early spring break on March 16. From March 30, during the holiday, lessons began to be shown on TV.

Disability rights researcher Dilmurad Yusupov noted approvingly that TV classes have been accompanied by sign language interpretation (except for English classes, where there is a lack of professional interpreters). This ‘Online-maktab‘, as online/TV school is being called, is being broadcast on a range of TV channels to ensure they reach as many people as possible.

The Minister of Higher and Specialized Secondary Education Imomjon Majidov recommended on March 31 that students use the newly available free time to study and do research (he’s clearly not one to waste a good crisis). He will even be using an official Telegram channel, ‘We will defeat Covid-19‘ to set up an online contest for which prizes will be offered by the Minister’s office.

No decision has been made about when students will be able to return to study. A government directive approved on March 27 on distance learning enables the introduction of relevant technologies and approaches to support undergraduate and Master’s students; these are still under development. At least two foreign branch campus universities (South Korea’s Inha U and India’s Amity U) have switched to accepting admissions documents electronically for those seeking admission in September this year.

Until then, the government has been extremely active about keeping people up to date, primarily using Telegram (which is extremely popular in Uzbekistan) and the Coronavirus Info channel, which already has 1.3m subscribers. For example, the Ministry of Pre-school Education issued a post with guidance for parents on how to support their kindergarten/nursery aged children to access and make the most of the new TV/online lessons.

That is where things stand for now, at the end of March. As we are seeing around the world, the situation is changing day by day. I’ll report again if anything major changes in Central Asia.

Catten the curve!

The one suitable way to end this round up is, of course, through the medium of feline:

Thanks to Dr Anne Marie Darling for this work of genius.

International Women’s Day: Celebrating female success, still marching for progress

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If cats did celebrations… PS Women: you don’t need a cat to be successful. But you knew that already.

8th March saw the annual marking of International Women’s Day (IWD), which is a formal opportunity to celebrate female success on the one hand, but also a time to lament the continued global persistence of male-dominated structures and norms, and to work on ways to reverse this situation.

IWD has developed and gained prominence since its founding at the beginning of the 20th century, and was a firm fixture in the Soviet calendar.

IWD continues to be celebrated around the former Soviet space to this day. I particularly enjoyed the Moscow Times’ Buzzfeed-friendly feature ‘5 Russian Women You Haven’t Heard Of But Should Have‘. (Check out number 5!).

Over in Uzbekistan, the local Sputnik news agency ran with a story about Gulchehra Rikhsieva, currently the only female Rector (Vice-Chancellor) of a higher education institution in the country. Rikhsieva heads Tashkent State Institute of Oriental Studies, having worked there since 2000 and assuming the leadership in 2019 after a short spell in government as Deputy Chair of the Senate Committee on Science, Education and Healthcare. She is a member of the Republican Commission on Gender Equality and the national Higher Education Council.

In an interview with Rikhsieva, she brings up some of what has become the ‘new normal’ in Uzbekistan’s higher education – rapid reforms, university rankings, competition, internationalization and so on. So far, so on message.

But a couple of the questions really grate, undermining everything Rikhsieva has to say about her plans for the university, the future for Uzbekistan, and so on. Could you ever imagine a male Rector being asked ‘How compatible is your role as a Rector with your family responsibilities? How do you cope with managing the university and household chores?’, or ‘Do female Rectors accept male Rectors? Isn’t it difficult for them to work with you?’

I didn’t think so.

Next door in Kyrgyzstan, women leaders of a different kind have also been facing both gendered and physical barriers. A women’s march on March 8 was initially banned by local authorities and then permitted to proceed, but then got cut off and assaulted by a group of masked men. Things turned from bad to worse when the police, who had been waiting in the background, arrested around 70 people who had been attacked.

Yes, that’s right. Not the attackers. The victims of the attacks. They were arrested.

The country that was once touted as the island of democracy is rapidly sinking under the weight of a shift to a set of norms that normalize so-called ‘traditions’ like bride kidnapping, permit abuse against women, and ban the expression of female issues.

The brilliant Kyrgyzstan-based movement Bishkek Feminist Initiatives calls for the development of feminist values in Kyrgyzstan and beyond, solidarity and respect for fairness and human rights, and the creation of a feminist space that will increase rights and opportunities for women and girls.

There are many ways we can do this, as individuals and by working together. Let me ask you to take the time to work out what (more) you can do. Even if you don’t think you can do much on your own, there is always somewhere to start.

It could be by supporting an organization involved in education and training for women or girls (as you probably know, I’m a huge fan of the Kyrgyz Space Program). It could be by educating yourself on the key issues faced by women and girls in Central Asia and around the world. It could be by amplifying the voices of females, whether that’s at a work meeting or on social media.

We all need to stand up and take action to end inequality against women and girls, and create a world where anyone can be and do anything.

You’re fired: 10 university heads lose their jobs in Uzbekistan

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There was no love lost this Valentine’s Day as ten university leaders in Uzbekistan were fired

It was not an auspicious Valentine’s day for ten of Uzbekistan’s university leaders this year, with several newspapers running a story with the tantalizing title ‘10 university Rectors lose their jobs in one day‘ on February 14.

If previous leadership changes are anything to go by (see e.g. Tashkent State University of Law, Tashkent State University of Economics), there is probably more to this than the bureaucrat’s favourite reason: “they reached pensionable age”.

Hints at the reasons for the mass removals came during a meeting between the President Shavkat Mirziyoyev and industry, university and research representatives at the end of January. Mirziyoyev was scathing in his criticism:

In the coming days, we’re going to fire a number of Rectors. According to information I have here, these Rectors aren’t even worthy of being security guards at their university. They lack knowledge, education, patriotism and the ability to do their job.


Mirziyoyev also said that throwing these leaders in jail wouldn’t end the corruption that remains endemic in Uzbekistan’s higher education. The whole environment needs to be changed. True.

The universities involved in the February 14 changes at the top are:

Tashkent State Pedagogical University

Jizzakh State Pedagogical Institute

Navoi State Pedagogical Institute

Namagan State University

Tashkent Chemical-Technological Institute

Karshi Institute of Engineering and Economics

Namagan Institute of Civil Engineering

Kokand State Pedagogical Institute

Tashkent District branch of Astrakhan State Technical University

Tashkent State Dental Institute

Samarkand State Medical Institute