Central Asian countries have made remarkable progress in providing universal access to education, showcasing their commitment to developing their human capital. According to recent data, the region boasts impressive enrolment rates, with students averaging 12.6 years of primary and secondary education — nearing the maximum limit of 14 years. Even more striking is that approximately 40% of young adults successfully graduate from universities, exceeding the global average of 31%, and private education in the region is also growing competitively, with the number of higher education institutions in particular doubling in the last two to five years, reflecting the region’s commitment to higher education.

Despite the significant strides made in access to education and levels of academic achievement, a disconcerting trend is emerging: students’ academic performance is declining. This troubling shift becomes apparent through the diminishing scores recorded on standardized assessments, most notably the Program for International Student Assessment (PISA), which gauges the competencies of 15-year-olds globally. Over the last decade, the decline in math scores among Central Asian students has been particularly alarming, reflecting a staggering regression equivalent to the loss of an entire year of formal schooling. This deterioration in academic performance raises critical concerns, as it jeopardizes not only the prospects of these students but the whole region’s broader economic potential and workforce capabilities. The implications of such a decline are profound, threatening to undermine the foundation of growth and innovation that education is meant to support.

Mental arithmetic is traditionally defined as the ability to perform precise calculations without any reliance on external tools such as paper, pencils, mechanical calculators, or computers. This skill, widely known is crucial in a child’s mathematical education and development. In Central Asia, mental arithmetic has gained immense popularity as an educational approach, particularly targeting children between the ages of 4 and 16. This method emphasizes the cultivation of mental calculation skills through various engaging tools, with the abacus being one of the most prominent. Instead of depending solely on written calculations or electronic devices, this approach aims to enhance a child’s cognitive abilities, fostering essential skills such as mental retention, focus, and practical problem-solving strategies. Moreover, it instills confidence in their mathematical capabilities while nurturing a genuine appreciation for the subject.

By mastering mental arithmetic, students improve their mathematical prowess and gain significant advantages — especially for those aspiring to enter fields such as policymaking that rely heavily on Information technology, science, statistics, and economics. While modern technology has introduced tools like calculators and sophisticated spreadsheets to handle complex computations, the benefits of proficient mental math skills are undeniable. Such skills can significantly enhance a policymaker’s efficiency, accuracy, and decision-making capabilities in various real-world scenarios. Here are some reasons why these skills are crucial:

• Faster Data Analysis and Estimations

Economists often deal with large datasets, percentages, and financial projections. Mental arithmetic helps them quickly estimate trends, identify errors, and make fast decisions without always relying on tools.

• Improved Problem-Solving and Logical Thinking

Mental math strengthens the brain’s cognitive flexibility, helping economists think critically about numbers, interpret financial models, and assess economic indicators more confidently.

• Better Decision-Making in Business and Finance

Economists in finance, banking, or business strategy frequently need to evaluate investment returns, interest rates, inflation trends, or cost-benefit analyses. Quick mental calculations enable better on-the-spot judgments.

• Enhanced Numerical Memory and Accuracy

Economists who work with statistics, econometrics, or policymaking often need to recall figures, ratios, and historical data. Mastering mental arithmetic improves numerical recall and minimizes calculation errors in critical work.

• Increased Confidence in Negotiations and Presentations

During discussions with policymakers, investors, or stakeholders, having strong mental math skills allows economists to confidently discuss figures without delays and respond to numerical questions with precision.

• Competitive Edge in the Job Market

Many employers value candidates with strong quantitative skills. Mental arithmetic demonstrates an ability to handle numbers efficiently, which is particularly useful in roles involving financial modeling, economic forecasting, and market analysis.

While specific data regarding Central Asian students and their mental arithmetic skills is limited, existing research identifies various factors that can impede mathematical performance. Incomplete mastery of fundamental number facts, computational difficulties, and challenges with abstract reasoning are often cited as obstacles. Moreover, a lack of understanding of the language of mathematics, combined with problems in visual-spatial reasoning, can hinder a student’s ability to execute mental calculations. Psychological barriers, such as math anxiety and negative attitudes toward the subject, can impede performance. Although some studies suggest a link between language skills and mathematical abilities — particularly in East Asian contexts — no definitive data currently connects these factors to Central Asian students and their engagement with mental arithmetic.

The Education Dilemma: Navigating the Challenges of Learning

The decline in the quality of education in Central Asia can be attributed to several interrelated factors that create a challenging environment for both students and educators. One significant issue is the diminishing social pressure to invest more funds into education and ensure that these investments are of high quality. Many regional schools are burdened by insufficient infrastructure, which hampers the learning experience. Classrooms often lack essential resources, such as well-equipped laboratories and access to digital learning technologies, which are crucial for modern education. Additionally, teacher training remains inadequate, with many educators not receiving the professional development necessary to adapt to contemporary teaching methods. This shortfall perpetuates outdated, lecture-based instructional practices that struggle to engage students effectively. As a result, critical thinking and problem-solving skills — essential competencies in today’s world — are not being fostered sufficiently within the classroom.

The region’s vocational Education and Training (VET) presents another pressing concern. Alarmingly, nearly 45% of upper-secondary students are redirected into VET programs early on, with percentages reaching as high as 80% in certain countries. While these programs are often promoted as a beneficial route to improve employability, particularly for students from lower socioeconomic backgrounds, the reality falls short of expectations. Numerous studies indicate that these VET programs frequently do not provide students with the skills necessary to navigate the rapidly changing job market, leading to doubts about their effectiveness in promoting upward social mobility and mitigating inequality. Moreover, the quality of higher education in Central Asia is particularly troubling. For countries in the region to achieve high-income status, they must transition from merely adopting existing technologies to creating an innovation-driven economic growth model. This shift hinges on the presence of world-class higher education institutions capable of nurturing creative thinkers and innovators. Unfortunately, the pervasive poor quality of university education poses a significant threat to the long-term growth prospects of these nations, jeopardizing their future development and competitiveness on the global stage.

What Steps Can Be Taken?

To effectively reverse the troubling decline in the quality of basic education, we must implement various cost-effective interventions. One key strategy is to enhance communication by providing comprehensive information about the educational system to all stakeholders, including parents, school principals, teachers, and students. This ensures that everyone is informed and engaged in the educational process. Another crucial step involves bolstering teacher support through strengthened training programs and structured pedagogy, which can equip educators with the necessary skills and methods to engage their students more effectively. Additionally, adopting a “teaching at the right level” approach — where instruction is tailored to the individual learning capabilities of students rather than strictly adhering to grade levels — can significantly improve educational outcomes. Moreover, elevating the prestige of the teaching profession is vital; this can be achieved by attracting a new generation of younger and more passionate teachers who are eager to inspire and make a difference.

However, fundamental reforms may also be required, particularly in vocational education and training (VET) systems. This could involve raising the selection age for VET programs and fostering closer collaboration between educational institutions and the industry, ensuring that students acquire the practical skills that align with the demands of a dynamic labor market. If the VET systems fail to prepare students adequately, it may be necessary to reassess their size and structure entirely. Enhancing management practices, focusing on merit, and instituting greater accountability measures are essential to elevate quality in higher education. This can be facilitated through increased reliance on competitive grants, fostering healthy competition for student enrolment and faculty positions, and conducting regular performance assessments.

Universities tend to be more productive when granted more autonomy, facing competition that drives innovation. Additionally, merging research institutes with universities — especially in regions where they operate separately — can bridge the gap between research and teaching, thus improving overall quality. A robust education system catalyzes innovation and economic growth, particularly at the tertiary level. There is no denying that the optimal time to address these critical reforms across Central Asia was a decade or two ago; however, the next best opportunity to act is right now. If this downward trend in educational quality is not tackled urgently, the consequences could be dire. The prospect of attaining high-income status within the next generation, or even two, may be severely compromised. Without prompt and decisive intervention — especially in higher education — Central Asia risks jeopardizing the future socioeconomic development and opportunities available to its citizens. Developing the ability to brainstorm when children are in school is essential to prevent this from happening. To do this, teaching mental arithmetic is one of the best tools to develop rapid calculation and sound decision-making.