Uzbekistan

Central Asia’s first universities

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As Tajikistan’s oldest university celebrates its 70th birthday [ru], I thought (as probably only I would) that this would be an excellent opportunity to reflect back on the development of universities in Central Asia in the early to mid 20th century.

Prior to the 20th century, universities did not exist in Central Asia. That perhaps surprising fact does not mean that education was not available – on the contrary, the region has been home to a wealth of philosophical and scientific developments.

The great philosopher Abu Ali Ibn Sina (Avicenna in the West) was a Tajik born in Bukhara (now in Uzbekistan) whose 11th century CE medical encyclopaedia was still considered a key canon in medical education in Europe some 500 years later.

As Islam embedded across Central Asia into the medieval era, primary and secondary education started to be offered in maktab (schools). Some madrasah, seats of higher learning, existed, although these should not be conflated with the university as the two institutions developed separately and served different purposes – and that’s where you get back to the notion that there were no universities until the Russians arrived.

Lenin and cat
I had to include a cat somewhere in the post…

The very first higher education institution in Central Asia dates back to 1918 when the jadids (what Khalid calls the ‘first generation of modern Central Asian intellectuals’) and early arrival Russian intellectuals came together to form the Turkestan Muslim People’s University in what is now Uzbekistan, although its ‘official’ history begins two years later following a decree signed by Lenin creating the State University of Turkestan.

Not only did this act lead to the founding of the first university in Central Asia, but it did so at a time when most people remained functionally illiterate and lacking any formal education.

‘Enlightenment Institutes’ were established in Central Asian (now Soviet) territory to offer initial teacher training, with students continuing their studies at universities in Russia.

The massive government campaign against illiteracy, known as ‘likbez’ from the shortened Russian words for liquidation of illiteracy (ликвидация безграмотности), dominated the higher education and training agenda in the early Soviet years.

The first higher education institutions outside of (modern-day) Uzbekistan were all pedagogical institutes, dedicated to training the teachers required in the fight against illiteracy.

In Kyrgyzstan, the Enlightenment Institute became a pedagogical technical school in 1925, but the first pedagogical institute (institute having a higher status than technical school) opened its doors in 1928 as a ‘Pedagogical Workers’ Faculty’. In 1932, it was reformed as the Kyrgyz State Pedagogical Institute and another institute, the Zootechnical Institute, started admitting students a year later (after teachers, the Central Asian states were told they also needed agricultural scientists and technicians).

These first two institutes still exist today. In a pattern seen across many former Soviet states, the Pedagogical Institute has become the country’s flagship university. It is now known as Balasagyn Kyrgyz National University, having become first a state university (1951) and then a state national university (1972). The Zootech. is now Skryabkin Kyrgyz National Agrarian University after going through a similar process of transformation.

Kaz state uni 1929 etoretro.ru
Another early university – the Kazakh State University, now Al-Farabi Kazakh National University in Almaty. Image from early 1930s, (c) etoretro.ru

Much in the same way, Kazakhstan’s first Pedagogical Institute was founded in 1928 in Almaty and is now known as the Abai Kazakh National Pedagogical University. The Academy of Sciences in Kazakhstan – the place for research and advanced scholarly work – was founded in 1946. This came a decade before Kyrgyzstan was granted its own Academy of Sciences (it had a branch of the USSR Academy of Sciences from 1943-1954) and five years before the same happened in Tajikistan.

In Tajikistan, higher education generally followed a little later than the other Central Asian Soviet republics. The first institute was the Higher Tajik Agro-Pedagogical Institute, opened in the northern city of Khujand (then Leninabad) in 1931. (Clearly by this time, the Soviet leaders had worked out that you could teach both agricultural science and education under one roof.) Having made the move to the capital Dushanbe during World War Two, the institute is now the Shotemur Tajik Agrarian University.

Tajik National University, celebrating its 70th anniversary this year, claims the title of the country’s first university. Founded as Tajik State University in March 1947, its first students had to share classroom space with the teacher trainees at the (you guessed it) Pedagogical Institute before it was granted its own building in Dushanbe.

Current Rector Muhammadyusuf Imomzoda was interviewed [ru] recently about the university’s achievements and future plans. As a good Rector should, he was keen to note that the university’s graduates are its greatest achievement. Yet he does have a somewhat easier job than university leaders in larger systems (until 1990, Tajikistan had ten universities/institutes) – not least because their most famous graduate is none other than the Founder of Peace and National Unity, Leader of the Nation…. aka President Emomali Rahmon.

References/Further reading

Khalid, Adeeb. 1998. The Politics of Muslim Cultural Reform: Jadidism in Central Asia. Berkeley: University of California Press.

Krasheninnikov, A. A., and N. N. Nechaev. 1990. “Universities as Centres of Culture: An Historical Approach to Higher Education in Central Asia.” Higher Education in Europe 15 (3): 54–60. doi:10.1080/0379772900150308.

Ministry of Education and Science, Kyrgyzstan. 2010. “Istoriya Obrazovaniya [History of Education].” http://edu.gov.kg/ru/high­education/istoriya­obrazovaniya/.

Reeves, Madeleine. 2005. “Of Credits, Kontrakty and Critical Thinking: Encountering ‘Market Reforms’ in Kyrgyzstani Higher Education.” European Educational Research Journal 4 (1): 5–21. doi:10.2304/eerj.2005.4.1.4.

Ubaidulloev, Nasrullo Karimovich. 2014. “Istoriyagrafiya narodnogo obrazovaniya Tajikistana vtoroi polovini XIX – pervoi polovini XX vv. [Historiography of public education in Tajikistan from the second half of the 19th century to the first half of the 20th century].” Doctor of Science thesis, Dushanbe: Academy of Sciences, Republic of Tajikistan.

Is President Nazarbayev legacy building?

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Better than a cat meme… A recently unveiled bronze monument of Nursultan Nazarbayev in Taldykorgan, south-eastern Kazakhstan

There have been a spate of stories recently about Kazakh President Nursultan Nazarbayev that suggest a new stage in his quarter century long leadership of the nation. This stage consists of the development of a legacy that seeks to frame Nazarbayev as if being written for future history textbooks.

He has already taken on the mantle of Leader of the Nation (2010) after apparently relenting to pressure from parliament, has had the country’s vastly funded and international prestige-seeking university named after him (2010), and more recently has sought to quash rumours that he seeks to have the capital city named after him. Take a look at the US Washington Post’s story “What do you give the autocrat who has everything?” from November 2016 for a tongue in cheek retelling of the latter story.

Although such tendencies are often associated with the notion of the autocratic or authoritarian regime, as the American article noted above demonstrates, recent comments by Nazarbayev suggest that he is seeking to mould an image of himself that turns the tables on these well-worn and Western-centric tropes.

In a recent televised documentary about the past 25 years, Nazarbayev said:

We get called a “dictatorial” country, or moreover “autocratic.” This is nonsense. This is told by those who know nothing of our way of lives… the way we rule today is normal for our country

(Source: http://akipress.com/news:586373/, 12 December 2016)

Further, in an interview with Bloomberg Press last month [ru], Nazarbayev reminded readers that:

The desire of western countries to make Kazakhstan into an American-style democracy is completely unsustainable

This is not to say that Nazarbayev is against political change: in both sources I mention, he talks about the long-term nature of a shift in ideology. He mentions steps taken by Kazakhstan on this path, such as freedom of religion and language.

Despite these proclamations, US-based scholar Mariya Omelicheva suggests that this is more a quest for legitimacy building than for creating a legacy based on genuine change. Her recent study compares Kazakhstan and Uzbekistan, noting that presidential speeches by Nazarbayev and his recently deceased Uzbek counterpart Islam Karimov share similarities in that

The leadership of these states have been determined to maintain power under the guise of democracy without exposing themselves to the political risks of competition… They have every single formal democratic institution, but they strip them of their democratic essence.

In relation to what the leaders have promised to the people on the terms they define, progress is considerable. But as we are seeing around the world, not just in Central Asia, “rhetoric is manipulative” (Omelicheva).

To answer the question this blog poses – is Nazarbayev legacy building? – I think there is evidence that, at least through the official discourse, there is a trend in this direction. Yet what Omelicheva’s piece reminds us is that discourse and rhetoric are one thing, whereas genuine change in a political system is quite another. In this, legitimacy trumps legacy.

Academic diplomacy aims to bolster Kyrgyz-Uzbek relations

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images
Grumpy Cat has mastered the art of diplomacy

Rifts between Kyrgyzstan and Uzbekistan are well documented, particularly in the border areas around the Ferghana Valley. The two most recent disputes that reached the international press came in March 2016 and August 2016. The geographical complexity of this area of Central Asia is visible in the second map below, which places the Ferghana Valley at the heart of these three countries. Here you can begin to see some of the intersections – including nine exclaves, little pockets of land belonging to Kyrgyzstan, Tajikistan or Uzbekistan that sit like little islands within another of the three states.

It is rare for politicians in the region to extend overtures aimed at appeasing these tensions. Somehow each spate of conflicts is overcome, but it leaves behind distrust and uncertainty. Yet in a break to what you could call a “new tradition” of non-diplomacy, it has been heartening to see Uzbekistan ostensibly opening up to Tajikistan in recent weeks since the death of Uzbekistan’s President Islam Karimov. A relaxation of visa arrangements and better inter-country travel opportunities have been mooted, both of which would represent a significant (and positive) shift in the countries’ relations.

Nonetheless, relations between Uzbekistan and Kyrgyzstan appear to remain fraught, particularly when it comes to matters pertaining to the Ferghana Valley area. If leaders cannot use politics to overcome these disputes, it seems there might be an opening for other state actors such as universities to make important moves towards engendering better neighbourly relations between the two countries. Academic diplomacy, as this is known, can create a safer space for governments to find ways to work together through what has been called “international meetings of minds“.

This week in Osh, southern Kyrgyzstan, a delegation from Uzbekistan was welcomed in an initiative led by Osh State University [ru]. This was a return visit after a Kyrgyz delegation went to the Andijan region of Uzbekistan at the start of October, culminating in the signing of a memorandum of cooperation.

The Uzbek delegation, which included Deputy Prime Minister of Uzbekistan Adham Ikramov, met with Osh SU students, visited the university’s medical faculty and enjoyed cultural events. Speaking at the university, Ikramov noted that good relations between the two countries should inform the long-term development of their mutual cooperation. In particular, Ikramov noted that Uzbek universities could learn from the way Osh SU has been developing e-learning. Accompanying the Deputy Prime Minister, Rector of (Uzbek) Andijan State University Akram Yuldashev expressed his hopes that the visit would reinforce relations between the countries and bring young people together. This might lead to future cooperation, such as holding conferences or undertaking joint publicity activities.

The clear success of these two visits, at least on paper, gives hope that the strategy of “international meetings of the minds” could prove to be an effective way to start to rebuild trust and common bonds between Kyrgyzstan and Uzbekistan.

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Map of Central Asia (c) http://www.allcountries.org/maps/central_asia_maps.html

 

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Map of the Ferghana Valley (c) http://www.exploretheworldmaps.com/fergana.html. Created by Eric Olason

 

 

The ironic fate of Soviet nostalgia

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Poster for the Soviet classic, “The irony of fate”, where the big joke is that all cities share the same street names

If you’re feeling nostalgic for the Soviet Union, for the days of free education, jobs for life, and street names that were the same in every city, then it seems you’re not alone.

Sputnik News today reports the results of a poll of over 12,000 people across 11 countries of the former Soviet Union who were asked whether life was better in the USSR than after it collapsed in 1991. On average, over 50% of those aged 35-64 agree that life was better before. This compares to an average of just under 30% of those aged 18-24 who felt the same – though how they might know this without having been born during the Soviet Union escapes me.

The breakdown of the results by country is interesting, particularly looking at unlikely outliers Uzbekistan and Moldova. In Uzbekistan, apparently almost no one misses the good old days, in stark contrast to its extremely economically successful neighbour Kazakhstan. Kyrgyzstan purports to have similar levels of nostalgia as Kazakhstan, despite enjoying a reputation as “Central Asia’s most stable state”. I’m not saying that political and economic success/stability as an independent country necessarily affects results, but I do feel surprised by the lukewarm response from older Tajiks based on my own extensive research and contacts in the country.

Comments on the Sputnik News website express a similar range of confusion and scepticism. Indeed, Sputnik News – a Russian government spin-off – is regularly accused of spouting Russian-friendly propaganda. Certainly, the way the statement is worded is highly subjective: why not flip the question and ask whether life is better now than it was during the Soviet Union? And why are the voices of those who weren’t even born when the Soviet Union collapsed given equal weight to those who lived a good part of their life with a different passport – and where are the over 65s?

Revitalizing the idea that times were better in the old days is not new – just look at the ongoing “ostalgie” stories about East Germany. If you have the time to explore this further, I strongly recommend Alexei Yurchak’s absolutely beautifully named 2005 book, Everything Was Forever Until It Was No More. It focusses on the 1960s-1980s, the many paradoxes of Soviet life and telling the story of the last Soviet generation – the very same people who now seem to be so nostalgic…

Life in USSR poll.png
(c) Sputnik News, August 17 2016

 

“We are losing our future”: Corruption in Uzbek higher education

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I’m excited to share the results of new original research on corruption in Uzbek higher education, written by Albina Yun. Yun is a graduate of the OSCE Academy in Bishkek, Kyrgyzstan and the Uzbek State World Languages University. She is a higher education professional currently working at Westminster University in Tashkent, Uzbekistan.

Yun’s research, written up as a policy brief for the OSCE Academy, is a hard-hitting account of the crippling effect of corruption on the quality and accessibility of higher education in Uzbekistan. It is one of very few works in this area: not only in its focus on corruption in the Uzbek context, but also generated by a locally based researcher.

Whilst the Uzbek government took an important step forward by implementing its first anti-corruption action plan in 2015, Yun is quick to point out that corruption in higher education remains systemic, “a massive issue with prejudicial effects” (p. 15). The results of corruption lead to graduates entering the employment market with inadequate academic and professional skills, and hugely undermine the transformative role that higher education can play at individual and societal level. The normalization of corruption both by students and faculty members/administrative staff is a major concern.

Ultimately, as Yun observes, unless measures are taken from the top down to address corruption, the very future of Uzbekistan may be at risk.

Gender gaps in higher education across Central Asia

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After a recent blog post I published on Women in higher education in Central Asia, I was approached by University World News to write more about why it is that some women in Central Asia – particularly those in Kazakhstan and Kyrgyzstan – are doing so much better (better even than the world average) in getting to university than their counterparts in Tajikistan and Uzbekistan.

This led to some fascinating further research trying to understand more about this conundrum.

I am hugely grateful to Aksana Ismailbekova, Albina Yun and another researcher who chose to remain anonymous for their expert insights and support for this article, which I am delighted to say has now been published:

http://www.universityworldnews.com/article.php?story=20160707140807406

I would love to get your comments on this important issue, and ideas / practices from elsewhere in the world that might support greater gender equality in the parts of Central Asia where opportunities to enter higher education are not (yet) as accessible for women.

Kyrgyz students 2015 – who, what, where

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This is a wonderful infographic from Sputnik, a Russia media agency that set up shop in Kyrgyzstan last year. Produced recently for International Day of Students, the original article is here.

For me, the most interesting stories are:

  1. The mismatch between the funding that the state is making available to students, and the courses they want to study
  2. The continuing popularity of computing-related and social sciences subjects
  3. The huge growth in the number of international students from India and Kazakhstan, and the parallel crash in the Uzbek student body

For non-Russian readers, a translation is below.

Kyrgyz student infographic 2015 sputnik.kg.png

Emma’s English translation…

Title: Student-2015

Which courses did students choose this year, what do the brightest want to be come and which professions does the state need?

Image 1 (light background)

Left: courses for which the government provided the most scholarship places – physics/maths, philology (a combination of literary criticism, history and linguistics), medicine

Right: most popular courses (by enrolment statistics) – economics, law, medicine

38,275 students enrolled in 2015, compared to 38,259 in 2014.

Image 2 (dark blue background)

4,868 students received state funding in 2015; 3,415 students received state funding on the basis of their results in the nationwide admissions exams (ORT in Russian acronym) in 2015. The median score in the ORT was 150,8 to get a state scholarship.

33,407 students are self-funding in 2015. Their median ORT score was 133,2.

Which courses were most popular amongst those scoring highest on the ORT?

  Average score Highest score
State funded places
Software engineering 201,8 229
IT 190,3 214
Medicine and related 185 230
Self-funded places
Software and programming 202,4 234
International and comparative politics 170 197
International and business law 168,8 223

How many state funded places were offered in 2015?

5,441 divided between 24 universities. The highest number of places (615) went to the Kyrgyz State Technical University; the lowest (62) to the Kyrgyz Republic National Academy of Arts. The average tuition fee is 33,000 som (USD$430) compared to 30,000 last year.

Number of foreign students studying in Kyrgyzstan in 2014/15

The yellow to green indicator at the top is for countries of the Commonwealth of Independent States; the pink to red indicator at the bottom is for other countries. The graphs below show an increase from around 3,000 to 4,800 from Kazakhstan during the period 2009/10 to 2014/15 and a huge drop – from 6,000 to 600 from Uzbekistan. The biggest increase from outside the former Soviet region is from India, where student numbers have grown from around 500 to nearly 2,500.