Education - The Times Of Central Asia

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Experts Warn of Rights Violations in Kyrgyzstan’s Language Reform Push

The Jogorku Kenesh, Kyrgyzstan’s parliament, has adopted a sweeping package of 18 bills that overhaul the country’s language policy. The new measures significantly curtail the use of Russian, the official language, across key sectors including education, healthcare, the judiciary, and administrative processes. The legislation has drawn sharp criticism from both experts and the wider public. According to the government, the changes are necessary to align existing laws with the constitutional provisions on the state language, Kyrgyz. All 18 bills passed through parliament in a single session comprising three readings. They now await the signature of President Sadyr Japarov. Parliament Speaker Nurlanbek Turgunbek uulu emphasized the urgency of the reforms, warning that the Kyrgyz language is in a “dangerous” state. “Many of us have children and grandchildren who do not speak Kyrgyz. This is shameful. If we continue to neglect our state language, we risk losing our national identity,” he said. Sweeping Language Reforms The adopted laws stipulate that individuals who do not speak Kyrgyz will be barred from holding a wide range of public positions, including parliamentary seats, government posts, judicial and prosecutorial roles, and employment at the National Bank. The legislation mandates Kyrgyz-language proficiency exams for students at the point of admission and grade-level advancement in schools and kindergartens. Public signage, geographic names, and announcements must now appear in Kyrgyz first, with Russian and other languages allowed only as supplementary. All notarized contracts must be drafted in Kyrgyz, with translation into other languages permitted only when necessary. State institutions, including medical facilities, must maintain records exclusively in Kyrgyz. Mounting Concerns Some lawmakers have voiced concerns over the practicality of these reforms. The deputy Gulya Kozhokulova cautioned that insufficient development of medical terminology in Kyrgyz could jeopardize patient safety due to potential errors in diagnoses and prescriptions. MP Dastan Bekeshev highlighted risks to citizens unfamiliar with Kyrgyz when handling legally binding documents, such as loan agreements. Under the new regulations, initial violations of language norms will result in warnings, with repeat offenses drawing fines of up to 17,000 KGS (approximately $200). Public Backlash The legislation has triggered a wave of criticism on social media and among civil society groups. At a roundtable hosted by the Oi Ordo Center for Expert Initiatives, participants asserted that the measures infringe on the rights of at least 1.5 million citizens. An open letter urging President Japarov to reject the legislation was submitted by members of the public, academia, and Bishkek City Council. “Most of the amendments initiated by the National Commission on the State Language lack public backing and have sparked criticism for sharply limiting the use of Russian in socially vital sectors,” the letter stated. Expert Commentary Speaking to The Times of Central Asia, Igor Shestakov, director of the Oi Ordo Center, warned that the amendments contain internal contradictions and ultimately undermine the Kyrgyz language’s development. “These measures primarily restrict the use of Russian. If implemented, they will have far-reaching consequences for banking, legal services, and education, affecting daily life and bureaucratic procedures....

Education COVID-19

Opinion: Uzbekistan Shows the World How Distance Education Can Work in a Crisis

A new study from Uzbekistan offers a powerful counter-narrative to the global trend of learning losses during the COVID-19 pandemic. While many countries struggled to maintain academic progress amid widespread school closures, Uzbekistan managed to not only sustain but improve learning outcomes — a feat made possible through swift and innovative education responses. In our latest paper, we draw on unique longitudinal data to evaluate the impact of pandemic-induced school closures. The findings are striking. Key Findings • Grade 5 mathematics scores improved by 0.29 standard deviations during the pandemic. • Students tested in both 2019 and 2021 gained 0.72 standard deviations, indicating continued learning. • Uzbekistan maintained learning continuity despite massive disruptions to traditional schooling. It was with some trepidation that I looked towards distance education done right to alleviate the situation. I am glad I was proven right, but, of course, this is all due to the students, families, teachers, administrators, and the Ministry of Education of Uzbekistan. The Uzbekistan Model: Distance Learning via TV What made this success possible? We credit Uzbekistan’s rapid deployment of daily televised lessons, taught by the country's best teachers, ensuring nationwide coverage even where internet access was limited. Despite limited internet access in rural areas, 100% digital TV penetration made broadcasting the most viable mass learning platform. By April 2020, over 350 video lessons were airing nationally and uploaded online for supplementary access. Implications for Global Education Policy Uzbekistan’s experience illustrates that learning loss is not inevitable. With well-designed, inclusive, and adaptive policies, countries can maintain — and even accelerate — learning during crises. The study contributes to the growing body of evidence on educational resilience and can inform crisis responses worldwide.

empathy learning Think Equal NGO Children UK Education

UK Organization to Launch Social-Emotional Education Programs for Uzbek Children

The UK-based non-profit organization Think Equal is preparing to launch social-emotional education programs for young children in Uzbekistan, according to a report from the Dunyo Information Agency. The initiative was announced following a meeting at the Uzbek Embassy with Think Equal founder and executive director, Leslee Udwin. During the discussion, Udwin presented the organization’s educational model, which is designed to foster empathy, emotional literacy, self-regulation, critical thinking, and peaceful conflict resolution skills in early childhood. The program targets children aged 3 to 6 and is already in use in several countries, including India, Kenya, Canada, Australia, South Africa, Mexico, Singapore, and the United Kingdom. The 30-week curriculum features three 30-minute lessons per week and employs illustrated books, activity guides, and interactive games to teach emotional and relational skills. At the conclusion of the meeting, attendees expressed support for holding a follow-up session with Uzbekistan’s Ministry of Preschool and School Education to explore a potential partnership. Regional Focus on Child Wellbeing The announcement comes amid broader efforts to improve child welfare across Central Asia. Last month, the “Dialogue for Children: Central Asia and UNICEF” conference in Tashkent spotlighted regional cooperation in pediatric care. Health ministers from Kazakhstan and Uzbekistan discussed initiatives to expand collaboration, with Kazakhstan proposing the establishment of an international academic hub for childhood cancer treatment and announcing the opening of a new Proton Therapy Center in Astana. The facility is expected to treat up to 800 patients annually and will be accessible to children from Uzbekistan, including those from the autonomous Republic of Karakalpakstan.

Education Mining Higher Education Colorado School of Mines International Campus Educational Investment

Colorado School of Mines to Open First International Campus in Kazakhstan

In 2026, the Colorado School of Mines will open its first international campus in Kazakhstan, marking a significant milestone in U.S.-Kazakhstan academic cooperation. An agreement to establish the branch was signed between Kazakhstan’s Ministry of Science and Higher Education and the Colorado School of Mines, which currently ranks No. 1 globally in Mineral & Mining Engineering according to the QS World University Rankings 2025. The new campus will be located in Zhezkazgan, the center of Kazakhstan’s geological industry, on the grounds of the newly established Ulytau Technical University. Instruction will be in English and will focus on four core bachelor's degree programs: Mining, Geology and Geological Exploration; Geophysical Engineering; and Petroleum Engineering. According to the Ministry, the project underscores Kazakhstan’s growing status as a destination for educational investment and knowledge transfer in technical fields. “We have identified Kazakhstan as a priority country for partnership and development,” said John Bradford, Vice President of Global Initiatives at the Colorado School of Mines. “This agreement will allow us to elevate our collaboration and academic exchange.” Earlier, the Colorado School of Mines signed a dual degree agreement with Kazakhstan’s Satbayev University in the fields of geology, petroleum engineering, and mining, which also includes joint research initiatives. Once operational, the Zhezkazgan campus is expected to attract young professionals to the region, create new job opportunities, and train highly qualified specialists for both Kazakhstan’s domestic needs and the global labor market.

Ardingly College campus Kazakhstan-UK educational cooperation. Kazakhstan-UK Cooperation Construction Education

Construction Begins on New British School Campus in Astana

A capsule-laying ceremony on June 7 marked the official start of construction on the new Ardingly College campus in Astana, a major milestone in Kazakhstan-UK educational cooperation. Ardingly Astana is a branch of Ardingly College, a prestigious British coeducational day and boarding school founded in 1858 in West Sussex, England. The Astana branch will follow the Cambridge curriculum, offering instruction in English and preparing students for A-Level examinations. The school’s faculty will include educators with international and UK-based teaching experience. The first phase of the new campus is expected to open in 2026, with the capacity to accommodate up to 1,000 students. The campus will include state-of-the-art facilities such as a swimming pool, sports complexes, music and art studios, and science laboratories. Designed as an educational hub for students from Kazakhstan and across Central Asia, Ardingly Astana aims to merge the British academic model with innovative teaching methods, equipping students for admission to leading universities worldwide. The project also seeks to attract international educators and promote cross-border knowledge exchange and educational integration. The development is supported by Kazakh Invest, Kazakhstan’s national investment promotion agency. The capsule-laying ceremony was attended by representatives of the British Embassy in Kazakhstan, Ardingly College, Ardingly Astana, and Kazakh Invest. Azamat Kozhanov, Deputy Chairman of Kazakh Invest, underscored the project’s significance: “The opening of a campus of one of the UK’s top educational institutions in the heart of Eurasia symbolizes trust, partnership, and a strategic vision for the future. It will be more than just a school, it will be an ecosystem for nurturing ideas and developing future leaders. Education remains a priority for investment, and we are ready to provide full support for such projects. We are confident that Ardingly Astana will attract talented students and educators from around the world.” The project marks a significant step in advancing both educational and investment ties between Kazakhstan and the United Kingdom.

preschool education World Bank Research Women's Employment Education

Expanding Preschool Education Boosts Women’s Employment in Uzbekistan

Expanding access to preschool education has emerged as a key factor in increasing women’s employment in Uzbekistan, according to a recent study by World Bank economists Chiyu Niu and Avralt-Od Purevjav, along with Central European University researcher Dilnovaz Abdurazzokova. Covering the years 2018 to 2022, the study examines how public investment in early childhood education has influenced female labor force participation. In regions with the most substantial growth in preschool availability, women’s employment rose by 12%, equivalent to a 3.3 percentage point increase. From Reform to Results In 2017, less than 30% of Uzbek children aged 3 to 7 were enrolled in preschool, one of the lowest rates globally. In response, the government launched sweeping reforms: within four years, the number of kindergartens tripled, significantly expanding access in both urban and rural areas. The researchers analyzed data from the "Listening to the Citizens of Uzbekistan" survey, which samples approximately 1,500 households monthly, alongside official labor market and education statistics. Not Just Childcare, But an Investment In many Uzbek households, childcare is traditionally provided by extended family members such as grandmothers, aunts, and older siblings. However, the study found that access to formal preschool services offers a more sustainable and consistent impact on women’s employment. One striking finding was a cultural shift in how kindergartens are perceived: once seen primarily as childcare, they are now increasingly viewed as investments in a child's development. Despite preschool costs ranging from 25% to 200% of a woman’s monthly income, many families are willing to pay, recognizing the long-term value. “The expansion of kindergartens motivates families to work, it’s not just about time, but about purpose,” the researchers noted. Many women return to work not only because they have more time, but also to help cover the cost of preschool. A Multigenerational Effect The study also observed a broader labor market ripple effect: once children are enrolled in preschool, not only mothers but also grandmothers and aunts often seek employment. This illustrates a critical dynamic, when childcare responsibilities are shared more evenly, the overall economic participation of women increases. Yet, access to preschool alone cannot close all gender gaps. In 2021, Uzbekistan's gender gap in labor force participation stood at 28 percentage points. Youth unemployment among women was 15.5%, compared to 10% for men, and 42% of young women (ages 15-24) were not in employment, education, or training (NEET), compared to just 8.8% of young men. Women also earned 34% less than men on average, well above the global average gender wage gap of 20%. These figures highlight that while childcare reform is foundational, it must be accompanied by broader efforts to create meaningful employment opportunities for women. A Model for Conservative Societies Uzbekistan’s experience offers valuable lessons for other nations with strong family traditions. It demonstrates that investing in childcare infrastructure can lead to measurable improvements in economic participation, even in traditionally conservative societies. As The Times of Central Asia previously reported, this topic was also discussed at the IV International Legal Forum “Tashkent...