Education - The Times Of Central Asia

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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.

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

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.

Education Women's Employment preschool education World Bank Research

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...

Reform Higher Education Education

Unlocking Potential: Education Reform Necessary for Central Asia’s Economic Rise

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...

Education China Higher Education

Is Beijing’s Educational Diplomacy Turning the Dial on Central Asian Public Opinion?

OSH, KYRGYZSTAN – On the eastern bank of the Ak-Buura River, a mini-Chinatown is developing. At Osh’s old bus station, buses and taxis hawk their services to Kashgar, 300 kilometers away over the Pamir Mountains in China’s Xinjiang Province. Blue-plated SUVs stand by the roadside, sporting the 新 character that also symbolizes their origin in Xinjiang. At the Kelechek Bazaar, hordes of money changers shout the best rates for Dollars, Uzbek Som, and Chinese Yuan. Tucked away from the mêlée behind the Peking Hotel is the five-story Confucius Institute. “The Chinese language is in huge demand right now,” said Ali, a student who has moved to Osh from nearby Uzbekistan to study here. He believes the move will be good for his career. “It’s the best opportunity for anyone in this region,” he told The Times of Central Asia, before enthusing about his plans to study in China next year. [caption id="attachment_30054" align="aligncenter" width="1600"] The Confucius Institute in Osh, Kyrgyzstan; image: Joe Luc Barnes[/caption] “There’s a strong possibility that the younger generation will have a more positive view towards China,” Yunis Sharifli, a non-resident fellow at the China Global South Project told TCA. “This is good for China-Central Asia relations because we know that in the past, anti-China sentiments have hindered cooperation.” Chinese diplomats often refer to win-win diplomacy, where engagement between states can lead to positive outcomes for both sides. This is viewed with understandable cynicism by those who see Beijing’s diplomacy as entirely self-interested, but when it comes to education, even if we avoid the term win-win, the opportunities that it offers young Central Asians are hard to deny. In return, China hopes to create a network of influence and goodwill from people like Ali. Nevertheless, the jury is out on whether it is working. [caption id="attachment_30053" align="aligncenter" width="1600"] China-plated cars are an increasingly common sight in Kyrgyzstan; image: Joe Luc Barnes[/caption] Swelling numbers Given that numerous questions have been asked about the accuracy of China’s own population data, monitoring the number of foreign students in the country can be a fiendish task. The consensus is that the numbers are increasing. Chinese state media outlet Xinhua claimed that student numbers grew from 11,930 to 29,885 between 2010 and 2018, and have recovered since the pandemic. One recent report put the number of Kazakh students alone at “approaching 20,000”. These numbers are unlikely to dethrone Russia as the top destination for Central Asian students any time soon. Moscow claimed in 2023 that 168,000 Central Asians were studying in the country, with around a third of them being funded by the Russian government. However, Sharifli believes that Russia’s luster is beginning to wane. “Moscow State University has historically been very attractive for Central Asian people, particularly in the social science or the technical fields,” said Sharifli. “But since the war [in Ukraine] began there has been a lot of discrimination against Central Asians in Russia.” This was demonstrated in a recent account given to The Times of Central Asia by...