scholarly journals MODERNIZATION OF HIGHER EDUCATION IN CENTRAL ASIAN COUNTRIES: TRENDS, PROBLEMS AND SOLUTIONS

2020 ◽  
Vol 1 ◽  
pp. 1-12 ◽  
Author(s):  
Kseniya Kovalenko
Keyword(s):  
Higher Education ◽  
Asian Countries ◽  
Central Asian ◽  
Problems And Solutions ◽  
Central Asian Countries

scholarly journals Federal University’s Role in the Implementation of the Russian Federation “Soft Power” Conception in Central Asia (The Case of Northern (Arctic) Federal University Named After M.V. Lomonosov)

2020 ◽  
pp. 223-232
Author(s):  
Slavyana Boldyreva ◽  
Roman Boldyrev ◽  
Nataliya Beloshitskaya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Central Asia ◽  
Russian Federation ◽  
Soft Power ◽  
Asian Countries ◽  
Central Asian ◽  
Educational Programmes ◽  
Central Asian Countries ◽  
The Russian Federation

Introduction. Currently the notion of the “soft power” is perceived as an effective way of nation’s non-forcible influence on other countries with a view to implement one’s own objectives. Suchlike implementation is confined to particular spheres to form a positive image of the nation. Higher education today is one of the most efficient instruments of the “soft power” implementation in the countries of Central Asia, for it allows securing friendly political and economic elite as well as enhancing the quality of labour migrants to the Russian Federation. The aim of the research is to analyze particular features of the “soft power” implementation in the domain of higher education in case with the region of Central Asia on the example of Northern (Arctic) Federal University named after M.V. Lomonosov (the city of Arkhangelsk, Russia, henceforth NArFU). Methods and materials. The study is based on systematic and comparative approaches to the analysis of the Russian “soft power” strategy in the domain of higher education. The study in hand also draws on general approaches to the “soft power” implementation in the region of Central Asia. The main sources for the analysis are annual reports on implementing the NArFU programme of development. These reports pay a great deal of attention to academic recruiting and academic mobility. Analysis. The Central Asia region is crucial from the view point of Russia’s interests. The region is rich in hydrocarbon deposits, it boasts a great transit potential in international trade, and this is the region where the biggest number of migrants come from to Russia. For these reasons Russia is strengthening its “soft power” influence on Central Asian countries in general and in the sphere of higher education in particular. From the very day of the NArFU foundation in 2010, the region of Central Asia has been considered as a high-priority region. The example of NArFU demonstrates that the number of international students in the total number of full-cycle students has risen by 8.4 times, wherein the growth is secured mainly by students from Central Asian countries. Central Asian students’ percentage of the total number of international students is 82–89.3%. The percentage of students from the region in question, doing short-term educational programmes is also high – 49.5–61.4%. Diverse mechanisms are exploited to attract would-be students to NArFU: agreements with educational establishments of the region; visits of NArFU’s representatives (both lecturers and students) to the region; NArFU’s participation in international exhibitions on education; presenting NArFU’s educational programmes on the basis of “Rossotrudnichestvo” regional offices; inviting school graduates to study within the quota for fellow-countrymen residing abroad; arranging off-site university testing and multi-disciplinary intellectual contests; higher educational allowances and medical insurance compensation; active promotion with the help of social media. The international Friendship Club and the team of tutors were set up to ensure better social and cultural adaptation, regular events and excursions take place on the same purpose. Results. Despite the fact that there is no general state-level integral concept on attracting school graduates from the countries of Central Asia to the universities of Russia, NArFU managed to occupy the niche on the educational market of the region. University’s administration has been pursuing a clear course towards attracting would-be students from Central Asia, exploiting a wide range of mechanisms to enhance academic recruiting, relying upon the advantages of Arkhangelsk region in the sphere of migrants’ adaptation. Over the recent ten years the factors mentioned above have brought about more than eight times growth of students from the region of Central Asia in NArFU.

Multilingual education in Central Asian institutions of higher education

2020 ◽  
pp. 102-117
Author(s):  
Zeng Ting
Keyword(s):  
Higher Education ◽  
International Development ◽  
Development Strategy ◽  
Language Education ◽  
National Language ◽  
Asian Countries ◽  
Multilingual Education ◽  
Central Asian ◽  
Central Asian Countries ◽  
Language And Education

Central Asian countries include Kazakhstan, Uzbekistan, Kyrgyzstan, Tajikistan and Turkmenistan, all of which are multi-ethnic and multi-lingual countries with unique multicultural spaces. After independence, the Central Asian countries along the «Belt and Road» are fully aware of the importance of education in the development of the national economy. Therefore, the internationalization of higher education is always given priority in the education development. In the context of internationalization, the choice of language education and educational language has become an important factor affecting the quality of higher education. At present, apart from Turkmenistan, the governments of Central Asian countries have proposed a multilingual development strategy for their national conditions, trying to break the deadlock of economic and social development through multilingual policies so that they can integrate with the world, and step into the international development path. The key to implementing multilingual policies and carrying on the related language and culture projects is in the correct and effective multilingual education. The development of multilingual education in Central Asian universities has constituted a unique landscape for higher education in Central Asia. It is characterized by the integration of multilingual education policy into national language and education strategies, the intervention from Europe, US and Russia, the phased planning, the equal attention to both native and foreign languages and language as the educational medium. Meanwhile, there exist some problems, including strong politicization, insufficient teachers, teaching materials and educational fund, as well as the difficulties in the development of native languages.

scholarly journals The State of Higher Education in Occupational Health and Safety in Central Asian Countries

2018 ◽  
Vol 84 (3) ◽  
pp. 397-407
Author(s):  
Kenesh O. Dzhusupov ◽  
Cholpon T. Sulaimanova ◽  
Karlygash K. Toguzbayeva ◽  
Ramin Tabibi ◽  
Bakhtiyar Serik ◽  
...  
Keyword(s):  
Higher Education ◽  
Occupational Health ◽  
Health And Safety ◽  
Occupational Health And Safety ◽  
The State ◽  
Asian Countries ◽  
Central Asian ◽  
Central Asian Countries

scholarly journals Problems of Introducing a Competence Based Learning within the Context of Bologna Process

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 187-189 ◽  
Author(s):  
Rimantas Želvys ◽  
Aliya Akzholova
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Essential Difference ◽  
Asian Countries ◽  
Educational Management ◽  
Central Asian ◽  
Central Asian Countries ◽  
Project Participants ◽  
The Bologna Process

The article analyzes the problems of applying a competence-based learning in higher education. The Bologna process and development of common European higher education area (EHEA) is perhaps the most ambitious project initiated in higher education during the last several decades in Europe. However, not only European nations are involved in the Bologna process. In 2009 the Republic of Kazakhstan also became a member of the Bologna movement. The other Central Asian countries – Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan – do not formally participate in the Bologna process, but are inevitably affected by changes initiated by the Bologna declaration in the area of higher education. In order to support the development of educational studies along the Bologna lines, the European Commission funded the TEMPUS project „Modernization and Development of Curricula on Pedagogy and Educational Management in the Central Asian countries (EDUCA)“. Analysis of study programs developed in the course of implementation the TEMPUS project “Modernization and Development of Curricula on Pedagogy and Educational Management in the Central Asian countries (EDUCA)” showed that project participants encountered threefold problems of introducing a competence-based approach. The goal and objectives of the current study were to discuss these three strands of problems. The problems of defining competences are reflected in certain difficulties of including the component of ethical values. The problems of classifying competences are determined by attempts of the project participants to specify the broad classification offered by the Tuning methodology. The problems of differentiating between the competences and the learning outcomes arise due to the vague understanding of the participants what is the difference between the two concepts. They tend to treat them as synonimous, though in reality there is an essential difference. Competences are the qualities developed by the learner while learning outcomes are determined by the academic staff. Further clarification of the concept of competences will be needed in order to place the programs completely within the context of Bologna process.

scholarly journals EXPERIENCE OF COOPERATION BETWEEN THE EUROPEAN UNION AND CENTRAL ASIAN COUNTRIES IN THE FIELD OF EDUCATION

2021 ◽  
Vol 02 (06) ◽  
pp. 139-149
Author(s):  
Ye.V. Shukusheva ◽  
Keyword(s):  
Higher Education ◽  
European Union ◽  
Soviet Union ◽  
Educational Programs ◽  
Dominant Factor ◽  
Educational Systems ◽  
The European Union ◽  
Asian Countries ◽  
Central Asian ◽  
Central Asian Countries

With the collapse of the Soviet Union, the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan) faced certain difficulties caused by the so-called "shortage" of qualified personnel and the need to modernize the educational system in these countries, inherited from the USSR. Since education was the dominant factor in the development of the economy for the newly independent new republics. And one of the main conditions for the integration of the educational systems of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan into the international higher education zone was international cooperation with the European Union. The article presents the experience of cooperation between the European Union and the Central Asian countries in the field of education, on the example of the participation of the Central Asian region in the educational programs of the European Union (Tempus, Erasmus Mundus, Erasmus+, Jean Monnet). The relevance of the research topic is determined by the role of higher education in bilateral cooperation between the European Union and the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan). The purpose of the study is to reveal the peculiarities of the development of educational cooperation between the European Union and Central Asia, in the context of the implementation of EU educational programs in the region. The main conclusions of the study were the presented indicators of participation of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan in the EU educational programs, which had a significant impact on the reform of educational systems in the countries of the region and contributed to the further development of partnerships between EU universities and Central Asian countries.

Tajik Migrant Religious Poetry

2019 ◽  
Vol 48 (4) ◽  
pp. 169-177
Author(s):  
Tokhir S. Kalandarov
Keyword(s):  
Labor Migration ◽  
Personal Communication ◽  
Russian Society ◽  
Asian Countries ◽  
Religious Poetry ◽  
Labor Migrants ◽  
Central Asian ◽  
Semantic Translation ◽  
Central Asian Countries ◽  
Political Songs

Today there are hundreds of papers published on the problem of labor migration from Central Asian countries, its political, social and economic aspects, as well as on the problem of integration and adaptation of migrants in the Russian society. However, the topic of migrant poetry is still poorly studied in Russia. At least there is no such research on Tajik labor migrants. The genres of Tajik migrant poetry vary significantly and include such forms as love poems, political songs, songs about migration hardships, religious poems. This paper is based on the results of monitoring social networks «Odnoklassniki», «Facebook», as well as on the results of personal communication and interviews with poets. In the paper we use the poems of three authors written in Tajik, Russian and Shugnani languages. The semantic translation from Tajik and Shugnani was done by the author of this paper

New European Union strategy for Central Asia

2020 ◽  
pp. 72-79
Author(s):  
S. Gavrilova
Keyword(s):  
European Union ◽  
Central Asia ◽  
Economic Cooperation ◽  
The European Union ◽  
Asian Countries ◽  
Energy Potential ◽  
High Importance ◽  
Central Asian ◽  
New Strategy ◽  
Central Asian Countries

For several decades, the European Union has been steadily increasing its presence in Central Asian countries. The EU's interests in the region are due to a number of reasons, including the desire to expand its influence in the Central Asian countries, the high importance of the region as a transit corridor between Europe and China, the prospects for economic cooperation, and the importance of the region's energy potential. In May 2019 The European Union has presented a new Strategy for Central Asia, designed to intensify cooperation in a number of areas of interaction. The new strategy is aimed at both implementing these interests and expanding cooperation in a number of other areas.

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