• KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%
  • KGS/USD = 0.01144 0%
  • KZT/USD = 0.00213 0%
  • TJS/USD = 0.10456 0.19%
  • UZS/USD = 0.00008 0%
  • TMT/USD = 0.28490 0%

Viewing results 1 - 6 of 365

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.

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.

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...

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...

Kazakhstan Moves to Require Content Creators and Online Course Authors to Confirm Qualifications

Kazakhstan is preparing new legislative measures that would tighten requirements for content creators and authors of online courses who publish educational content. Under the proposed rules, such materials would have to include confirmation of the author’s relevant education or professional qualifications. The initiative is outlined in an official response by Prime Minister Olzhas Bektenov to a parliamentary inquiry regarding the regulation of online educational content. According to Bektenov, a draft law on online platforms and mass media has already been developed, along with amendments to the Code of Administrative Offenses. The proposed legislation would require users of online platforms who distribute educational courses or training materials in a specific field to disclose information confirming their qualifications, including details of a diploma or certificate. The government also plans to introduce administrative liability for online platforms operating in Kazakhstan that fail to comply with authorized bodies’ orders to remove illegal content. Authorities note that existing legislation already provides for advertising and selling unregistered medicines and prescription drugs. Bektenov stated that state bodies continuously monitor social networks and cooperate with the administrations of major platforms, including Meta and TikTok, to remove prohibited content. According to him, up to 91% of identified violating materials are removed from TikTok. Oversight is also conducted through the Cyber Surveillance system, which tracks advertisements related to pyramid schemes, online casinos and drug trafficking. Over the past year, authorities identified and blocked more than 13,800 pieces of content promoting drugs, more than 34,700 posts advertising online casinos and over 13,500 materials involving citizens in pyramid schemes. Access to the relevant resources was restricted, and site owners were issued warnings. The Times of Central Asia previously reported that members of the Senate, the upper house of parliament, had proposed introducing licensing requirements for content creators in response to widespread violations of the ban on advertising online casinos on social networks and messaging platforms.

Kazakhstan to Launch AI Fund Backed by National Bank

Kazakhstan will establish a dedicated Artificial Intelligence Fund to finance digital and educational initiatives, Deputy Prime Minister and Minister of Artificial Intelligence and Digital Development Zhaslan Madiev announced at an expanded government meeting. According to Madiev, the fund will be capitalized using resources from the National Bank, with the government currently finalizing its financial and organizational structure. The fund is expected to serve as the main vehicle for identifying and supporting priority AI and digitalization projects, as well as educational programs. Madiev cited international precedents, noting that leading technological nations allocate between 4% and 6% of GDP to digital development and artificial intelligence over three years. Based on ministry projections, such investments could yield a multiplier effect of 5 to 1, with the potential to contribute up to 1.5% of GDP annually in additional economic growth. One of the fund’s key focuses will be integrating AI solutions into Kazakhstan’s public and quasi-public sectors. Simultaneously, the country is pursuing international tech partnerships. With presidential backing, Kazakhstan has approved the creation of a joint venture with Chinese artificial intelligence firm 01.AI. Scheduled to launch in March, the venture will operate the National Artificial Intelligence Platform and focus on developing AI agents to enhance public sector decision-making. 01.AI is a startup founded by former Google China CEO Kai-Fu Lee. The company is best known for its open-source language model Yi-34B, positioned as an alternative to ChatGPT. At the meeting, President Kassym-Jomart Tokayev emphasized that AI is a foundational pillar of Kazakhstan’s emerging economic model. Anticipated benefits include increased labor productivity, growth in export-oriented industries, higher production of high value-added goods, and deeper integration into global digital networks. However, Tokayev also cautioned against using insufficient digitalization as a scapegoat for systemic inefficiencies. “Technology should not serve as an excuse for management shortcomings,” he noted. As previously reported by The Times of Central Asia, Kazakhstan joined OpenAI’s “Education for Countries” initiative, aimed at integrating AI tools into national education systems.