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Education

Why Global Universities Are Expanding into Kazakhstan

Kazakhstan's campaign to bring foreign universities into the country has moved far beyond a small pilot. By July 2026, the government said it had established partnerships with 40 foreign institutions and had 32 foreign university branches in operation. A separate government summary said those institutions enrolled about 12,000 students and employed 1,500 teachers, including 500 foreign professors. The expansion has accelerated since 2021. Universities from Europe, North America, Russia, China, and South Korea now operate campuses, joint institutes, or degree partnerships across Kazakhstan. The projects range from branded campuses in Astana and Almaty to specialist programs in Petropavl, Aktobe, Turkestan, and Taldykorgan. The figures describe more than a higher education reform. Kazakhstan is importing degrees, teaching methods, and university brands while trying to retain local students and attract more from abroad. The country's international student population reached 35,075 from 88 states in 2025, an increase of 11% from the previous year. These are related but distinct trends. Most international students attend Kazakh institutions, while foreign branches serve both domestic and overseas applicants. Kazakhstan wants to turn both flows into a regional education industry. The result will depend less on the number of openings than on degree quality, graduate employment, research, and regional demand. Universities Are Following the Students International education was long built around students moving to a small group of destination countries. That model remains powerful, but universities are increasingly taking their programs to the markets where students already live. UNESCO says 7.3 million of the world's 269 million higher education students now study outside their home countries, up from about two million in 2000. This has created a large mobile market, but it has also increased pressure on housing, immigration systems, and university capacity in popular destinations. The OECD noted in April 2026 that leading host countries were reassessing how international enrollment fits with housing supply, public services, and institutional capacity. Australia, Canada, the United Kingdom, and several European countries have reviewed visa or admissions policies in recent years. For universities, an overseas campus or joint degree offers another route to growth. It can bring in students who cannot afford several years of housing and travel abroad. It also gives an institution a presence in a new market without relying entirely on migration. Coventry University made the logic unusually clear when it announced a second Kazakhstan campus in June. "It is harder for students to come to the UK, so we are taking quality UK higher education to them," vice-chancellor John Latham said. Foreign operations are not always replicas of the home campus. They differ in ownership, staffing, admissions, language, and the qualification awarded. Some universities manage a branded campus. Others deliver programs through a Kazakh partner's buildings and staff. This makes expansion faster and cheaper, but it also makes quality assurance more important. Why Kazakhstan? Kazakhstan offers universities a sizeable domestic market and access to a much larger region. The country enrolled 678,100 higher education students at the start of the 2025-2026 academic year, including more than...

Education reform

World Bank Approves $100 Million to Improve Primary Education in Uzbekistan

The World Bank has approved $100 million in concessional financing to help Uzbekistan improve the quality of primary education, strengthen foundational learning skills, and expand school capacity in some of the country’s most underserved regions, the bank announced. The funding, provided by the International Development Association, will support the Transforming Public Education for Economic Growth (BILIM) Program. The initiative will also receive a $5 million grant from the International Finance Facility for Education (IFFEd), marking the first partnership between IFFEd and the World Bank. Together with $273 million from Uzbekistan's government, the program has a total budget of $378 million. According to the World Bank, Uzbekistan’s public education system is under increasing pressure from rapid population growth and internal migration. School enrollment is expected to exceed 7.6 million students in 2026, requiring the construction of around 300 new schools every year to meet demand. Although more than 99% of primary school-age children are enrolled in school, learning outcomes in reading and mathematics remain below international standards. The bank also noted that teaching methods and teacher professional development require significant improvement. “Strengthening foundational skills in primary school, including reading, mathematics, and socio-emotional skills, is central to further building Uzbekistan’s human capital base and advancing its development,” said Najy Benhassine, the World Bank’s Division Director for Central Asia. “These skills will help children develop more advanced competencies and prepare them for the rapidly evolving jobs market. They are also critical to the country’s economic growth, which depends on a workforce capable of driving innovation.” The BILIM Program will be implemented by Uzbekistan’s Ministry of Preschool and School Education and the Ministry of Economy and Finance in Karakalpakstan and the Khorezm, Kashkadarya, Surkhandarya, Bukhara, and Navoiy regions. These areas account for about 45% of the country’s schools and face some of the greatest shortages of education infrastructure and learning resources. By 2030, the program aims to train 50,000 teachers, school leaders, and education administrators and create 27,000 student places through school construction and expansion. It will also improve education planning through better data collection and management. Around 2 million primary school students, half of them girls, are expected to benefit from the reforms. The financing adds to the World Bank’s existing education work in Uzbekistan. As previously reported by The Times of Central Asia, the bank approved a $250 million loan last December for the Edulmkon Program, a three-year initiative designed to expand access to higher and vocational education. Scheduled for implementation between 2026 and 2028, that program is expected to benefit around 600,000 young people. About 80% of the financing will go toward tuition loans for students from low-income families and women, who continue to face significant barriers to higher education.

Kazakhstan-Canada Relations

Beyond Resources: Ambassador Kussainov on Kazakhstan and Canada’s Partnership in AI, Education, and Innovation

For decades, Kazakhstan and Canada built their partnership around natural resources. Today, that relationship is expanding into new territory. From artificial intelligence and innovation to education and workforce development, both countries are increasingly looking beyond traditional sectors to shape the next phase of cooperation. This trend is already reflected in economic indicators. More than 160 Canadian-linked enterprises operate in Kazakhstan, Canadian investment has exceeded U$ 6 billion since 1994, and bilateral trade reached approximately U$ 458 million in 2025. At the same time, sectors that will shape the competitiveness of both economies in the coming decades are gaining greater importance. “I believe Kazakhstan-Canada relations are entering a new and dynamic phase,” said Dauletbek Kussainov, Kazakhstan’s Ambassador to Canada, in an interview with The Times of Central Asia. According to him, changes in the global economy are creating new opportunities for cooperation between the two countries. “Canada brings world-class expertise, technology and investment, while Kazakhstan offers significant resource potential, industrial capacity, and a strategic position connecting major markets,” the ambassador said. Although mining and energy remain central to bilateral cooperation, the scope of engagement is expanding into areas linked to technology, innovation and workforce development. This shift is also visible in the practical agenda of bilateral relations. In June, Astana hosted several major events involving Canadian business representatives. The Astana Mining & Metallurgy Congress brought together representatives of around 70 companies from 15 countries, including Canada, while the seventh meeting of the Kazakhstan-Canada Business Council brought together more than 100 participants, including senior representatives of Kazakhstani government agencies, the business communities of Kazakhstan and Canada, experts and academics. “This year also marks the 30th anniversary of the Inkai joint venture, a lasting example of successful cooperation between Canadian and Kazakh partners,” Kussainov noted. Three decades after the creation of one of the most successful joint projects in the uranium sector, bilateral cooperation is gradually moving beyond the traditional resource-based partnership and expanding into new areas, from education and technology to innovation and workforce development. From Extraction to Value Creation Critical minerals remain one of the key areas of cooperation between the two countries. As Western economies seek to diversify supplies of strategic raw materials, Kazakhstan is attracting growing attention because of its mineral resources. Canada, in turn, has one of the world’s strongest areas of expertise in geological exploration, mining engineering and sustainable resource development. According to Kussainov, the greatest potential lies in three areas: geological exploration, mineral processing, and human capital development and knowledge transfer. Processing is becoming especially important. “Today, the key challenge for many resource-rich countries is not simply extracting minerals, but creating more value from them domestically,” the ambassador said. This point reflects a broader shift in Kazakhstan’s economic strategy. In recent years, the country has been placing greater emphasis on developing processing industries and localizing technological processes. In this context, Canadian expertise in engineering, metallurgy, processing technologies and industrial project management is particularly relevant. The discussion is not limited to traditional industrial competencies. “The same applies...

Smartphones

Turkmen Schools Introduce New Rules for Smartphone Use

Turkmen authorities have approved new regulations governing the use of personal mobile devices in educational institutions, introducing formal rules for smartphones, tablets, laptops, and other devices used by students and teachers. The document, prepared by the Ministry of Education, outlines how digital devices may be used in the learning process. Under the new rules, such technology may serve as a source of information and be used to access electronic libraries, educational platforms, and distance-learning tools. Schools have been assigned a number of responsibilities. Educational institutions must ensure access to essential digital services, specialized software, and data networks. They are also required to train staff in the use of modern technologies and provide students with methodological support in configuring devices for academic purposes. A separate section of the regulations addresses digital discipline and safety. Students are required to use devices exclusively for educational purposes and only with a teacher’s permission. During lessons, devices must be switched to silent or airplane mode. The document also prohibits taking photos or videos of participants in the educational process without their consent. The document says the new measures are intended to strengthen preventive work with students and parents, with a focus on protecting children’s moral and physical well-being. Oversight of compliance with the new regulations has been assigned to the relevant departments of Turkmenistan’s Ministry of Education.

Education

Turkmenistan Sets New Rules for Mobile Devices in Schools

In 2020, Turkmenistan’s schools banned the use of mobile phones during classes. Now the government has introduced new rules regulating the use of portable devices in academic settings, seeking to use them as learning tools while addressing concerns about distraction and other potentially negative effects on students. A Ministry of Education order recognizes the value of mobile devices in education, saying they must provide access to learning resources, including multimedia content, and help students organize files that contain textbooks, courses, and other materials in electronic form. The devices must improve “the quality of educational management, especially in educational systems that do not have access to an internet connection,” the order says. However, the ministry order urges educational institutions to be aware of “the potential harm to students' health of small-screen mobile devices that limit the types and amounts of information,” the need to provide storage for mobile devices and the fact that bandwidth capacity decreases when a lot of users connect to the wireless network. It also mandates “ethical rules” that are designed to avoid disruption – setting devices to “silent” or “flight” mode and barring video, photo or audio recordings of students and teaching staff without their permission. The ministry issued the order on May 19 and the Ministry of Justice registered it in early June. In a report in March, UNESCO said that global monitoring showed that 114 education systems had a national ban on mobile phones in schools, representing 58% of countries worldwide. That was a significant increase over 40% in 2025 and just 24% in 2023, according to the U.N. cultural agency. “The growth reflects mounting concerns about declining attention in classrooms, cyberbullying, and the broader influence of digital environments on children,” UNESCO said. But it noted that the global picture was nuanced, with not all countries opting for full bans and instead establishing policies that govern the use of mobile devices in schools. The agency said that the various approaches to mobile device usage in schools show that “countries are still searching for the right balance between limiting distraction and teaching responsible technology use.” Turkmenistan’s new order applies to smartphones, tablets, laptops, smartwatches, and other personal electronic devices, and comes amid wider school digitalization efforts. The country maintains tight controls over internet access and online content.

Education

Opinion: The Cultural Bridge Kyrgyzstan Needs for Global Education

The global deployment of foreign educators has emerged as a response to teacher shortages and the growing demand for high-quality education. Kyrgyzstan is no exception. On May 14, 2026, The Times of Central Asia reported that Kyrgyz lawmakers are actively exploring mechanisms to attract foreign teachers to address the country's shortage of educators. The rationale is compelling: recruiting internationally qualified teachers enables students to access global-standard education without leaving their home country, preserving social capital and mitigating the risk of brain drain. Unfortunately, policy discourse on this issue remains disproportionately focused on academic qualifications and competencies, while largely overlooking a variable of equal consequence: cross-cultural competence. Beyond Qualifications: The Cultural Dimension Even highly qualified foreign educators may encounter significant professional difficulties if they are unprepared for the cultural environment in which they teach. Consider a teacher from Indonesia entering a Kyrgyz school corridor for the first time, only to be asked by random students whether or not he is Muslim. In Indonesian professional contexts, such a question directed at a teacher would typically be regarded as inappropriate, given cultural norms favoring indirect communication and the maintenance of formal boundaries between educators and students. In Kyrgyzstan, however, the same question reflects a culturally embedded expression of warmth and social curiosity rather than disrespect. This moment of potential misinterpretation illustrates a broader challenge; foreign educators must choose between interpreting unfamiliar behaviors through their own cultural frameworks or making a deliberate effort to understand what those behaviors signify in their new context. While the former approach risks persistent misunderstanding, the latter requires cultural preparation and training that most current recruitment models do not provide. Drawing on personal experience as an Indonesian educator working in Kyrgyzstan, the contrast between the two cultural contexts becomes instructive. In Indonesia, students conventionally avoid posing direct questions about a teacher's religion or personal life, as such inquiries may be perceived as presumptuous. After sustained engagement in the Kyrgyz educational environment, however, it becomes evident that directness in social interaction is normative rather than transgressive. Students who pose seemingly personal questions are not seeking to offend; they are engaging in the relational practices through which trust and connection are established within their cultural context. Policy Recommendations for Sustainable Teacher Mobility Attracting foreign educators to Kyrgyzstan offers systemic advantages over sending domestic students abroad. It distributes the benefits of international educational exposure across the entire system, from rural schools to urban universities, without concentrating opportunity among a select demographic. It also reduces dependency on the return of overseas-trained graduates, whose repatriation remains statistically uncertain. Nevertheless, effective implementation requires a policy that extends beyond academic considerations alone. Three measures would make such recruitment more sustainable: First, pre-service cultural orientation should be made a formal prerequisite for all incoming foreign teachers. Such a program should go beyond classroom rules and address community expectations and the distinctive social role of educators in Kyrgyz society. Research on international teacher mobility consistently demonstrates that cultural preparedness is among the strongest predictors of early retention and...