While many countries are still pondering what to do with students come the new school year in September 2020, Kazakhstan – currently under a state imposed quarantine for a second time – has announced its back-to-school plan.
The academic year will start in distance learning format for almost all students. Exceptions will be made for the 4% of students who live in remote rural areas and go to small schools with composite (multi-age) classes.
It may also be possible to have some of the younger primary age children back in school if strict sanitary measures can be maintained. These include limits on movement within the school building, better ventilation and cleaning, limited class sizes, and attending school in shifts.
The government recognizes that the learning needs of these children may make it harder and/or less accessible to attempt remote learning – not only does online learning assume a level of technological capacity that these kids may not yet have mastered, but as any parent who’s been through the last months will tell you, it requires much greater input from an adult to help with the learning process.
However, even if younger children do get back to school, it will not be full-time; some subjects will be offered by distance.
This also informs the medium-term strategy, which is for a hybrid of face-to-face and distance learning as the health situation improves.
For primary aged vulnerable students with additional learning needs or from low-income families, measures will be taken to ensure inclusive and accessible learning. These measures are not specified.
Over the summer, the Ministry of Education has been taking on board feedback from teachers and students to improve the national online learning management system (LMS) and preparing materials for teachers to use in the next academic year. For example, online courses have been prepared to support teachers in IT, cyber pedagogy and teaching methods.
Colleges and universities will also start the new academic year in distance format. At colleges, there will be limited face-to-face provision for students on industry-related courses, those who need to do internships, and students in smaller remote colleges. At universities, there may be some face-to-face provision for lab work and courses requiring internships.
In an age of rumours, fake news, and downright lies, the actions of organizations like Kazakhstan’s FactCheck.kz (on Twitter) are a welcome addition to our daily struggle for the truth. With a mission for ‘the right to the truth’ (which works beautifully in Russian as pravo na pravdu – право на правду), they are the first Central Asian based fact-checking resource.
Run by professional and experienced journalists, FactCheck.kz aims to provide the public with reliable independent information from trustworthy sources and, as they say oh so politely, ‘provide an incentive to those who make big claims to be more attentive to the information they provide’.
I came across their work after they ran a fact check on a claim made by the country’s leading university, Al-Farabi Kazakh National University (KNU), that they had been listed as ‘one of Europe’s leading universities’ after receiving a high ‘AA+’ score on a ranking exercise by the Academic Ranking of World Universities – European Standard (ARES).
Firstly, FactCheck.kz points out that this particular university ranking does not compare Kazakh universities with their European counterparts. The ranking uses a ‘European system of assessment’, although as FactCheck.kz notes, their methodology isn’t entirely transparent to begin with, and is geographically incomplete.
Secondly, FactCheck.kz records that the ranking lists each country’s results separately – it covers Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, and Russia. While KNU comes out top in the Kazakhstan ranking, there is no comparison either with the other countries, or with leading European universities.
There you have it: clear, simple and to the point. It’s exactly this kind of evidence informed reporting that can help inform and engage a sceptical public to find truth among the headlines.
However, the misleading text is still on the KNU website as of June 10, some two weeks after the FactCheck.kz story was published.
KNU is unarguably an excellent university – indeed, a news release on their site published on June 10 loudly proclaims that they are now among the 200 top universities in the world. Let us see what FactCheck.kz has to say about that.
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;
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:
A swathe of regulations, rankings, mergers, acquistions, and threats of closure for poor quality universities typify the Kazakh government’s drive in recent years to increase and assure quality in its higher education system.
The latest target of the quality movement is Innovation University, which had its operating licence removed in late January 2020 after two inspections in 2019 found that the university was in breach of a number of rules.
The university, known in Kazakh and Russian by its less snappy full name, Regional Social Innovation University, is in the southern Kazakh city of Shymkent, 600km from former capital Almaty and a mere 130km from Uzbekistan’s capital Tashkent.
The Ministry of Education and Science announced that not only had the university broken various rules, but it had not put any measures in place to improve the situation after the first inspection in 2019. The Ministry further pointed out ‘gross violations‘ in admissions – accepting students that hadn’t taken the correct exams, hadn’t provided originals of the ENT (nationwide university admission exam) certificate, and so on – as well as in teaching, where it was found that published timetables for classes were not being adhered to.
As a result, the university’s licence has been withdrawn and students are being transferred to other higher education institutions. A final decision was due from the Ministry in early February, but I have been unable to source this. The university’s website is still functioning and makes no mention of any interruption to its activities.
Since this announcement, another two universities have had their licences withdrawn: the Central Asian University in Almaty and Kazakhstan Maritime University in Aktau.
Innovation University was not particularly well known in Kazakhstan until June 2019, when local police discovered a drugs den in the university’s sports hall, finding that drugs were being consumed on university premises. Furthermore, one person was arrested in the said sports hall-cum-narco-haven for dealing drugs.
This led to the Ministry of Education carrying out an unplanned inspection of the university, finding no fewer than 63 violations of its rules and regulations for higher education institutions.
If drugs and rule-breaking was not enough, Olga Zhukova, an intrepid correspondent for Total.kz news agency, reported in August 2019 that the university was flouting the regular rules for admissions and also effectively operating a ‘cash for degree’ scheme.
On making enquiries, Zhukova was told that she could enrol in the distance education course and would be able to earn her degree in just two years. Zhukova also spoke with students at the university who reinforced what she had been told: as long as you pay your fees, you can get your degree in two years. No need to come to class or take exams. As one student told her, “It’s great! I’ve told all my friends at work to enrol!”
Zhukova notes that Innovation University was formed from the merger of three universities in Shymkent and offers a wide range of courses, but it suprisingly only has two medium sized buildings on its campus, one for the administration and one for teaching. Little wonder there are timetabling issues…
Closing down Innovation University certainly seems like a good idea in the light of the administration’s flagrant disregard for the rules and students’ eagerness to buy their way to a degree certificate.
The problem is that there are places like Innovation University all over Kazakhstan – and around the world. This one will be shut down, but there will always be someone else willing to sell you a degree. Though whether or not they also have someone on site willing to sell you drugs is another matter.
The blog is back for another year! 2020 represents my ninth year of blogging on education, society and politics in Central Asia. Over the lifetime of the blog, I’ve posted almost 300 stories that have been viewed over 50,000 times and earned nearly 1,500 subscribers. Thanks to everyone who reads the blog, whether occasionally or often. If you don’t yet subscribe to receive an email when new posts are published, it’s never too late to sign up! Simply enter your email address under ‘Follow blog’ on the homepage.
Kicking off a new year of blogging, let’s take a look at youth unemployment in Kazakhstan. The info below is drawn from a recent post [ru] by Central Asia Monitor.
First, who’s in work?
Despite leading with the alarming headline ‘Youth unemployment on the increase’, the article first doles out the good news that 2.1 million young people (aged 15-28) were in work at the end of 2019. This is 3.8% higher than at the end of 2018.
The top 5 professions for the age group based on the number of people in work in each field are:
- Wholesale and retail trade; car and motorcycle repair – 388,700 people / 18.3% of all 15-28 in employment
- Agriculture, forestry and fisheries – 257,200 people / 12.1%
- Education [hurray! – adds this educator author] – 236,300 people / 11.1%
- Public administration (civil service) and defence, compulsory social security – 152,000 people / 7.2%
- Manufacturing – 149,600 people / 7.1
(Some of the categories – there are 20 in total – seem rather arbitrary, such as the addition of those in receipt of social security alongside civil servants. The statistics presented by Central Asia Monitor are drawn from Ranking.kz, which in turn has used data from the Statistics Committee of the Ministry of National Economy. Thus, the numbers should be bona fide and we should assume that the categorizations are the government’s choice.)
…And who’s not in work?
Cheery news for young car mechanics and farmers aside, the article then gets to the heart of the matter: that the number of young people who are out of work also rose at the end of 2019 to 84,700 – up 3.4% from the previous year. The increase has been seen more in urban areas, whereas in rural areas the rate of unemployment actually dropped by 0.2%.
By level of education, nearly 40% of unemployed young people have completed ‘secondary vocational education’ (среднее профессиональное образование) and 37% have a higher education degree. It’s not clear to me whether these stats include students or only those who are known in some parts as ‘NEET’: not in education, employment or training.
Both of these groups saw around 2% increases in year-on-year unemployment rates – which doesn’t send a great message about the virtues of continuing in education to increase your job prospects. Indeed, unemployment rates among those with an unfinished degree, initial vocational education, (non-specialized) secondary education and basic education all decreased…
What is to be done?
In response, the government has introduced a number of policy measures design to reduce levels of youth unemployment. Last year, these were wrapped under a broader initiative that designated 2019 as the Year of Youth and which reached, according to government sources, 2 million young people.
The symbolic designation of the year is obviously in itself not going to make any difference, but underpinning the Year of Youth was a roadmap for supporting young people through information/advice (e.g. about housing, finding work) on the one hand and financial assistance (e.g. providing rental housing, start-up grants/micro-credits for new businesses) on the other.
Overall, however, the situation is not too bad, all things considered. Since 2014, youth unemployment in Kazakhstan has dropped from 4.3% of the age group to 3.8% in 2019. Both figures are significantly lower than the youth unemployment rate in other countries. In Romania, where the total population and urban population rates are similar to Kazakhstan (19.2 million and 55% in Romania, 18.8 million and 58% in Kazakhstan), youth unemployment stood at around 16% in 2019. In Ecuador (population 17.6 million, 63% urban) the rate was nearer 9%. You get the idea.
In 2019, over 25,000 international students chose to study abroad in Kazakhstan. This figure is up from 16,000 last year, an impressive year-on-year increase of 64%.
According to the Ministry of Education and Science, most international students come from India, Mongolia, Uzbekistan, Kyrgyzstan and Russia.
The Ministry believes that one reason for the growth is that universities in Kazakhstan have been given greater academic freedom including the ability to offer double degrees i.e. degrees jointly offered by a university in Kazakhstan and one abroad. The implication of this shift is that international students may be more attracted to study in Kazakhstan on the basis that they’ll end up not only with a degree from the Kazakh side, but from its foreign partner too.
Impressive as these figures are, they pale in comparison to the 70,000 Kazakh students who are currently studying outside the country. Most of them – as is the case with many other former Soviet countries – head to Russia.
Thus, for the time being, Kazakhstan remains a net exporter of international students, despite aspirations to become a regional education hub.
Central Asian faculty and friends I know are fond of observing that higher education in the region is not as good as it used to be, and/or is facing a ‘crisis’ because of a lack of quality, corruption, outflow of good teachers and so on.
All of these points are valid. Yet at the same time, a university degree continues to be in high demand. Two recent stories from Kazakhstan and Uzbekistan that happened to pop up in my newsfeed on the same day show the lengths that some are prepared to go in the clamour for admission to university.
In Kazakhstan, it has been reported that five higher education institutions (HEI) have had their licenses taken away, and a further 12 have been fined, with one being taken to court. Given that the state-issued license gives an HEI the right to operate legally, its removal effectively closes down operations, at least temporarily.
This particular crackdown is a response to what some might see as actually a pretty canny move by students. Kazakhstan, like most (if not all) of the former Soviet states, has a national admissions entrance testing system, an exam taken by domestic high/secondary school graduates to determine which courses and universities they are eligible for.
To get around this barrier, it seems that some students – as many as 37,000, according to the news story on MK Kazakhstan – had enrolled at universities in neighbouring (ex-Soviet) countries as international students i.e. without having to sit that country’s entrance exam. Then, after a semester or a year, they transferred to an HEI in Kazakhstan, typically a smaller institution based outside of one of the bigger cities in the country. Whether or not these students ever even went to the foreign university to study before transferring is questionable; it seems likely that this is purely a paper shuffling exercise.
Not only a strategy deployed by students, the HEIs are also benefiting from this ‘market’: students who for whatever reason did not want to take the national entrance exam, as well as recruiting those who were thrown out of other universities for poor results. But with this latest crackdown, it looks like it’s 1-0 to the government for now.
Over in Uzbekistan, it’s Russian HEIs getting into hot water. According to Russian news agency RIA Novosti, five HEIs have been accused of recruiting Uzbek students without the proper authorization.
The HEIs – a mix of state funded universities and smaller private institutions – have allegedly been signing contracts with students for 2019/20, even though the academic year is already well underway. This would be OK if the HEIs were properly accredited in Uzbekistan (as over 20 Russian universities are), but in this case the paperwork wasn’t in order.
So, the State Inspectorate for Education Quality Control has put its foot down, issuing a stern warning to the institutions concerned. They’ve even put out a reminder that it now only takes ten days to get the right documents, down from one month. These Russian HEIs have been named and shamed, but whether this step or the Kazakh government’s legal actions make any significant difference to students’ and institutional behaviour when it comes to higher education admissions remains doubtful.
On the back of recent news that a number of universities in Kazakhstan are to be reorganized and some merged, rumours are now spreading that at least one of the proposed mergers will not in fact go ahead.
According to Dilara Aronova, a journalist for northern Kazakhstan’s regional news outlet Kostanay News, social media has been abuzz (well, perhaps not exactly ‘buzzing’, unless you share my all-encompassing love for higher education gossip) with rumours that a politician has opposed the move for the State Universities of Kostanay in the north and Taraz in the south to join with their local State Pedagogical University counterparts.
Senator Edil Mamytbekov, a native of Taraz, spoke out at the time of the October 2019 government announcement on the reorganizations and his words have been widely interpreted to understand that the underlying aim of the two mergers was to close the pedagogical universities.
The Ministry of Education was quick to respond that there were no plans to close either university and that the mergers are designed to pool financial resources and enlarge the two newly created regional universities.
Putting the matter firmly to rest, a working group at Kostanay State has already started planning the merger, and the university’s Rector issued a statement saying that any discussions about the cancellation of the merger were simply rumours.
So that’s that then. The government reforms steamroller on…
The Kazakh government has typically paid a very active role in the organization and governance of higher education in the country. Over time the particular policy instruments du jour have changed depending on the main aim being pursued by the state. Of late, there has been an uptick in the number of university mergers as well as the (pseudo-)privatization of the many state funded universities and specialized institutes.
In the most recent round of reorganization in October 2019, 25 universities have been affected. The top-down directive switches their status from ‘republican state enterprise*’ (i.e. state funded) to ‘non-profit joint stock company’. This isn’t quite an act of privatization as the new status transfers all shares in the new company to the Ministry of Education and Science!
This status of non-profit joint stock company (NPJSC) is unusual: joint stock companies tend to be profit-making, which make sense given their ability to make the company’s stocks available to buy and sell. According to the Kazakhstani Law on Non-Profit Organizations (2001), a non-profit organization may be created as a joint stock company or in several other formats (e.g. religious association, public association, foundation).
NPJSCs are described in article 16 of the law as ‘a legal entity that issues shares with the aim of attracting funds to conduct its activities whose income used exclusively for the development of this company’. It may not issue preference shares, derivative and converted securities and it cannot later become a profit-making organization.
The economic aim of the status change appears to be to move the burden of funding these universities away from the state, although if as suggested the only shareholder so far is the Ministry of Education, this must be a long-term goal. It appears there is a secondary (also longer term) mission to diversify ownership of these universities through the transition to a shareholding organization, but without the ability to make profit from the shares, it’s not clear to me which individuals or companies might like to part-own a university.
The October reorganization also envisages the merger of a number of universities – Taraz State Pedagogical University is to be brought together with Taraz State University to become Taraz Regional University; the same fate awaits the State and State Pedagogical universities of Kostanay. In addition, various so-called ‘daughter state enterprises’ – research institutes and laboratories – of the Al-Farabi National University are to be folded into the university.
As usual, it’s a blur of activity in Kazakhstan, with the latest changes reflecting the state’s continued interest in higher education and its creativity in applying new legal and organizational statuses to universities. For more background, check out other posts I’ve written on this topic at Universities for sale in Kazakhstan, Privatizing Kazakhstan’s universities, Mergers and acquisitions in Kazakhstan’s universities and I’d close some universities if I could – Kazakh Ambassador to Canada.
*In Russian, this is республиканское государственное предприятие на праве хозяйственного ведения, often shortened to РГП на ПХВ which translates more specifically as ‘republican state enterprise on the right of economic management’ – can any legal experts out there help explain this in lay terms?
Recommended article – “Educational research in Central Asia: methodological and ethical dilemmas in Kazakhstan, Kyrgyzstan and Tajikistan” by Dilrabo Jonbekova
Published in well rated peer-reviewed journal Compare, Dilrabo Jonbekova’s 2018 article examines the challenges and opportunities open to researchers of Central Asia, studying both ‘insider’ and ‘outsider’ researcher perspectives (and the blurring of the lines between these two groups).
Jonbekova, a faculty member at Nazarbayev University in Kazakhstan, is well placed for a study like this, being able to draw on her own research expertise as well as professional background and contacts to recruit respondents for this paper.
She argues that researchers face various ‘methodological dilemmas’ when conducting research in Kazakhstan, Kyrgyzstan and Tajikistan. The dilemmas are multifarious, sometimes connected and sometimes not. They range from poor internet access in rural areas to self-censorship in more constrained political environments. As a result, some methods become problematic – surveys may get low response rates, focus groups could be ineffective and secondary data may be unreliable or inaccessible.
In addition to methodological dilemmas, Jonbekova also highlights ethical dilemmas facing researchers. These too have multiple roots and consequences, whether this is a fear of signing a written consent form or selective choice of research owing to safety concerns.
Whilst Jonbekova finds that these findings were fairly consistent across the three countries she compares, she also notes similiarities with dilemmas facing researchers in other contexts such as the Middle East. On balance, as might be expected, ‘outsider’ researchers face greater barriers than ‘insiders’ in conducting research in Central Asia, but no one was immune from challenges.
This article is well worth reading in its entirety (please contact me or the author if you are unable to access it directly) as it adds valuable perspectives to our understanding of the specifics of doing research in Central Asia as well as the suite of challenges and opportunities faced by researchers doing on the ground work across a range of contexts.