In a series of moves that have been tentatively welcomed by Central Asia-watchers, Uzbekistan has been enjoying a resurgence of international support under the presidency of Shavkat Mirziyoyev.
Mirziyoyev’s highest profile international visit so far was a trip this week to the United States. Covered in good detail by English language outlets including the latest excellent Majlis podcast, an exclusive interview in The Diplomat with Uzbekistan’s Minister of Justice, and Radio Free Europe/Radio Liberty, his three day visit led to a wealth of pronouncements and new bilateral agreements being signed. Concluding the visit, there has been general agreement – as you might expect from any good diplomatic visit – that things are looking optimistic for the future of Uzbek-US relations (even if parts of the American press is still struggling to pronounce the Uzbek leader’s name).
Of interest for international academic relations are two agreements, both signed at state level. The first will launch an Uzbekistan-based programme to “support partnerships between U.S. universities and higher education institutions across Central Asia”; the second provides for financial support to expand English language teaching in Uzbekistan. The English programmes will be targeted at teachers and students at school and university level, journalists and professionals.
The Memorandum of Understanding on institutional partnerships provides several points for discussion and reflection. Partnerships in higher education are normally signed on an institution-to-institution basis either as a very general agreement to cooperate or with specific aims in mind (e.g. to run a joint degree programme). It is less common to see agreements signed at bi-national level; in this case, it looks like the two governments have a specific programme in mind that will facilitate the entry of American higher education institutions into Central Asia.
This links to another observation: that the partnership here extends beyond Uzbekistan, even though the visit of Mirziyoyev has otherwise had an exclusively bilateral nature. The press release on the two agreements does not go into further detail so we will have to wait and see how this programme pans out once we have more information.
With all the fanfare surrounding this overseas trip and the enthusiastic proclamation of the US government’s press release that these are “landmark” agreements, it would be easy to think that Uzbekistan’s education system has been isolated from the international academic community. To some extent, this is true, as was the case for other sectors of society under the rule of previous President Islam Karimov. For example, the European Union’s Bologna Process of degree harmonization and partnerships has had less impact in Uzbekistan than its Central Asian neighbours. Nevertheless, Uzbekistan’s higher education sector has actually been relatively international since the country became independent in 1991.
One of the region’s longest running international universities, the British Westminster International University in Tashkent, has been operating since 2002, offering teaching solely in the medium of English. A suprisingly wide range of other partnerships are also in operation, from Italy’s Turin Polytechnic University (opened in 2009) to recent (2014) South Korean entrant Inha University. Thus far, international academic relations such as these congregate in the Uzbek capital Tashkent. It is noteworthy that all of these were set up under inter-governmental agreements during the reign of Karimov.
I’d suggest two conclusions from all of this.
Firstly, this week’s visit by Mirziyoyev is a sure sign of the further reintegration of Uzbekistan into the global community, and it will be interesting to observe how these connections are (re)formed in similar and different ways to his predecessor Karimov. Such international relations are not new for Uzbekistan, but represent a new wave of outreach and partnerships.
Secondly, in terms of higher education, I think we are about to witness Uzbekistan building on its existing international ties and seeking greater convergence with the so-called “global academic community”, a phrase beloved of the Kazakhstans of this world. Thus, Kazakhstan now brings out its own university rankings and seeks to establish world-class universities in order to try and become more competitive with a model of higher education it observes globally.
Based on the country’s 2017-2021 Development Strategy [ru], it does indeed look like the current plan for Uzbekistan is towards this type of convergence. On higher education, the strategy callls for:
повышение качества и эффективности деятельности высших образовательных учреждений на основе внедрения международных стандартов обучения и оценки качества преподавания, поэтапное увеличение квоты приема в высшие образовательные учреждения
enhancement of the quality and effectiveness of higher education institutions based on international education standards and assessment of teaching quality, gradual increase in the admission quotas to higher education institutions
This raises much deeper questions about the nature of higher education worldwide. Is there such a thing as a globalized idea of the university? If there is, what are the implications for Uzbekistan, Kazakhstan, and the many other countries seeking to emulate it? And for international academic relations, what is the future of partnerships such as those signed this week between the US and Uzbekistan if countries can produce their own globalized university?
Call for papers – “Global Bolognaization”: Central Asian Encounters with the European Higher Education Area
Are you a Central Asia based academic or practitioner with direct experience of the Bologna Process/European Higher Education Area? If so, we want to hear from you!
I am co-Chair of a proposal for a roundtable at the European Consortium of Political Researchers (ECPR) General Conference, which will be held in August 2018 in Hamburg, Germany.
The roundtable is called:
Central Asian Encounters with the European Higher Education Area
The call for papers is below and attached: CfP Global Bolognaization – ECPR 2018_forcirculation. Please share widely with your networks.
Paper proposals are due by January 10, 2018.
Call for proposals
Within the ECPR Section Politics of Higher Education, Research and Innovation, we invite proposals for a roundtable on:
Central Asian Encounters with the European Higher Education Area
The Bologna Process has now spread far beyond the borders of the European Union, a process we call Global Bolognaization. This makes it critical to understand how European higher education ideas and reforms are being transferred to other settings and what impact this is having in these expanded spaces.
This roundtable focuses on the ways in which the Bologna Process is impacting the region of Central Asia and its constituent countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. All five states have been engaging with the Bologna Process for some time: Kazakhstan has been a full member of the the European Higher Education Area (EHEA) since 2010; European-inspired reforms in the other Central Asian states are either ongoing or currently in the process of being implemented. Yet Central Asia is currently on the periphery of the EHEA, not just geographically but in terms of academic/practitioner research.
As such, the purpose of this roundtable is to bring the Central Asian experience of Global Bolognaization to the fore. As far as possible, presentations at this roundtable will be by academics and practitioners with first-hand experience of the EHEA as it is being encountered in Central Asia. We welcome research based case studies of how the Bologna Process has impacted individual or groups of higher education institutions, faculty members, students, and the public; comparative studies between and beyond institutions and/or Central Asian states; and reflective studies on the prospects of the Bologna Process in Central Asia.
All proposals for this roundtable must have an analytical component, even if they are empirical studies. Where appropriate, participants should draw on a theoretical or conceptual framework that is a suitable match for the Special Interest Group’s theme of the Politics of Higher Education, Research and Innovation.
We will select up to five papers for inclusion in this roundtable.
At the conference, each presenter will give a brief presentation (5-7 minutes) and must submit a short paper before the conference (2,000-3,000 words, in English). After the presentations, there will be a moderated discussion between the presenters and the audience lasting around one hour.
The roundtable will be conducted in English.
How to apply
Title of your paper:
Abstract (300-500 words):
Keywords (3-8) indicating the subject, theme and scope of the paper:
Presenter’s email address:
If you have a co-author(s), please also include their name(s), email address(es) and institution(s).
Late or incomplete applications will not be accepted.
Dr Aliya Akatayeva, Head, Social Studies Department, Satbayev Research University, Kazakhstan; firstname.lastname@example.org.
Section abstract for the Special Interest Group Politics of Higher Education, Research and Innovation
Knowledge policies are at the forefront of contemporary global politics and are seen as the foundation on which societies coalesce and economies thrive. This Section builds on the previous six Sections on the Europe of Knowledge and invites contributions to consider the various dimensions of knowledge policy development.
Specifically, we are interested in theoretical, empirical, and comparative contributions that investigate the role of politics and policy in the global, multi-level, multi-issue, and multi-actor governance of knowledge. By role, we refer to effects that ideas, actors (both individual and organisational), policy instruments/mixes, and institutions have had on the governance of knowledge, and vice-versa. We focus on roles to enable a multidisciplinary discussion on whether these factors share defining characteristics across different knowledge policy domains (i.e. research, higher education, and innovation), and between distinct governance levels and geographical regions.
This Section continues to welcome scholars, globally, from all theoretical and methodological approaches to critically discuss the reconfiguration of knowledge systems around the world.
Earlier this week, Central Asia had a rare but inglorious moment in the news headlines after an Uzbek born man was found to be behind an attempt at a “terror” attack in New York City.
For those unfamiliar with the region or with the complexities of global religious extremism, this event was quickly reduced to a narrative along the lines of “Central Asia is a hotbed for terrorism”.
This is far from what life really looks like on the ground in Central Asia, as anyone who lives there can tell you.
In light of this week’s tragedy in the US, some excellent articles and news stories from journalists and researchers of the region have also attempted to combat this myth. Links to my must-read/watch reports in English can be found below.
We must also remember that what happened this week arose from the choices made by this one man who, as far as we know, acted alone and was drawn to extreme religion only after moving to the US. This could not possibly be representative of the 70 million people who live in Uzbekistan and the other countries of Central Asia.
The “terrorism” and “religious extremism” discourses are not confined to US domestic politics.
Back in Central Asia, the Tajik government issued a ruling on November 3 that will ban imams who studied religion overseas from preaching in Tajikistan’s mosques [ru].
Ostensibly, this is because some of these imams not only studied at “illegal” foreign universities and institutions, but they did so in order to “use the platform of the mosque to commit crime”.
Over the past two years, a number of foreign educated imams have already been identified and prosecuted for following the ideas of the Egypt-born Islamic group the Muslim Brotherhood [en], which is seen by some states as a “terrorist organization”.
According to the Tajik government, over 3,500 of its citizens have studied or are currently abroad studying for an illegal religious education (how it knows this and how it decides what makes the education “illegal” is not clear). The government claims that the majority have already been returned to Tajikistan, presumably to face either the same fate as those imams already behind bars or to be prevented from further dabbling in unaccepted forms of Islam.
This is far from the first time that Tajikistan has cracked down on religion.
In 2010, the government recalled all students who were studying in Egypt in a “bid to prevent radicalisation” [en].
Five years later, a new state-sanctioned Islamic university was established [en] in the capital Dushanbe – giving the state a sanctioned route to manage who receives religious education, what they learn, and so on.
Perhaps the state’s most well-known intervention in religious matters was the farcical (and ongoing) clampdown on men wearing beards, which even became the subject of a sadly ill-informed BBC “documentary” on Tajikistan earlier in 2017.
Whilst it is unlikely that a direct connection can be drawn between this week’s two news stories, the actions of one former Central Asian national in the US and the Tajik state’s decision to ban foreign educated mullahs, one thing is clear.
Terrorism and religious extremism – and here we are talking exclusively about Islamic religious extremism – have become firmly established in state discourses amongst the 21st century’s biggest threats to global peace.
The way that different states deal with and talk about terrorism and religious extremism of course varies, but the message is always the same: These people have somehow become radicalized, this is a Very Bad Thing, and we must put an end to terrorism before it overwhelms our society.
In the US this week, the government’s response to events in New York has been to seek to restrict the Green Card lottery and impose “extreme vetting” of immigrants to make it harder for some foreign nationals to get in to the US.
In Tajikistan, meanwhile, the state’s November 3 declaration aims to make it harder for people to get out of the country and be exposed to what are seen as illegitimate and extreme forms of religion elsewhere.
The perceived solution to the twin threats of terrorism and religious extremism is thus to control borders – but how can this work in a world where ideas, if not people, can be communicated in ways and at speeds that defy any physical border controls?
Until states start to address both the domestic conditions that lead to terrorism and radicalization and begin to work collectively to address the global conditions of today’s world, no amount of border controls or fiery proclamations about terrorism are going to make any difference at all.
My top four reports on Uzbekistan, migration and radicalization, New York and its aftermath:
- Abdujalil Abdurasulov, a BBC reporter originally from Central Asia, on why Uzbek migrants are being radicalized: http://www.bbc.com/news/world-asia-41834729
- Marlene Laruelle of George Washington University for Foreign Affairs making it quite clear that Uzbekistan does not export terrorists: https://www.foreignaffairs.com/articles/uzbekistan/2017-11-01/paradox-uzbek-terror [registration required]
- Steve Swerdlow of Human Rights Watch and Edward Lemon of Columbia University talking with online independent news show Democracy Now: https://www.democracynow.org/2017/11/2/experts_uzbekistan_hosted_cia_black_sites
- Bruce Pannier, an extremely knowledgeable and experienced journalist, on thirty years of putting his fate in the hands of Central Asians and becoming a better person because of it: https://www.rferl.org/a/qishloq-ovozi-burhan-beg-of-central-asia/28831820.html
These days, there’s a lot of literature out there – both in the academic and the policy worlds – on studying abroad. You can read about why students choose to go abroad for higher education, how studying abroad changes students, how states compete to recruit the best students from around the world, what this all means for the global inequality between nations … and much, much more.
Studies of students studying abroad from or in the former Soviet Union, my particular region of interest, are few and far between. Russia’s National Research University Higher School of Economics English-language publication Higher Education in Russia and Beyond collected a good array of new work on this growing area of interest earlier in 2017 (including my article on Tajikistan’s international students) and there’s a special edition of an academic journal on study abroad from Central Asia planned for later this year/early next year (watch this space).
Amongst a handful of researchers focussing on Central Asia, Nazgul Mingisheva of Kazakhstan’s Karaganda Medical State University presented really interesting empirical work on international students from South Asia who study at her university at the 2017 ESCAS-CESS Regional Conference. There are also a growing number of publications on the impact of the Kazakhstan government’s massive Bolashak scholarship scheme, which to date has funded over 10,000 students to complete Bachelor’s, Master’s, PhDs and vocational/short-term study abroad.
So that’s the state of the field: a vast amount available on study abroad in general, and really not very much (in English at least) on student mobility from the perspective of the former Soviet countries.
As such, the findings from a new study by Maia Chankseliani of the University of Oxford have been greeted with a great detail of interest. Firstly, her research on student mobility from the former Soviet states fills in broad gaps in our empirical understanding of trends and changes in study abroad from this large region.
More important, however, is her stunningly stark finding that there seems to be a link between where students from the former Soviet countries study and levels of democratic development in their home country. The basic hypothesis is that the more students who study in European Union countries as opposed to Russia, the greater the likelihood that their home country is more democratic. Just take a look at this:
Here you see that countries towards the top-right (Estonia, Latvia, Lithuania) have both much higher proportions of mobile students heading to European Union states AND higher rankings in the Economist’s democracy index.
Conversely, those countries that send fewer of their mobile students to the EU (bottom-left of the graph – mainly Central Asian states) also experience lower levels of democratic development.
Now, contrast those findings to the next graph, which plots the number of study abroad students going to Russia against levels of democratic development. The results are almost completely reversed:
Here you see the three Baltic states of Estonia, Latvia and Lithuania sending the fewest mobile students to Russia, placing them at the top-left of the graph. Although the Central Asian states are less grouped here, there is clearly a connection with the proportion of students going from Tajikistan and Kazakhstan to Russia vs the EU and their levels of democratic development.
Whilst abroad, students are exposed to the norms and rules of a democratic country and potentially undergo personal changes in their own views about politics, society and economics. On returning home, they may become facilitators for greater democratic development.
This thesis appears to be compellingly supported by her data (although Kyrgyzstan seems to be an unaccounted-for anomaly). If true, states wishing to transmit their own democratic norms and values have a clear rationale to start channeling their soft power resources into recruiting students from less democratic nations.
However, I think the data only tells us part of the story.
The graphs, clear and compelling as they are, do not explain how students who have studied abroad go back and make a difference in their home nation. Can you really induce a change in political system simply by having temporarily lived in a democracy? Or is it that the changes Chankseliani is indicating are on a much smaller scale – tiny individual actions that collectively may lead to a cultural shift at home?
Further, the actual number of mobile students from the former Soviet states is tiny compared to the overall number of people in those countries who go through higher education, and even less compared to the population as a whole. Put otherwise, there simply aren’t enough people studying abroad to come back and make such significant changes at home that democratize the country.
Finally (for now), the biggest issue I have with the data is that they disregard the history and context of the home setting. Take the three Baltic states of Estonia, Latvia and Lithuania as an example.
Each of these countries has centuries-long histories of statehood, and each shares the same geographic neighbourhood as Europe. Indeed, the boundaries of contemporary Lithuania have changed so much over the last few hundred years between what is now Germany, Poland, Belarus and Lithuania that in some respects it’s a very artificial distinction to separate out the Baltics from Europe in the first place. As soon as these three states regained independence after the Soviet period, they threw themselves back towards Europe, gaining EU membership in 2004. It could be argued, then, that it is the structural conditions of these states – their history, geography, culture, and pre-Soviet political systems – that leads to students going to study more in the EU than in Russia and to their current democratic political systems than to the notion that it is the returning mobile students who lead to democratic change.
Chankseliani acknowledges this in her longer presentation on the subject, available on ResearchGate. This opens the way to some fantastically interesting future studies on what she terms the actor vs structure debate.
What do you think?
Are students who’ve studied abroad drivers of political change? Is this even possible in authoritarian states?
Or is the systems and structures that surround us that are responsible for political developments?
Did you know that Kazakhstan’s first university was opened in Tashkent – in today’s Uzbekistan?
Or that the its first Rector (Vice-Chancellor) was a final year student?
Or that throughout the Soviet period, there was only ever one university in Kazakhstan’s capital?
All these fun (yes, they are fun!) facts and more can be found in a lighthearted new article by Andrei Mikhailov writing for Kazakhstan’s InformBureau [ru].
The article, which I’ve translated from Russian below, nicely captures the energy and novelty of formal higher education in the early Soviet period.
Lenin’s government couldn’t build institutions fast enough, so Kazakh students (that is, students living on the territory that has since become Kazakhstan) were sent to other parts of the Union, often to the fabulously named Communist Universities.
As an aside, I read an informative article about the Communist Universities earlier this week by Panin and Harlamova КОММУНИСТИЧЕСКИЕ УНИВЕРСИТЕТЫ ДЛЯ НАЦИОНАЛЬНЫХ МЕНЬШИНСТВ Панин Харламова 2012 [ru]. They were set up for “national minorities” and had two purposes: to train political workers for Soviet government work, and to train revolutionaries for other states. Teaching took place in a wide range of languages, from Finnish to Korean. These universities were a short-lived phenomenon, shut down in the second half of the 1930s after Stalin decided that the national question had been solved.
Back to Kazakhstan. Mikhailov suggests that back in the Soviet period, the lack of higher education made it a more valuable commodity than in today’s world of practically universal access to tertiary education. He notes with warm approval that the student to faculty ratio at Kazakh State University was an incredible 2:1 in its initial years, with over half of the faculty bearing Professor or Associate Professor designation. You wouldn’t get that nowadays, Mikhailov wants us to know.
Read on and learn more, and if that’s whetted your appetite for more Central Asian university history, take a look at my previous posts on this topic.
The first Kazakhstani university was opened in Tashket. And its first Rector was a student.
(c) Andrei Mikhailov and Kazakhstan InformBureau; English translation by Emma Sabzalieva
Today, when higher education in Kazakhstan has become widely available (and, it seems, has lost all meaning), it’s a good time to remember how it all began.
Until October 1917 on the territory of modern Kazakhstan, there were only a few gymnasiums [higher schools] (including two in Verny). But there was not a single higher education institution. So until 1928, the highly educated class of Kazakhstanis were trained outside of Kazakhstan.
Our educated intelligentsia were mainly trained in three universities – Turkestan State University, Central Asian Communist University in Tashkent and the Communist Workers University of the East (KUTV) in Moscow. In 1924-25, 927 Kazakhs were trained at Turkestan University, and 100 Kazakh students in Moscow universities.
And our first higher education institute [HEI] – the Kazakh Institute of Education (Kazpedvuz) – was opened in 1926 … in Tashkent. To be fair, it was “especially for Kazakhstan.” It was transferred to Alma-Ata [now Almaty] in 1928 and became the first of our domestic universities – the Kazakh Pedagogical Institute.
Three more HEI followed specializing in veterinary and zootechnical sciences, agricultural sciences and medicine. So, when in 1932 another teacher training institute was established in Uralsk (based on the one transferred from Orenburg), the number of HEIS had grown by five times since 1916!
However, no one at that time could foresee the heyday of higher education that we are witnessing today. Now almost all school leavers are almost automatically enrolling in higher education. Nowadays, wherever you look, you will surely see an academic or someone who can offer some kind of scientific advice. For world science, such an abundance of high-level scientific minds in Kazakhstan is of little importance, but… nevertheless, it’s nice when two seemingly unremarkable Kazakhs meet by chance, and both turn out to be well-known scientists, Doctors of Science [Soviet qualification higher than a PhD], professors, “who made a huge contribution”, etc. etc.
When the first Kazakh Pedagogical Institute was organized in Tashkent, experienced teachers were especially invited from Moscow. (Surprisingly, none refused the invitation!) Among them was, for example, the famous explorer of Central Asia – Professor of Turkology S.E. Malov.
But the most curious thing is that the first rector of Kazpedvuz was… a student, Temirbek Zhurgenov. Zhurgenov studied at SAGU (Central Asian State University), the first HEI in the “Red East”, created five years earlier by the decree of Lenin.
Unlike today’s muddled nomenklatura of “doctors” and self-proclaimed academics, Zhurgenov – even as a student – was very well-known. Even before becoming the rector of Kazpedvuz in his final year of study, he became the plenipotentiary of the Kazakh ASSR in the Republic of Turkestan in his second year. And unlike the rapid career rise of today’s leaders, Zhurgenov’s career development came off the back of a series of good posts – and family money. (It is interesting that Zhurgenov was later also able to find time to Chair the People’s Commissar of Education in Uzbekistan).
The first university in Kazakhstan appeared only in 1934. It was the famous Kazakh State University (KazGU) named after Kirov in the city of Alma-Ata. In the first year, there were only 54 students in its two faculties (physics and biophysics). And for every two students in those years, there was one teacher! And what teachers there were! Amongst the 25 teachers, there were 5 professors and 10 associate professors including those from Moscow State and Kazan State [very prestigious] Universities!
It is interesting that the KazGU was located in the building of the former Verny gymnasium (where Frunze studied). And more interestingly, it was the only university in the capital of the republic all the time that Kazakhstan was part of the USSR. So when students were asked, “Where do you study?”, there was no need to clarify their answer: “At the University!”
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.
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.
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.
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.