scholarly journals A Study of the Adoption of Educational Policies and Programs of the European Union by Central Asian Countries during Transitional Period: European Education Initiative and the Bologna Process

2017 ◽  
Vol null (39) ◽  
pp. 513-532
Author(s):  
김선
Keyword(s):  
Bologna Process ◽  
Transitional Period ◽  
The European Union ◽  
Asian Countries ◽  
Central Asian ◽  
Central Asian Countries ◽  
European Education ◽  
Policies And Programs ◽  
The Bologna Process ◽  
Education Initiative

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.

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.

scholarly journals Possibilities and limits of the Implementation of the Policy of EU in Central Asia

2016 ◽  
pp. 27-36 ◽  
Author(s):  
L. Gusev
Keyword(s):  
European Union ◽  
Central Asia ◽  
The European Union ◽  
Asian Countries ◽  
Economic Interests ◽  
Eu Policy ◽  
Bilateral Relations ◽  
Central Asian ◽  
Central Asian Countries ◽  
The Eu

In this paper the author considers policy of the European Union in the Central Asia. The author analyzes an updated EU strategy for the Central Asia and emphasizes its pragmatism, based on individual economic interests of the Central Asian countries in promoting bilateral relations. In the offered paper is also considered the evolution of the EU policy in the Central Asia.

scholarly journals Competition of world powers in Central Asia

2021 ◽  
pp. 40-54
Author(s):  
Anna Sergeevna Iuniushkina ◽  
Tat'yana Ivanovna Pon'ka ◽  
Kristina Alekseevna Shapovalova
Keyword(s):  
Soviet Union ◽  
Central Asia ◽  
The United States ◽  
The European Union ◽  
Asian Countries ◽  
Security Issues ◽  
Emergency Situations ◽  
Central Asian ◽  
Central Asian Countries

This article explores the role of Central Asia in modern conditions, which significantly increases in geopolitical and geoeconomic aspect. Attention is given to the general security challenges of Central Asian countries, as this region requires the coordination of efforts of the leading global actors, as well as Central Asian countries themselves. Security issues associated with vulnerability of Central Asian countries to natural disasters and emergency situations that may occur as a result of territorial disputes, ethnic violence, drug trafficking, and terrorism prevention, fight against extremism underline the need for multilateral cooperation aimed at solution of general problems. The novelty of this research lies in the fact that after the dissolution of the Soviet Union, which changed the world political map, the newly formed Central Asian countries gave acquired statehood on the international arena. Namely during this difficult period, the Central Asian countries were forced to choose their own development path. Russia and China, to certain extent, have confirmed their presence in the region by creating the economic and military integration institutions with participation of Central Asian countries. Therefore, the emphasis is placed on the analysis of interaction between China and Russia in the post-Soviet Central Asia, their role in ensuring regional stability and economic growth. The article also examines the importance of studying the role of the United States and the European Union in Central Asia.

scholarly journals Contextualizing the Development of Ukrainian Higher Education: Between Soviet Legacies and European Regionalization

2020 ◽  
Vol 7 (2) ◽  
pp. 173-199
Author(s):  
Nataliia Zakharchuk
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Legal Framework ◽  
Education Reforms ◽  
Political Situation ◽  
Higher Education Reforms ◽  
Educational Challenges ◽  
European Education ◽  
The Bologna Process ◽  
Education Initiative

This paper contextualizes the development of Ukrainian higher education in broad historical, geopolitical, and socio-economic realities. The author argues that these realities determine the current Ukrainian education trajectory. Higher education reforms in Ukraine are analyzed in the context of two major influences: European regionalization and inherited Soviet structures in education. Particular focus is placed on the Bologna Process, the European education initiative to standardize higher education in Europe. Soviet organizational and administrative principles are outlined and analyzed as the second influence that determines Ukraine’s unique educational developments. A brief overview of higher education reforms in Ukraine notes the distinctive changes in the legal framework between 1996 and 2014. Ukrainian education reforms within this period are viewed from the perspective of the Bologna Process, a series of voluntarily agreements between European countries to establish a common European Higher Education Area to retain the regions’ influence and competitiveness. Contesting voices regarding the European-associated education reforms range from unquestionable support (Europhiliac) to absolute rejection (Europhobic). Such contesting voices reflect the Ukrainian society’s broader understanding of its complex educational challenges. The author argues that public concerns about reforms in Ukraine initiated with the Bologna Process, originate in the nature of the reforms, the Ukrainian educational system and its foundational principles, public stereotyping of the reforms, and the unstable political situation in the country.

scholarly journals European Union and Central Asia: new trends of cooperation in current circumstances

2020 ◽  
pp. 80-88
Author(s):  
Assima AUBAKIR ◽  
Tuleutay SULEIMENOV
Keyword(s):  
European Union ◽  
Central Asia ◽  
Point Of View ◽  
The European Union ◽  
Asian Countries ◽  
Central Asian ◽  
New Strategy ◽  
Long Time ◽  
Central Asian Countries

Determination of clear contours of European policy for Central Asia, which could satisfy the interests of both the European Union and the countries of the region, took quite a long time, and is still at the stage of forming common approaches to the implementation of mutually beneficial cooperation. The first program documents of the European Union in relation to Central Asia, called strategies, were to a greater extent only action plans aimed at maintaining its political and economic presence in the region. Meanwhile, the Central Asian countries are always interested in pragmatic interaction with the European Union on equal basis. In 2019, the European Union adopted a new Strategy for Central Asia, which replaced the previous 2007 document. According to European politicians, it marks a new stage in relations between the two regions with improved approaches to building interaction between them. The purpose of the article is to analyze new trends in relations between Central Asia and the European Union from the point of view of both participants of this process and the evolution of the relevant EU policy documents.

scholarly journals Estimating the ‘PrEP Gap’: how implementation and access to PrEP differ between countries in Europe and Central Asia in 2019

2019 ◽  
Vol 24 (41) ◽  
Author(s):  
Rosalie Hayes ◽  
Axel J Schmidt ◽  
Anastasia Pharris ◽  
Yusef Azad ◽  
Alison E Brown ◽  
...  
Keyword(s):  
Healthcare Systems ◽  
The European Union ◽  
Asian Countries ◽  
National Healthcare ◽  
Central Asian ◽  
Central Asian Countries ◽  
The Difference ◽  
Sex With Men ◽  
Exposure Prophylaxis ◽  
The Eu

In 2019, only 14 European and Central Asian countries provided reimbursed HIV pre-exposure prophylaxis (PrEP). Using EMIS-2017 data, we present the difference between self-reported use and expressed need for PrEP in individual countries and the European Union (EU). We estimate that 500,000 men who have sex with men in the EU cannot access PrEP, although they would be very likely to use it. PrEP’s potential to eliminate HIV is currently unrealised by national healthcare systems.

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

Sign in / Sign up

Export Citation Format

Share Document