Higher Education - The Times Of Central Asia

Viewing results 1 - 6 of 42

Higher Education

Uzbekistan’s Universities Climb Sustainability Rankings as Afghan Training Program Expands

Fifty higher education institutions from Uzbekistan have been included in the Times Higher Education (THE) Sustainability Impact Ratings 2026, marking another year of strong international recognition for the country’s universities. The results were announced on June 24 during the Global Sustainable Development Congress in Jakarta, Indonesia, while separate education initiatives in southern Uzbekistan are also extending training opportunities to hundreds of Afghan citizens. The THE Sustainability Impact Ratings assess how universities contribute to the United Nations Sustainable Development Goals (SDGs), evaluating performance across education, research, governance, social responsibility, environmental sustainability, and international cooperation. According to the ranking results, 24 Uzbek universities placed among the world’s top 1,000 institutions, reflecting the country’s growing emphasis on integrating sustainable development principles into higher education. Two universities recorded Uzbekistan’s highest overall positions, both ranking in the 101-200 band: Tashkent State University of Uzbek Language and Literature and Tashkent State University of Economics. They were followed by the National University of Uzbekistan and the National Research University “TIIAME” in the 201-300 group. Uzbekistan's universities also achieved notable results in individual Sustainable Development Goals. Alisher Navoi Tashkent State University of Uzbek Language and Literature ranked eighth in the world for Gender Equality, while Tashkent State Technical University placed fifth globally for Affordable and Clean Energy. Fergana Polytechnic Institute ranked sixth in the same category, and two medical universities from Samarkand and Tashkent secured places among the world’s top institutions for Good Health and Well-being. The country’s presence in the rankings has expanded significantly in recent years. Uzbekistan was represented by 12 universities in 2021, rising to 30 in 2022, 47 in 2023, 53 in 2024, 59 in 2025, and 50 institutions in the 2026 edition. At the same time, Uzbekistan is continuing to position itself as a regional education hub. UzA reported that more than 600 Afghan citizens have completed free technical and vocational training courses at the Educational Center for Afghan Citizens in Termez District, Surkhandarya Region. The training formed part of the $2 million European Union-funded project, implemented in partnership with the United Nations Development Programme, aimed at expanding educational opportunities and supporting the socio-economic integration of Afghan citizens. In addition to vocational training, the project covered tuition fees and scholarships for 136 Afghan students enrolled in higher education institutions. Thirty graduates with the strongest business proposals were awarded $2,000 vouchers to launch small businesses, while 39 participants received grants of up to $4,000 to purchase equipment and expand production or service-based enterprises. The project also upgraded the training center with new computer equipment, servers, a conference hall, a co-working space, and a 29-seat bus.

Tajikistan-UK Education Cooperation

Tajikistan and UK Expand Cooperation in Education and Science

Tajikistan and the United Kingdom intend to expand cooperation in education, science, and specialist training. These issues were discussed by Tajikistan’s Minister of Education and Science Rahim Saidzoda and the UK ambassador to Dushanbe, Katherine Smitton, Avesta.tj reported. Representatives of the British Embassy and officials from Tajikistan’s Ministry of Education and Science also attended the meeting. The ministry’s press service described a memorandum of understanding as a key step in expanding the partnership. The agreement is between Tajikistan’s Ministry of Education and Science and the UK Foreign, Commonwealth & Development Office. It was signed in London on February 26, 2026. It provides for cooperation in science and higher education, including English for Specific Purposes. The ministry said the agreement covers student and faculty exchanges and joint research. It also includes English-language teaching and digital technologies in education. The two sides discussed closer ties between universities in Tajikistan and UK institutions. They discussed links with the University of Oxford and the University of Cambridge. Cooperation with the University of Westminster and the British Council was also raised. The participants reviewed Tajikistan’s delegation’s participation in the Education World Forum 2026 in London. The talks also covered opening a branch or representative office of a leading UK university in Tajikistan. They discussed joint educational programs and dual degrees. Other topics included artificial intelligence in education and inclusive education. The participants said they would continue academic exchanges and improve education quality assessment systems. They also discussed research and innovation cooperation. Smitton said the UK was ready to continue supporting joint projects in education and scientific research, including English-language teaching. She also praised education reforms in Tajikistan.

Higher Education

Academy of Digital Technologies & Artificial Intelligence Inaugurated in Kazakhstan

The Academy of Digital Technologies & Artificial Intelligence (ADT&AI) has opened at Satbayev University in Almaty. The new institution will focus on developing digital solutions and artificial intelligence technologies for training next-generation specialists, as well as creating solutions for the corporate sector. The opening ceremony on May 5 was attended by Presidential Aide Kuanyshbek Yessekeyev, Deputy Minister of Science and Higher Education Dinara Shcheglova, and Vice President of the National Academy of Sciences Askar Dzhumadildayev. According to the Ministry of Science and Higher Education, the new academy will offer online courses, making technical education accessible regardless of students’ location. The academy has also launched professional development programs for employees of Kazakhstani enterprises and supports businesses in implementing digital transformation tools in their operations. Through its own data center, the academy will develop digital services and artificial intelligence-based solutions. The AI Lab will play a central role in the academy’s work by integrating AI algorithms into educational and corporate products. “We are creating not just an educational platform, but a fully-fledged technological environment where education, infrastructure, and artificial intelligence work together. Our goal is to provide students and partners with real tools for working and developing in the digital economy,” said Natalia Kudryavtseva, project manager and business analyst at the AI Lab. ADT&AI was created as part of the AI-Sana national program for the development of artificial intelligence in Kazakhstan. The large-scale government initiative aims to develop AI competencies among students, support startups, and create a next-generation technological environment. The program is being implemented with the support of the Ministry of Science and Higher Education and leading universities, including Satbayev University.

TCA Interviews

Why More Students in Kazakhstan Choose to Study Abroad

An increasing number of students in Kazakhstan are considering education abroad. For some, it offers access to high-quality academic programs; for others, it provides opportunities to gain international experience, learn new languages, and improve career prospects. Interest in foreign universities is growing among school graduates and their parents, who increasingly view overseas education as an investment in their children’s future. According to the Bureau of National Statistics, 678,100 students were enrolled in higher education institutions in Kazakhstan at the start of the 2025-2026 academic year. At the same time, data from the International Trade Administration indicate that more than 90,000 Kazakhstani citizens are currently studying abroad. Sanzhar Uvashev, an employee of InterPress Abroad, a company that assists applicants seeking admission to foreign universities, spoke about the factors influencing students’ choices and the opportunities offered by international education. TCA: Tell us about your work. What does your organization do? Uvashev: Our company helps students apply to universities abroad. We support applicants in selecting academic programs, preparing documents, and navigating the entire admissions process. One of our distinguishing features is that we are not limited to a specific list of partner institutions or countries. We can assist students in applying to a wide range of universities, depending on their individual preferences. TCA: Which countries are currently the most popular destinations? Uvashev: We work with a broad range of destinations, particularly the United Kingdom, the United States, and Canada, as well as countries across Europe and Asia. Recently, students have shown greater interest in exploring multiple options rather than focusing on a single country. Some prioritize studying in an English-speaking environment, others seek more affordable tuition, while some focus on scholarship opportunities and employment prospects after graduation. TCA: What opportunities exist today for students from Central Asia to study abroad? Uvashev: Opportunities are expanding. Many universities are paying closer attention to applicants from Central Asia, as international students contribute to a more diverse academic environment. As a result, institutions are offering scholarships, tuition discounts, and preparatory programs. Awareness of the region is growing, and with it the range of options available to students. TCA: Why do students continue to choose the U.S. and other destinations? Uvashev: The U.S. remains one of the most popular destinations because of its strong universities and perceived career opportunities. At the same time, countries such as Italy, Austria, and China are also attracting interest. Italy and Austria appeal to students because public universities there can offer relatively affordable, and in some cases almost free, education. China has gained popularity due to the quality of its universities, their rising positions in global rankings, and the availability of scholarships for international students. TCA: Are there programs that allow students to study free of charge? Uvashev: Yes. Students often inquire about scholarship schemes that significantly reduce tuition fees or cover them entirely. Examples include the Bolashak international scholarship program, Stipendium Hungaricum, and Erasmus Mundus. These initiatives provide talented applicants with real opportunities to obtain an education abroad, provided they are well...

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...

Meruyert Bizhanova

From Fairy Tales to Oxford: The Academic Path of Meruyert Bizhanova

Education can change the course of a person’s life, shaping dreams and opening new horizons. The story of Meruyert Bizhanova, a young scholar from Kazakhstan who entered a doctoral program at the University of Oxford at the age of 24, is a striking example of how curiosity, determination, and mentorship can lead to remarkable achievements. A Passion for Learning from an Early Age Bizhanova’s love for learning began in early childhood. She recalls that by the time she was five years old, she had already read every fairy tale available in her school library. Reading stories and writing short narratives fascinated her, and books soon became her closest companions. Her academic development later flourished at Nazarbayev University, where supportive professors encouraged her intellectual curiosity and motivated her to pursue opportunities abroad. She particularly acknowledges the influence of mentors such as Vice-Provost Loretta O’Donnell and professors Tursonjan Tokay, Thomas Duke, Warren Rocco, and Marilyn Plumlee. According to Bizhanova, these mentors taught her the importance of discipline, dedication, and sincerity in academic work. Graduate Studies in the United States After completing her undergraduate education, Bizhanova decided to continue her academic journey internationally. She chose the University of Pennsylvania for her master’s studies, aiming to gain globally recognized academic training and deepen her research in the field of higher education. The University of Pennsylvania is widely known for its strong academic tradition in higher education policy and leadership, which closely aligns with her research interests. During her master’s program in educational leadership, Bizhanova studied international education policy, governance of higher education systems, research methodology, and leadership strategies. Beyond classroom learning, the university provided opportunities for internships, research collaborations, professional networking, and career development. Studying at one of the world’s leading universities also gave her access to a global academic community and opened new professional possibilities. [caption id="attachment_45030" align="aligncenter" width="580"] Image: personal archive[/caption] Why Oxford? For Bizhanova, the University of Oxford had long symbolized academic excellence. From childhood, she had heard of it as one of the most prestigious universities in the world. Admission to Oxford’s doctoral programs is highly competitive, and thousands of candidates apply each year, but only a small number are admitted. For example, the DPhil in Education, which Bizhanova is studying for, has approximately 200 applications per year, out of which around 38 students are selected. Being accepted into Oxford’s doctoral program, Bizhanova says, is both an honor and a responsibility. When considering where to pursue her PhD, she realized that several Oxford scholars were conducting research closely related to her own academic interests. Her professors at the University of Pennsylvania were also familiar with these scholars and encouraged her to apply, recognizing Oxford as one of the leading centers for research on higher education. Researching the Future of Universities Bizhanova’s doctoral research focuses on universities in post-Soviet countries and how they attempt to balance teaching responsibilities with the development of scientific research. Many universities in this region inherited complex institutional traditions and governance structures from the Soviet era. Today,...