Higher Education - The Times Of Central Asia

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Higher Education

Tajikistan Admits Over 600 Students Following Expulsion or Entry Denial in Russia

More than 6,000 applicants from Tajikistan were admitted to Russian universities in 2025, signaling that Russia is still the primary destination for Tajik students pursuing higher education abroad. The figures were announced by Tajikistan’s Minister of Education and Science, Rahim Saidzoda, during a press conference, according to Russia’s state news agency TASS. Saidzoda reported that during the 2025-2026 academic year, a total of 6,665 Tajik applicants enrolled in foreign universities. Of these, 551 chose destinations other than Russia, while more than 6,000 began their studies at Russian institutions. Admissions took place both through government-allocated quotas and standard entry procedures. At the same briefing, Deputy Minister of Education Lutfia Abdulholikzoda stated that over 600 Tajik students that had previously been expelled or denied entry to Russia in 2025 were subsequently admitted to universities in Tajikistan. She did not elaborate on the reasons for their removal but confirmed that they had been able to resume their education at home. Russian education remains highly popular among Tajik students. Each year, Russia allocates approximately 1,000 government-funded study placements for Tajik nationals. In October 2025, Russia’s Ambassador to Tajikistan, Semyon Grigoryev, said that out of 43,000 Tajik students studying abroad, more than 30,000 were enrolled in Russian institutions. Russian higher education is also present within Tajikistan. The Russian-Tajik Slavonic University enrolls over 6,000 students, while local branches of Moscow State University, the National University of Science and Technology MISIS, and the Moscow Power Engineering Institute collectively educate more than 8,000. In addition, several schools in Tajikistan operate entirely in Russian, and five Russian-funded schools built in 2022 follow Russian educational standards.

Higher Education

From Central Asia to the World: How a U.S.-Raised Kazakh Founder Is Using AI to Unlock Global Education

For many talented students across Central Asia, admission to the world’s leading universities remains an elusive goal, not due to a lack of ability, but because of complex application procedures, and expensive consulting services. A new AI platform, yoonee.ai, is working to change that. At the heart of the initiative is a woman bridging continents and reconnecting with her cultural roots. One of the platform’s co-founders is ethic Kazakh Gulmira Sage, who was adopted and raised in the United States. Despite growing up in America, she says her connection to Kazakhstan never waned. Last year, her journey back to Kazakhstan to meet her biological mother captured national attention. Now, she is once again in the spotlight, this time for launching a project that promises to reshape access to global education. “Coming back to my homeland after many years felt like reclaiming a missing part of myself,” she says. That personal journey now underpins the mission behind yoonee.ai: a platform designed to help students from Central Asia navigate international higher education systems with greater ease and confidence. From Aviation to AI Before venturing into the tech sector, Gulmira worked as an analyst at Delta Air Lines, one of the world’s largest carriers. There, she worked with complex datasets, financial models, and global logistics, skills she says sharpened her systems thinking. “My background is actually in aviation. I worked as an analyst at one of the biggest airlines in the world, dealing with complex data, financials, and the global logistics that keep an airline moving,” she explains. “Aviation connects people physically, and IT does the same thing electronically. Technology connects them digitally.” That experience fueled her belief that digital tools, and AI in particular, could help eliminate long-standing educational barriers. Together with her co-founders, Feruza and Aidana, she began building yoonee.ai, drawing on their shared academic and professional experiences in the U.S., France, and Kazakhstan. How the Platform Works Yoonee.ai allows students to upload academic documents directly into the system. Using AI, the platform translates them with academic accuracy and converts grades into internationally recognized formats. For instance, GPA scores from five-point or 100-point systems are standardized to U.S. benchmarks, allowing students to assess how competitive their profiles are for specific universities. The platform also offers a “match score” that estimates a student’s compatibility with selected institutions. According to the founders, many qualified applicants are rejected not for academic shortcomings but due to formatting errors or unmet technical requirements. “Geography Should Not Decide a Student’s Future” The team sees its mission as the democratization of global education. Their goal is to eliminate what they call the “geographic tax” – the added financial and informational burden on students from developing regions. This is especially relevant in rural parts of Kazakhstan and neighboring countries, where access to U.S.-trained admissions consultants is limited and often unaffordable. To improve accessibility, the platform will be available in Kazakh, Russian, and Uzbek, allowing students to explore global university options in their native languages, directly from their smartphones. Cultural...

Afghanistan

Taliban Remove Uzbek Language from Samangan University Sign

The Taliban have removed Uzbek and Persian inscriptions from the main signboard of Samangan University in northern Afghanistan, replacing them with a new sign written only in Pashto and English. The move, reported by Afghanistan International, has drawn criticism amid ongoing concerns about the marginalization of non-Pashtun languages and communities since the Taliban’s return to power in 2021. Sources told Afghanistan International that the change followed the appointment of a new university head. The previous sign, which featured the university’s name in four languages, Pashto, Persian, Uzbek, and English, was taken down and replaced approximately four days later with a version that excluded the Persian and Uzbek languages. Samangan province is home to a significant ethnic Uzbek population. The decision has provoked backlash from academics and former officials. Former Faryab governor Naqibullah Faiq condemned the move as “ethno-nationalist,” warning that such actions risk exacerbating ethnic and linguistic tensions in the country. In response, some Uzbek and Persian speakers have publicly called for the reinstatement of their languages on the university sign. Mohibullah Mohib, a lecturer at Samangan University, wrote on Facebook that the sign change coincided with the institution’s transition from an institute of higher education to a full-fledged university. According to Mohib, the Taliban’s Ministry of Higher Education ordered the new sign and formally rejected a request to include Uzbek. He added that the ministry's written response explicitly denied the inclusion of Uzbek alongside the other languages. This is not the first incident of its kind. In October, the Taliban removed Uzbek from the signboard of Jawzjan University, sparking widespread criticism. Following public outcry, Uzbek was later reinstated on that sign. Over the past four years, the Taliban have faced repeated accusations of sidelining minority languages such as Persian, Uzbek, and Turkmen, including by removing Persian-language signage from government buildings and erasing cultural symbols associated with Persian-speaking poets and writers. The latest incident has also drawn attention in Uzbekistan. Foreign Ministry spokesperson Akhror Burkhanov told Qalampir.uz that Tashkent is closely monitoring the situation. He emphasized that any potential restrictions on the Uzbek language are a serious concern for Uzbekistan. Burkhanov stated that Uzbekistan is maintaining an ongoing dialogue with Afghan authorities. According to him, Afghan officials have assured Tashkent that no restrictions on the Uzbek language are currently in place or planned. They have also reiterated their respect for Uzbekistan, the Uzbek language, and the Uzbek people.

Education reform

World Bank Approves $250 Million Loan to Expand Student Financing in Uzbekistan

The World Bank has approved a $250 million loan to support Uzbekistan’s ambitious reform of its student financing system, the institution announced on December 11. The funding will back the Edulmkon Program, a three-year initiative aimed at expanding equitable access to higher and vocational education across the country. Scheduled for implementation between 2026 and 2028, the program is expected to benefit approximately 600,000 young people. Roughly 80% of the loan will be allocated to tuition loans for students from low-income families and for women, groups that continue to face significant barriers to accessing higher education. Uzbekistan, home to around 10 million people aged 14 to 30, has made educational reform a national priority in recent years. This push has led to a surge in the number of universities and vocational institutions, as well as a dramatic rise in enrollment. Between 2017 and 2024, youth participation in higher education increased from 8% to 48%. However, the rapid expansion has exposed weaknesses in the country’s student loan system, which is based on state subsidized loans issued through commercial banks. The World Bank has noted that the current model is not well aligned with labor market needs, as loans are not directed toward high demand fields such as science, technology, engineering, and mathematics (STEM), as well as information and communication technology (ICT). This misalignment has contributed to graduate underemployment, while gender disparities persist. Although women represent more than half of all university students and are the primary recipients of tuition loans, only one-third of female students are enrolled in STEM disciplines. The Edulmkon Program, to be led by the Ministry of Economy and Finance, will address these challenges through a series of reforms. These include modernizing tuition loan management, improving inter-agency coordination, and launching a centralized digital platform to streamline loan processing and improve transparency. The program will also revise eligibility and subsidy criteria to better serve vulnerable students. A cornerstone of the reform is the introduction of an income-contingent loan system, where repayments are based on a graduate’s income. This approach is designed to protect low-income borrowers and those facing temporary unemployment after graduation. By the end of 2028, students are expected to access loans through 12 participating commercial banks operating in coordination with the Ministry. The World Bank also noted that the program aims to attract approximately $30 million in private capital, reducing fiscal pressure on the state while expanding access to education financing.

Higher Education

Kazakhstan to Train Nuclear Energy Specialists Abroad Through Bolashak Program

Kazakhstan will begin training specialists for its nuclear energy sector at leading international universities through a new track within the Bolashak international scholarship program, the Ministry of Science and Higher Education announced this week. The Bolashak scholarship, launched in 1993, supports education, retraining, and professional development for specialists in priority economic sectors. Initially limited to four countries, the United States, the United Kingdom, Germany, and France, it now allows recipients to study in nearly 30 countries worldwide. More than 13,000 Kazakh citizens have participated in the program to date. The latest initiative adds future nuclear energy professionals to its ranks, aiming to build domestic capacity ahead of Kazakhstan’s planned entry into the nuclear power sector. This week, Minister of Science and Higher Education Sayasat Nurbek signed a four-party memorandum launching the new program. Other signatories included Almasadam Satkaliev, Chairman of the Atomic Energy Agency; Adil Kusmanov, Chairman of the Board of JSC “Center for International Programs”; and Yernat Berdigulov, General Director of LLP “Kazakhstan Atomic Power Plants.” “The initiative will attract specialists in engineering, technical, and scientific fields, which will be key to the development of Kazakhstan's nuclear energy sector,” the ministry stated. The program will provide 20 pilot grants in 2026, with similar allocations expected annually. It will cover international internships, as well as master’s and doctoral programs at top universities around the world. A key requirement will be cooperation with potential employers and guaranteed job placement for graduates. Tripartite agreements are being signed between scholarship recipients, nuclear sector enterprises, and the Bolashak program’s administrator to ensure employment pathways. Work is already underway to finalize agreements with several foreign institutions, including Pennsylvania State University (U.S.), Grenoble INP-UGA (France), Shanghai Jiao Tong University (China), City University of Hong Kong, and the National Research Nuclear University MEPhI (Russia). “The creation of a dedicated training track for the nuclear sector within Bolashak will help form a skilled pool of engineers, technologists, operators, and other specialists with international-level qualifications,” the ministry noted. Earlier this year, President Kassym-Jomart Tokayev announced plans to establish two “science cities” in Almaty and Kurchatov to support the development of nuclear energy and nuclear medicine. Kazakh universities have also launched domestic training programs to prepare personnel for the country’s first nuclear power plant, which is currently under development.

Higher Education

Central Asian Countries Agree to Recognize Each Other’s University Degrees

The governments of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan have officially agreed to mutually recognize higher education diplomas issued within the region. Kazakhstan approved the relevant draft on November 12, as documented in an intergovernmental agreement. The initiative aims to create a unified educational space in Central Asia and eliminate barriers related to qualification recognition. Under the agreement, all five countries will automatically recognize university diplomas that are legally valid, officially accredited, and issued by state higher education institutions in any of the participating countries. Recognition will apply in three key areas: Employment in another Central Asian country Internships Continuing education at the next academic level However, qualifications must meet common higher education standards. Recognition may be denied only if substantial differences in the educational systems are identified. The agreement outlines a clear implementation mechanism: each country will appoint a designated authority responsible for diploma recognition and notify the depositary, which will in turn inform the other signatories. If the structure or authority of the appointed body changes, the state is required to issue an immediate notification through diplomatic channels. Despite agreeing on a shared framework, the countries still maintain varying standards for recognizing foreign university degrees. Uzbekistan, Kyrgyzstan, Turkmenistan, and Tajikistan have agreed to recognize diplomas from universities in any participating country, provided those institutions are legally operating and issue officially recognized state diplomas. Kazakhstan, however, has adopted stricter criteria. It will only recognize diplomas from regional universities that appear in the top 1,000 of the following international rankings: Quacquarelli Symonds World University Rankings (QS) Times Higher Education (THE) Academic Ranking of World Universities (ARWU) Diplomas from these universities will allow holders from participating countries to work, intern, or pursue further studies in Kazakhstan, subject to an application process. The agreement is expected to ease the movement of skilled professionals within Central Asia and reduce bureaucratic barriers to regional academic and professional mobility.