Education - The Times Of Central Asia

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Cyber Security

Kazakhstan to Train “White Hat” Hackers and AI Engineers for the Energy Sector

Kazakhstan plans to train cybersecurity and AI specialists for the energy sector as part of its broader effort to digitally transform the industry, the country’s Ministry of Energy said. In 2026, declared the Year of Digitalization and Artificial Intelligence in the electricity and heat power sector, the ministry plans to develop a professional standard titled Digitalization and the Application of Artificial Intelligence in Energy. The document envisages the creation of new professions, including “white hat” hackers and AI engineers. A “white hat” hacker is a cybersecurity specialist who legally tests IT systems for vulnerabilities with the owners’ permission. Unlike malicious hackers, such experts identify weaknesses so they can be fixed before potential attacks, thereby protecting data and infrastructure. Following a meeting of the Sectoral Council for Electricity and Heat Power Engineering under the ministry, the new standard was expanded to include the following specialties: smart grid designer, engineer for the development and implementation of AI in power systems (Smart Grid), and energy grid cybersecurity specialist (“white hat” hacker). The ministry said these professions were formulated on the basis of Kazakhstan’s Atlas of New Professions and Competencies and are intended to adapt the education system to the demands of the digital economy. The development of Smart Grid systems is seen as one of the key tasks for the next five to ten years. In the future, some energy system management functions, including dispatch control, are expected to be handed over to intelligent algorithms, requiring new competencies at the intersection of energy and IT. As part of the digitalization of the fuel and energy complex, Kazakhstan also plans to create a system of digital models and “digital twins” for facilities within the Unified Energy System as early as 2026. “Our goal is not simply to digitize processes, but to create an intelligent model of the energy system. This will improve the quality of operational management and make it possible to take strategic decisions based on precise data rather than forecasts,” Vice Minister of Energy Bakytzhan Ilyas said. According to him, the introduction of vertical online monitoring using digital twins will make it possible to track key parameters in real time from generation volumes to energy production costs. This will form the basis for tariff-setting policy and investment attraction. Kazakhstan’s energy sector is already implementing a number of projects using artificial intelligence technologies. Among them is AI-based defect detection on power transmission lines using drones, computer vision, and machine learning. The technology can identify support structure defects, overheating, and deformations using data from 4K cameras, thermal imagers, and LiDAR. Another example is robotic diagnostics of heating networks using acoustic resonance, allowing the condition of pipelines to be assessed without excavation or shutting down the system. The ministry emphasizes that the digitalization of the energy sector requires not only technological solutions, but also systematic workforce training. As previously reported by The Times of Central Asia, Kazakhstan plans to expand the use of AI across various sectors from healthcare to the fiscal sphere, including early...

Sports

Kazakhstan Begins First Public-Private Partnership Sports Facility Project

Construction has begun in the Atyrau region on Kazakhstan’s first sports boarding school for athletically gifted children, to be implemented under a public-private partnership (PPP) model. According to the Ministry of Tourism and Sports, the private partner will be responsible for the full project cycle from design and construction to technical maintenance of the facility for five years after its completion, which is scheduled for May 2027. The new school will feature modern academic buildings and residential facilities. The 3.2-hectare site will include an academic block for 400 students, a 300-bed dormitory, 13 gyms, a swimming pool, a cafeteria, a library, a stadium, running tracks, and basketball and volleyball courts. The project in Atyrau is intended as a pilot, with plans to replicate similar facilities in other regions of the country. The school is expected to train 400 young athletes across 13 Olympic sports. Officials say the project will create improved conditions for developing the country’s sports reserve by integrating academic education with professional training. In recent years, the development of sports in Kazakhstan has received increased state support, contributing to stronger performances by Kazakh athletes in international competitions. In the first quarter of 2026, Kazakhstani athletes won 200 medals at international events: 79 gold, 57 silver, and 64 bronze. At the 2026 Winter Olympic Games in Milan, Italy, in February, Kazakhstan won one gold medal and finished 19th in the overall medal standings. This marks the country’s best result since 1994, when it placed 12th at the Lillehammer Olympics, where skier Vladimir Smirnov won gold. In 2026, Kazakhstan’s only medal was secured by figure skater Mikhail Shaidorov, who became the country’s first Olympic champion in figure skating. At the Paralympic Games in Italy in March 2026, Kazakhstan placed 18th out of 55 countries in the medal standings. Yerbol Khamitov won two medals, gold in the biathlon pursuit and bronze in cross-country sprint, becoming the first Kazakhstani athlete to win two medals at a Winter Paralympics.

Education

Kazakhstan to Launch Digital Schools Project

Kazakhstan will launch a pilot digital schools project, Qazaq Digital Mektebi, in September 2026, aimed at reducing disparities in educational quality between rural and urban schools. The initiative will target under-enrolled schools in seven regions, according to the Ministry of Education. The project provides for the use of AI technologies to support the teaching of natural sciences, mathematics, and humanities. The approach is intended to help students learn more independently while increasing engagement in the learning process. The pilot phase will be implemented in the North Kazakhstan, Kostanay, Akmola, Pavlodar, West Kazakhstan, Aktobe, and East Kazakhstan regions. Authorities are currently assessing schools’ technical readiness and digital infrastructure. Based on the pilot’s results, the government plans to develop a national educational platform offering digital content tailored for rural schools. The ministry is also considering integrating domestic IT solutions, including the Qalan.kz platform, which incorporates gamification and artificial intelligence elements and has more than 800,000 users. The project is a resident of the technology park Astana Hub. The ministry expects the initiative to improve access to quality education in rural areas and to form part of the country’s broader digital transformation strategy. The Times of Central Asia previously reported that Kazakhstan is accelerating the adoption of digital technologies across key sectors, including education.

Education

Kyrgyz School in Tajikistan Closes Due to Lack of Students

The only Kyrgyz-language school in the Tajik town of Kanibadam has been reorganized following a sharp decline in student enrollment. By the time it closed, only one student and one teacher remained. According to an order from the mayor of Kanibadam, School No. 28 in the village of Sanjizor was converted into a branch of School No. 41, located in the neighboring village of Jahonzeb. Authorities attributed the decision to the low number of students. Firuza Abduvokhidzoda, head of the town's education department, said the sole student and teacher were transferred to Boarding School No. 40. Previously, the school had just one third-grade student, taught by a single teacher who also served as principal. Regional authorities attribute the situation to population outflow. Gulsara Mirzozoda, head of the Sughd Region Education Department, said the number of students and teachers has significantly decreased in recent years due to migration to Kyrgyzstan. Despite the lack of students, the school’s support staff continued to work. The building has a capacity of 208 students. School No. 28 was founded in 1932. At various times, up to 500 students attended, and the curriculum included instruction in the Kyrgyz language alongside standard subjects. As recently as last year, the school had three students, but a further decline in enrollment made it impossible to continue operating in its previous format. Local authorities have also linked the situation to broader regional developments, including border tensions and security concerns. The town previously gained notoriety following a series of violent incidents. As previously reported by The Times of Central Asia, between March and December 2024, 23 people from seven families were killed in a wave of violence in the area. The killings began on the night of March 28-29, when five members of a single family were found dead in their home.

Perceptions

Opinion: Central Asia Through Western Eyes – Misconceptions Among Young People

Do you know where Kazakhstan is? Although the question is straightforward, it often causes hesitation on a university campus in Washington, D.C. Some students gesture uncertainly toward Eastern Europe. Others guess the Middle East. Some admit they have never heard of it, often with a nervous laugh. Central Asia remains one of the least understood parts of the world for many young people in the West. It is often defined more by pop culture, history, and imagination than by its diverse reality. “I honestly thought Kazakhstan was somewhere near Afghanistan,” said Michael, a student from Georgetown University. “I didn’t realize it was its own region.” Such knowledge gaps are not unusual. Central Asia is rarely mentioned in Western education systems or media coverage, despite its size, strategic significance, and rich cultural heritage. As a result, assumptions often take the place of understanding and tend to follow similar patterns, which over time may shape Western attitudes toward the region. A Region Reduced to Stereotypes When Western students are asked what comes to mind when they think about Central Asia, their responses often follow a familiar pattern: deserts, nomads, the Soviet Union, and sometimes confusion with other regions. Emily, a student from American University, remarked, “I picture a lot of sand and heat, and perhaps those who ride horses?” Although this image is partial, it is not entirely inaccurate, as the region’s customs and natural surroundings do contribute to its character. However, contemporary cities, academic institutions, businesses, and the region’s cultural diversity are largely absent from these perceptions. Perceptions have also been shaped by pop culture. For some, Kazakhstan is associated less with geography or history than with Borat, the fictional journalist from a Hollywood comedy. Despite being widely recognized as satire, the persona has nevertheless made a lasting impression on viewers unfamiliar with the region. As Sacha Baron Cohen explained, Kazakhstan was chosen precisely because it was largely unknown to Western audiences. According to his explanation, he selected the country because “no one had heard anything about it,” making it a blank canvas onto which Western attitudes about backwardness could be projected. None of the scenes depicting Borat’s “home village” were filmed in Kazakhstan; they were shot in rural Romania. The language Borat speaks is not Kazakh, and the customs he describes bear no relation to everyday life in Kazakhstan. Daniel, a student from George Mason University, asked, half-jokingly, “Is that where Borat is from?” These examples illustrate how humor and media can fill gaps in knowledge. When Kazakhstan first appeared in popular Western media, it was often portrayed through harsh stereotypes, introducing global audiences to a country still defining its image. Between Curiosity and Ignorance However, alongside these misconceptions, there is also genuine interest. “I had no idea it was so multicultural,” said Emma, a student from American University. “We never really learned about it.” This response points to a broader issue: Central Asia is often misunderstood not only because of misinformation, but because of its limited visibility in the...

Education

Opinion: Examination Reform – An Effective Assessment Tool in the Age of Artificial Intelligence

Kazakhstan’s decision to reform and expand assessment beyond the Unified National Testing (UNT) system marks a significant shift in how the country identifies talent and prepares young people for a rapidly changing world. Recently reported by Times Higher Education, the reform recognizes a growing reality: traditional, memory-based exams are no longer enough in an era shaped by artificial intelligence, automation and constant technological change. For more than two decades, the UNT has provided a standardized and transparent route into higher education. It brought clarity and fairness at scale, and for that, it deserves credit. Yet its core limitation has become increasingly clear. By focusing largely on the reproduction of subject knowledge, it leaves little room for students to demonstrate analytical thinking, problem-solving ability, or the capacity to work across disciplines. In practice, it rewards exam technique and memorization over deeper understanding. This matters because the skills now demanded of graduates are changing fast. Across the global labor market, employers are placing greater value on adaptability, technical literacy, and the ability to apply knowledge in real-world settings. International organizations have been clear on this point. The OECD’s Future of Education and Skills 2030 framework argues that education systems must develop cross-cutting competencies such as critical thinking, creativity, collaboration, and self-direction. The World Economic Forum has made a similar case, urging a move away from static, theoretical learning towards transferable, future-facing skills. As artificial intelligence becomes embedded across industries, assessment models need to keep pace. Evaluating what a student can recall under exam conditions is no longer a reliable proxy for how they will perform in complex, technology-rich environments. Research increasingly shows that standardized tests capture only part of an applicant’s potential, a point widely discussed in international higher education policy debates and assessments such as the OECD’s Programme for International Student Assessment. They can also reinforce socio-economic inequalities, as access to preparation resources often matters as much as ability. The result is a system that measures how well students survive exams, rather than how well they think. Kazakhstan’s new modular examination model is designed to respond directly to these challenges. Instead of testing knowledge in isolation, it aims to assess functional literacy, logic, analytical reasoning and critical thinking alongside mastery of the school curriculum. This more practice-oriented approach offers a fuller picture of a student’s readiness for higher education and, ultimately, for professional life. I see this shift every day in my work within Kazakhstan’s education ecosystem. The new test does not stand alone; it forms part of a wider effort to build coherence across schools, universities, policymakers and philanthropic organizations. Real, lasting change depends on alignment around shared goals, rather than on pilots or isolated initiatives. At the NNEF Public Foundation, established by the renowned educator Dinara Kulibayeva, this principle has guided our work for nearly three decades. Through a network of affiliated schools, universities and developmental programs - including Astana IT University, which I am proud to lead - we have helped young people across Kazakhstan learn, grow and realize their potential. Thousands...