public policy
Политика в сфере высшего образования в Центральной Азии и Афганистане
Мой отчет о политике в сфере высшего образования в Центральной Азии и Афганистане теперь доступен на русском языке. Его можно найти на сайте Университета Центральной Азии (заказчик проекта) илл скачать здесь.
Огромное спасибо УЦА за перевод! If you prefer it in English, you can find my report on higher education policy in Central Asia and Afghanistan here.
О докладе:
Данный отчет преследует две цели. Первая – рассмотреть сферу высшего образования в Центральной Азии, делая особый акцент на Кыргызстане, Таджикистане и Афганистане. Вторая цель – предложить политические решения, способные помочь этим государствам сделать их системы высшего образования более инновационными с опорой на науку и технологии. Отчет состоит из двух разделов. В первом разделе рассматриваются некоторые общие тенденции и вызовы в сфере высшего образования в Центральной Азии и Афганистане.
Выделены основные проблемы и возможности, стоящие перед системами высшего образования и обществами стран региона, с точки зрения государственных приоритетов, сформулированных в общедоступных документах и материалах. Во втором разделе на основе обзора текущей ситуации делается переход к будущему планированию.
В отчете изложены факторы, способствующие инновациям в системе высшего образования, и приведены примеры того, как это делалось в других местах. Наконец, в тексте предлагается ряд предложений в сфере политики высшего образования для трех государств, которые направлены на развитие научно-технического потенциала, что, в свою очередь, может заложить основу для внедрения инноваций в Афганистане, Кыргызстане и Таджикистане. Рекомендации, представленные в отчете, сгруппированы в план, охватывающий пять областей: нормы, навыки, исследования, научная культура и бизнес. Целью стратегического плана является поддержка развития науки, технологий и инноваций в сфере ысшего образования.
Higher education policy in Central Asia and Afghanistan – new report published (open access)
What are the challenges and opportunities in higher education in Central Asia and Afghanistan?
What kind of government policies can introduce innovation?
How can science and technology capacity be promoted?
For more on these important questions and some ideas about further developing science, technology and innovation in Central Asia and Afghanistan, please take a look at my newly published report for the University of Central Asia.
Currently available in English, I am told a Russian version will also be available soon.
Here’s a direct link to the report in pdf format: UCA-IPPA-Wp51 – ENG
I welcome your thoughts and feedback on the propositions in the report.
Resit required: Uzbekistan university rankings declared invalid
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.
New(ish) publication: The politics of the great brain race
I realized I didn’t blog about a recently published article I co-authored with Prof Creso Sá, my supervisor at the University of Toronto. How remiss of me! (?!)
So, let me tell you about our article, The politics of the great brain race: Public policy and international student recruitment in Australia, Canada, England and the USA, which was published in leading journal Higher Education in February 2018.
For regular readers of the blog, the first thing you may notice is that this is not about Central Asia or indeed anywhere in the former Soviet space. Keep breathing!
The rationale for looking in depth at Australia, England, Canada and the US, four majority Anglophone jurisdictions, was based on their historic ability to attract significant numbers of international students – just under 40% of the world’s total in 2015. The fact that all have similar linguistic and cultural characteristics in their higher education systems was a deliberate choice to compare similar cases (take a look at this article by Chris Pickvance for more on types of comparative analysis).
We wanted to find out how governments in these four jurisdictions have used public policy to deal with (I wouldn’t go as far as to say ‘manage’) international students in the period 2000-2016. To do this, we looked at legislation that had been passed, new programmes, and other policy changes. Overall, I read somewhere around 200 articles, books, reports and other publications to learn more about student mobility in the four case study jurisdictions.
A nice addition to this was a comprehensive table I compiled that gives you a side-by-side comparison across the four jurisdictions in the policy areas of immigration, labour market, family and health, finance, education and quality assurance, and promotion/marketing. So if you want to know, for example, which is the only jurisdiction that has legislation protecting the (financial) rights of international students, check it out!
Creso has written up a very nice summary of our findings in the most recent issue of International Higher Education. This is open access and the article, with the excellent title, Forget the Competition Trope, can be downloaded here.
The title of his piece makes the key idea pretty clear. As he notes in the article (page 11):
we argue that none of these major countries have dealt coherently with international student attraction and retention. Furthermore, the long-term outlook required to cope with the assumed global competition for students is glaringly absent.
International student growth has been fairly consistent over the 16 years we studied (despite the odd dip e.g. after violence against a small number of students from South Asia studying in Australia).
That was a real surprise to us.
Not only is policy towards international students fragmented across a range of goverment ministries and agencies, but there were no clear patterns of governments facilitating international student mobility. This is not the kind of behaviour you would expect to see of a truly competitive jurisidiction engaging in the so-called ‘great brain race’.
This led us to the conclusion that international student enrolments are likely to continue to grow and that this happens despite not because of political and policy changes.
This article was the result of a nine month long project funded by the Ontario Ministry of Training, Colleges and Universities under their OHCRIF scheme. Miigwetch / Thanks / Merci!
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References
Sá, Creso M. 2018. “Forget the Competition Trope.” International Higher Education 0 (95): 11–12.
Mapping change in former Soviet higher education systems
I recently presented at the Comparative and International Education Society (CIES) Annual Conference and this blog post is about my presentation called Mapping change in former Soviet higher education systems: A view from the Russophone space.
I also presented with my colleague Hayfa Jafar on our new joint research on how faculty in post-conflict societies are experiencing internationalization in higher education – watch out for more on this to follow in the future.
As part of my PhD thesis on how higher education in the former Soviet space has responded to the fall of the Soviet Union, I want to include some analysis of how academics who have published about this regional space and time have conceptualized change.
In planning that analysis, I noticed that we know a lot about how authors writing in English conceptualize change in the former Soviet space – whether we like it or not, English is the dominant language of academic publication and there are quantitatively more articles and books available in English.
Yet my research is about a space where Russian has been the dominant language of the academic community. So this led me to wonder: do authors writing in Russian and publishing in Russian academic journals think about and write about change in similar or different ways? And how much do we know about this in the English language space?
(Spoiler alert. The brief answers are a) that there are both important similarities and marked differences, and b) not very much at all)
That explains the context to the analysis I then undertook of 23 articles written in Russian published in Russian language peer-reviewed journals published since 1991 (a list of the articles and journals can be found in my presentation). All the authors write about Russian higher education and were based at Russian institutions at the time of writing.
There are many possible ways to present what I found in this analysis (and I thank my supervisor and his research group for their feedback as I went through this process) but I decided to summarize my findings using a chronological but non-linear map. You can see it in the background of the photo above, and in full below.
The purpose of the map, which is designed like a Venn diagram, was not only to highlight some of the key themes that emerged from my analysis, but to show how these themes changed or overlapped over time.
The three phases shown are based on a framework adapted from Semyonov and Platonova’s work on policy change in higher education in Russia since 1991. They explain the three phases as:
- Laissez-faire, from 1991 to around 2003. Although there were legislative changes, on the whole this period is considered to be one less government intervention in higher education, not least because of widespread economic crisis;
- A period of major reform, from around 2004 to 2011. State investment in higher education led to the introduction of the Bologna Process and a unified higher education entrance exam, plus reforms to create merged and enlarged ‘super-institutions’ – the federal universities, plus the new designation of national research university;
- Since 2012, a period epitomized by reforms aiming to improve the effectiveness of higher education through e.g. performance evaluations, competitive funding schemes, and more mergers/new institutional types emerging.
My analysis showed broad convergence with Semyonov and Platonova’s findings with several notable differences. I discussed four of these in my presentation. Here’s a very brief summary:
- Whereas for the state, the first period might have been laissez-faire, for the people living in Russia and working in the higher education system, their response was more connected to a discourse of crisis and survival.
- A number of articles in the first two time periods talked about how change wasn’t happening, and in fact there was more continuity with the Soviet system. Higher education is shown in many articles as being on the sidelines of the social change happening around it.
- In the crossover between the two later periods, I noted that some of the articles observed contradictions in the reform process, particularly in relation to the introduction of the Bologna Process
- Across all three phases, there is a lot of discussion about faculty: what is their role, how should they and are they responding to change, and so on. It wasn’t surprising to find more coverage of faculty matters in the Russian articles as most are written by practising academics who are or have been in some way involved in what’s been happening in Russian higher education.
This analysis will eventually form part of my PhD thesis so I don’t have a standalone paper to share. However, if you’re interested in finding out more, I’ve uploaded my presentation to Research Gate – although do note that my presentations are highly visual, so there are not many words to read! The presentation also has a few bonus slides that I didn’t share during the conference. Also, please do leave comments after this post if there are things you’d like to say in response.
Could Kazakhstan become a regional higher education hub?
If you’re the Kazakh state, the answer is an obvious “yes”. No details have yet to emerge from the Centre for International Programmes, the government agency tasked with internationalizing Kazakh higher education, but you can bet that if the public policy agenda is leading in this direction, it won’t be long before the hub becomes a reality.
Higher education hubs have been successfully created in the Middle East (Dubai is a great example) and South-East Asia (Malaysia is another success story), and create special spaces for foreign universities to set up a branch campus or partner with a local university. Thus, students in the hub country and its neighbours can study for an overseas degree without leaving the region.
This has many advantages for students – hub-based campuses tend to offer a similar quality of education for a fraction of the regular tuition fee ticket, and with all the benefits of not having to travel far.
For the host country, acting as a hub can bring economic benefit by attracting more international students and staff/faculty, and enhance the country’s reputation through the legitimacy generated by the international universities. For Kazakhstan, reputation really matters and I imagine this would be seen by the state as a major benefit to creating an education hub.
This year, 14,000 international students are already studying in Kazakhstan, mainly coming from neighbouring countries. At the same time, 70,000 Kazakh students are studying abroad – not quite 10% of the total student population of a little under 650,000 – and there are plans to make the renowned Bolashak Scholarship more accessible in the coming years.
Interestingly, it was neighbouring Kyrgyzstan that until recently seemed the most likely Central Asian country to set up a regional education hub. In the 2000s, Kyrgyzstan was hosting up to ten times more international students each year than Kazakhstan, despite a population seven times smaller.
A 2012 study by Nurbek Jenish found that relatively low tuition fees and a low cost of living were the main reasons that international students head to Kyrgyzstan. International students – mainly from Central and South Asian countries – also perceived the quality of higher education and the opportunity to study in Russian or English to be beneficial, as well as the perception that admission requirements were soft.
But it is dynamic Kazakhstan that now appears to be running with the hub idea. This is not just because of the economic and reputational benefits, although those are evidently highly influential policy considerations. As Zhanbolat Meldeshov, President of the Centre for International Programs, pithily puts it:
«Студенческая и академическая мобильность, это мировой тренд в эпоху глобализации. Нельзя остановить этот процесс, можно только в нем активно участвовать.»
“Student and academic mobility is a global trend in the era of globalization. It’s impossible to stop this process, so you can only actively participate.”
This is another classic example of Kazakhstani policy pragmatism: if you can’t beat them, join them… and ultimately seek to beat them at their own game.
The policy challenges of creating a world-class university outside the global ‘core’
In print at last!
My latest article – The policy challenges of creating a world-class university outside the global ‘core’ – which was published online in March, has finally found a home in a print edition of the journal it is published in. (There is usually a lag because publishers do their best to get online versions of papers out quickly but will have a limited number of print editions during the year. It’s a great example of old and new technologies coming together in a slightly awkward way.)
So, if you are an avid reader of the European Journal of Higher Education – and I have no doubt that if you aren’t now, you will be soon – you will find my article in issue 4 in the “Debate” section.
This gives it a full and fancy reference should you ever wish to cite my ideas about world-class universities in Kazakhstan:
Sabzalieva, Emma. 2017. “The Policy Challenges of Creating a World-Class University Outside the Global ‘core.’” European Journal of Higher Education 7 (4):424–39. https://doi.org/10.1080/21568235.2017.1292856.
What’s it about?
I was hoping you’d ask… Here’s a copy of the abstract, which hopefully whets your appetite:
Although the idea of the world-class university is not a new one, it
has become increasingly commonplace in public policies around
the globe, also gaining traction in states outside the global ‘core’.
Kazakhstan, the only Central Asian member of the European
Higher Education Area, is no exception as it too aspires to have a
world-class university. This paper examines the policies of the
Kazakhstani government towards a recently founded institution,
Nazarbayev University, as it seeks to position Kazakhstan as a
credible global knowledge economy, but also use the university
as a means of fulfilling domestic nation-building objectives.
Addressing the policy challenges of creating a world-class
university in this particular Central Asian context, the paper
contributes to a reshaping of our understanding of how certain
states currently outside the global ‘core’ are using higher
education as a neoliberal development strategy. This paper offers
the prospect that there might not just be multiple paths to the
creation of a world-class university, but also multiple
interpretations of what it means to be a world-class university.
Would you like a free copy of the article?
Feedback please!
I’d love to know what you think of the article. Questions, comments and suggestions for improvement are all welcomed.
