European Union Programme for Central Asia. Central Asia Education Platform Phase II (CAEP 2) EuropeAid 2014/354952

Transcription

1 April 2017 This project is funded by the European Commission European Union Programme for Central Asia Central Asia Education Platform Phase II (CAEP 2) EuropeAid 2014/ EXISTING CAPACITY DEVELOPMENT AND MOBILITY PROGRAMMES BETWEEN THE EU AND CENTRAL ASIA COUNTRIES Stock-taking Report Jan Helbich and Andrea Miskovicova / on behalf of the EC and GOPA

2 Authors of the report: Jan Helbich (Report Coordinator) Andrea Miskovicova (Reporting Expert) Local experts: Aleksey Semyonov (Uzbekistan) Onola Umankulova (Kyrgyzstan) Zarrina Kadirova (Tajikistan) Elena Zigangirova (Kazakhstan) Key informants: Piia Heinamaki (Education, Audiovisual and Culture Executive Agency) Hugo Sharp (EC, Directorate-General for Education and Culture) Philipp Effertz (DAAD) Alix de Gassart (Campus France) Rowan Kennedy (British Council Kazakhstan) Kanat Abashov (British Council Kazakhstan) Anita Vahere-Abrazune (Ministry of Education and Science, Latvia) 2

3 Table of Contents EXECUTIVE SUMMARY 7 1 INTRODUCTION Context and Objectives of the Study Definition of Capacity Development and Mobility Programmes 11 2 HIGHER EDUCATION AND INTERNATIONAL MOBILITY FLOWS IN CENTRAL ASIA Kazakhstan Kyrgyzstan Tajikistan Turkmenistan Uzbekistan 23 3 CAPACITY DEVELOPMENT AND MOBILITY BETWEEN CENTRAL ASIA AND EU Erasmus Capacity Building in Higher Education Jean Monnet Chairs International Credit Mobility Erasmus Mundus Joint Master Degrees Germany East-West Dialogue Degree Programmes in German language Eastern Partnerships Institutional Partnerships for German Language and Literature Studies Integrated International Double Degree Programmes German-Kazakh University Kyrgyz-German Faculty of Applied Informatics (KGFAI) Individual scholarships Go East Semester Scholarships within university partnerships France Centre KazFETS Schneider Electric (Kazakhstan) Institut Sorbonne (Kazakhstan) Copernic French Embassy grants Eiffel scholarships Bourdieu scholarships (Uzbekistan) United Kingdom Newton - Al-Farabi Partnership Programme Kazakh British Technical University Westminster International University in Tashkent Chevening 67 3

4 3.4.5 FameLab science competition Latvia Scholarship for studies Fellowship for research Scholarship for participation in summer school Advanced Programme in EU law and economics of the Riga Graduate School of Law Central Asia Bolashak (Kazakhstan) Academic Mobility Program (Kazakhstan) Istedod Foundation (Uzbekistan) Situation per Country Kazakhstan Kyrgyzstan Tajikistan Turkmenistan Uzbekistan 88 4 CAPACITY DEVELOPMENT AND MOBILITY WITHIN CENTRAL ASIA Kazakhstan Kyrgyzstan Tajikistan Uzbekistan 92 5 SUCCESS STORIES 93 6 RECOMMENDATIONS 96 4

5 Acronyms CA CAEP CIS DAAD DCI EACEA EC ECTS EDF EHESP EMJMD ENI EU EUR FCO FH GBP GER GKU HE HEI HS ICM ID IELTS IPA ISE IT JM JMCH JSC KATU KBTU KGFAI KSTU Central Asia Central Asia Education Platform Commonwealth of Independent States German Academic Exchange Service (Deutscher Akademischer Austauschdienst) Development Co-operation Instrument Education, Audiovisual and Culture Executive Agency European Commission European Credit Transfer and Accumulation System European Development Fund School of Public Health (Ecole des hautes études en santé publique) Erasmus Mundus Joint Master Degree European Neighbourhood Instrument European Union Euro Foreign and Commonwealth Office University of Applied Sciences (Fachhochschule) Great Britain Pound Germany German-Kazakh University Higher education Higher education institution University (Hochschule) International Credit Mobility Identity document International English Language Testing System Instrument for Pre-Accession Assistance International School of Economics information technology Jean Monnet Jean Monnet Chairs Joint Stock Company Kazakh Agro-Technical University Kazakh-British Technical University Kyrgyz-German Faculty of Applied Informatics Kyrgyz State Technical University 5

6 KSUCTA LSE N/A PhD STEM TNE ToR UK UNESCO USA VET VIAA WHZ WIUT Kyrgyz State University of Construction, Transport, and Architecture London School of Economics and Political Science Not available Philosophiae Doctor Science, technology, engineering, and mathematics Transnational Education Terms of Reference United Kingdom United Nations Educational, Scientific and Cultural Organization United States of America Vocational education and training Latvian State Education Development Agency (Valsts izglītības attīstības aģentūra) West Saxon University of Applied Sciences Zwickau Westminster International University in Tashkent 6

7 Executive Summary This report presents an initial inventory of existing capacity development and mobility programmes between the EU and Central Asia Countries, between the selected EU Member States and Central Asia Countries and within Central Asia in the form of a database that may be extended and further developed in the future. The overview of programmes and projects gives an indication of numbers of mobility participants and available funding which may be used as a basis for the design of future interventions. Based on the desk research and support provided by local experts from Central Asia and informants from the European Commission, Germany, France, Latvia, and the United Kingdom, the study identified 28 relevant programmes funded by the EU and its selected Member States. Additionally, there are 2 national schemes within the Central Asia countries, promoting international mobility of their students. Key donor supporting the capacity development and mobility programmes between the EU and Central Asia Countries is Erasmus+, particularly through its projects Capacity Building in Higher Education and International Credit Mobility. In terms of bilateral cooperation in 2015, German Academic Exchange Service was the most active donor that supported 1182 individuals from Central Asia spending some time studying or working at German HEIs and 185 learners, teachers and researchers from Germany coming to Central Asia. In Kazakhstan, education is considered a very important issue repeatedly declared as a priority in official documents. This study confirmed the activity of Kazakhstan, its HEIs, and individuals in international cooperation and mobility as well as its position of the regional leader in terms of HE cooperation with the European Union. In 2014, approx students from around the world have decided to study in Kazakhstan, and almost Kazakh students have studied abroad, which makes them the most mobile among Central Asia countries. The majority of students incoming to Kazakhstan were from other Central Asia countries, mostly from Uzbekistan (3 529), and from the Russian Federation (1 270). Vice versa, the majority of Kazakhs students have studied in the Russian Federation (almost 50 thousand). Among the other most preferred destination countries belong Kyrgyzstan (4 535), the United States (1 913), the United Kingdom (1 596), and Czech Republic (1 376). Out of 30 identified initiatives, 27 programmes and 127 individual projects supported capacity development and mobility with Kazakhstan. These projects include also three bilateral universities and Kazakhstan s own powerful international scholarship programme Bolashak and national Academic Mobility Program. In 2015, Erasmus+ funded 95 capacity development projects with Kazakh HEIs, including 484 incoming (to Europe) and 167 outgoing (to Kazakhstan) mobility participants. With regard to the bilateral cooperation with the EU Member States, the most active role is played by Germany offering Kazakhstan 6 capacity development programmes, with approx. 19 incoming and 2 outgoing participants, and a number of mobility schemes with 120 incoming and 37 outgoing participants. Other bilateral schemes with the highest involvement of Kazakh HEIs and students are the Newton Al-Farabi Partnership Programme (UK), French embassy grants and Advanced Programme in EU law and economics of the Riga Graduate School of Law. Kyrgyzstan reported about incoming and outgoing students in The majority of students incoming to Kyrgyzstan were from other Central Asia countries, mostly from 7

8 Kazakhstan (4 535), followed by students from India (1 709), and Russian Federation (1 302). The majority of Kyrgyz students decided to study in the Russian Federation (3 734), followed by Kazakhstan (851), Germany (494), Saudi Arabia (361) and the United States (232). In 2015, Kyrgyzstan was eligible to receive support from 16 out of 30 identified programmes. Capacity development projects have been co-financed solely by Erasmus+ (29 projects) and DAAD (5 projects). Individual mobility in the frame of these projects and within other individual scholarship schemes reached 113 incoming and 21 outgoing participants (Erasmus+) and 102 incoming and 24 outgoing participants (DAAD). France, UK, and Latvia awarded only a few individual scholarships to Kyrgyz students. The number of students incoming to Tajikistan is lower than in Kazakhstan and Kyrgyzstan 1846 foreign students in The majority of them were from other Central Asia countries, namely from Turkmenistan (866), followed by students from Afghanistan (226), India (216), Kyrgyzstan (194), and Kazakhstan (131). The most preferred country is the Russian Federation, where have been studying Tajik students in Another Tajik students have decided to study in Kyrgyzstan, followed by those studying in Kazakhstan (510), Ukraine (422), and Saudi Arabia (385). Out of 30 reviewed programmes, Tajik HEIs and individuals were eligible in 18. However, they benefitted only from 11 projects. Regarding the individual mobility, 41 incoming and 8 outgoing scholarships have been awarded by Erasmus+, another 68 incoming and 13 outgoing by DAAD, 1 by UK and 11 by Latvia. Thus, it can be stated that the cooperation potential between Tajik and European HEIs remains unexploited. Involvement of Turkmenistan in international academic mobility with the European Union and its Member States is the lowest among Central Asia countries, resulting mainly from low application activity of Turkmen HEIs and students. The number of students coming to study in Turkmenistan in 2014 was not available. In terms of outgoing mobility, the lead position held the Russian Federation with Turkmen students in 2014, followed by Ukraine (14 053), Belarus (8 153), Turkey (5 887), and Tajikistan (866). In 2015, Turkmen HEIs implemented only 5 Erasmus+ projects, with 14 incoming and 4 outgoing mobility participants reported. In case of German programmes, there have been identified 17 incoming and 5 outgoing participants, in Latvia it has been 4 incoming persons. The United Kingdom awarded 2 Chevening scholarships to Turkmen applicants. Uzbekistan has been demonstrating fair attempts to increase the mobility of Uzbek students across the borders. The country benefits from various Erasmus+ projects and cooperates with individual EU Member States. Moreover, Uzbekistan has its own scholarship scheme promoting international mobility managed by the Istedod Foundation. However, the number of incoming students has been the lowest among all Central Asia countries only 228 students from around the world in The majority of them (100) came from Turkmenistan, followed by those from the Russian Federation (52), Kazakhstan (47), Kyrgyzstan (11), and Azerbaijan (10). The number of Uzbek students studied abroad has been as high as Like the other Central Asia countries, the first choice has been the Russian Federation with Uzbek students in 2013, followed by Kazakhstan (5 588), Ukraine (2 072), Kyrgyzstan (1 219), and Germany (789). The country benefits from 22 programmes and 55 projects funded by the European Union and selected European countries. The majority of projects (48) are funded from Erasmus+ envelope. Within these projects have been reported about 208 incoming and 77 outgoing mobility participants. From other European donors, the leading position has Germany, with 62 incoming and 15 outgoing participants. Latvia offered four mobility programmes in which have been participating 19 Uzbek students. France awarded 13 scholarships to Uzbek students, mainly through the French embassy grant programme. In 2015, UK granted 2 Chevening scholarships to Uzbek students and offered study opportunities at the Westminster International University in Tashkent. 8

9 Based on the above findings, the study suggests several recommendations for future cooperation with Central Asia: 1. Further promotion of double/joint degree study courses. Graduates with a joint/double degree have internationally recognised higher education qualifications and better career opportunities in both countries. 2. Development of VET programmes in partnership with private companies. A good example of a public-private partnership is the Centre KazFETS Schneider Electric in Kazakhstan. 3. Support for establishment and development of foreign university branch campuses. This educational strategy, on the one hand, reduces the risk of brain drain and on the other hand opens ways to recruit students and establish business contacts. 4. Uzbekistan might consider reviewing its approach to attracting to foreign students. The existing imbalance between the incoming and outgoing academic mobility hinders the potential of internationalization process in Uzbekistan. 5. HEIs from Central and Eastern Europe should consider using their comparative advantage (knowledge of Russian language and tradition in cooperation) for mobility and cooperation with Central Asian HEIs. An example of a successful country is the Czech Republic that attracts students from Central Asia through an active promotion of its HEIs. 6. Kyrgyzstan, Tajikistan, and Turkmenistan might consider establishing a national scholarship scheme for the most talented students. Bolashak can be used as a great example and inspiration for other countries. 7. Given that cross-border cooperation usually starts on a personal level (between professors), a more systematic promotion of networking activities for leading HEI staff might be the right response to the typical newcomer s problem finding a suitable partner for a joint capacity development project. 8. Strengthening the Bologna process cooperation among the five Central Asia countries. 9

10 1 Introduction 1.1 Context and Objectives of the Study In 2007, the European Union launched the EU Central Asian Strategy for New Partnership in order to support various cooperation priorities, such as education. One of the agreed political and thematic dialogue was the Central Asia Education Platform (CAEP) focusing on the two main components of education systems: (i) vocational education and training (VET); (ii) higher education (HE). The first phase of CAEP entered into force in February 2012 and represents the key pillar of European Education Initiative for Central Asia which aims at education and training sector modernization, strengthen cooperation between European Union (EU) and Central Asia (CA), improvement of inter-regional cooperation between Central Asia countries, as well as improvement of donors activities in the education sector. These goals are going to be achieved through a process of communication and exchange between the European Union and Central Asia in order to contribute to the adaptation of education systems of Central Asian States to the needs to the globalised world 1. The second phase of CAEP CAEP 2 launched in March 2015 and will be running until March During the second phase, CAEP will continue enhancing cooperation between stakeholders from EU and CA countries, as well as between CA countries. The main goal of CAEP 2 is to strengthen education reforms in CA countries. In the Indicative Roadmap of Activities under the Central Asian Education Platform ( ), endorsed during the Riga Ministerial Meeting of Ministers for Education in June 2015, identified Supporting Capacity Development and Mobility of Teaching Staff and Students in HE and VET as one of the fields of activity for CAEP 2. As a result, this stock taking report on Existing Capacity Development and Mobility Programmes between the EU and Central Asia Countries aims at providing an overview of the existing capacity development and mobility programmes between the EU and Central Asia Countries as well as within these countries, highlighting challenges as well as potential good practices. Its main purpose is to better inform on opportunities for Central Asia countries to participate in Erasmus + activities as well as in other programmes which exist at the level of EU Member States or in the Central Asia region itself and to identify opportunities for further development of bilateral/multilateral mobility and capacity building programmes for teaching staff, students and Higher Education Institutions alike. The report is dived into six main sections: Following this introductory section, the second chapter provides a general overview of higher education systems in Central Asia countries and key data on their international mobility flows. The third chapter presents an overview of existing capacity development and mobility programmes between Europe and Central Asia. Firstly, we are reviewing the Erasmus+ programmes available in Central Asia countries. Secondly, we are analysing existing programmes 1 European Union Programme for Central Asia (2013). Brief Project Description. 10

11 outside the Erasmus+ platform, however, focusing only on selected European countries France, Germany, Latvia, and the United Kingdom. The overview of existing mobility schemes within the Central Asia countries is also a part of this section. Finally, we summarise the availability and implementation of these programmes per CA country. The fourth chapter is dealing with academic mobility flows within the Central Asia countries. The final two chapters provide an overview of success stories and formulate recommendations for stakeholders and decision makers in Europe and Central Asia. 1.2 Definition of Capacity Development and Mobility Programmes The increasing international dimension of higher education is the driving force of HEIs efforts in attracting students, professionals, and projects from their home countries and from abroad. The international cooperation between HEIs from around the world ensures constant knowledge flows, support of research and innovation, overall modernization of higher education and promotion of international dialogue. The key dimensions of internationalization of higher education comprise three areas: student and staff mobility; the internationalization and improvement of curricula and digital learning; and strategic cooperation, partnerships, and capacity development 2. In professional literature as well as in capacity development and mobility related studies one can find two terms referring to one (or similar) thing: capacity building and capacity development. The term capacity building usually means starting at a zero point with the use of external expertise to create something that did not previously exist, while capacity development refers to the inherent existence of endogenous development processes in all countries and communities, and addresses the need to support and or facilitate processes that are already underway 3. However, these two concepts are strongly connected and one cannot exist without the other. There is also no clear-cut distinction between these terms and they are both referring to the same idea 4. In the present study, we are referring to both terms, as well, since one is used in the Erasmus+ terminology (capacity building) and the other in general sources and the ToR (capacity development). Thus, in this study we consider both terms synonyms. In general, the efforts of education institutions can be divided into two big categories capacity development projects and mobility projects. Capacity development projects are, in general, based on multilateral partnerships between relevant HE or VET institutions. They are aiming to improvement and modernization of the higher education systems and to build the ground for future academic and research collaboration 5. Typical activities of capacity development projects include fostering cooperation between HE or VET institutions, across regions, and the wider economic and social environment; networking and exchanging of practices; curriculum development; promoting intercultural awareness and understanding; improving the quality of HE and VET and their alignment with labour market needs and society. Furthermore, there can be found specific capacity development actions in HE and VET within the Erasmus+ key activities, such as: 2 Council conclusions of 11 May 2010 on the internationalisation of higher education (2010/C 135/04) Chan, W. W. Y. (2004). International Cooperation in Higher Education: Theory and Practice. European Commission (2013). European Higher Education in the World. 3 < 4 Stéphan Vincent-Lancrin (OECD/EDU). Cross Border Higher Education for Development 5 European Commission (2013). European Higher Education in the World. 11

12 a) VET improvement of the quality and recognition of youth work, non-formal learning and volunteering; enhance synergies and complementarities with other education systems; development and implementation of schemes and programmes of non-formal learning mobility (within or outside of the country); fostering large-scale youth events; development of communication and media tools; development of work methods, tools, training modules and materials. b) HE modernization of governance and management of HEIs and systems; addressing challenges HEIs have to face; improvement of cooperation with the EU; development and implementation of new education programmes; strengthen the capacity of management, governance, and innovation 6. The mobility of individuals is understood as moving physically to another country, in order to undertake study, work experience, research, other learning or teaching or research activity or related administrative activity, supported as appropriate by preparation in the host language (European Commission, 2012). Mobile students and staff are usually divided into two groups: (i) programme-movers who use various mobility programmes, actions and schemes in order to study, teach or doing research in different than home university, faculty, department or organization; (ii) free-movers who travel on their own initiative, i.e. not within an organized agreement 7. Mobility projects can be short- (under three months) and long-term (more than three months), and can come in various forms. The most visible are degree-seeking, study, work placement/traineeship mobility among students, and teaching, training, research among academic staff 8. Involvement of individuals in the mobility project helps to improve their foreign language competence, raise their awareness and understanding of other cultures and countries, support their professional and personal development, create space for networking, gaining international contacts, etc. At an organizational level, these projects help to increase the capacities, attractiveness and international dimension of HE or VET institutions. 6 Erasmus+ Programme Guide (2016). 7 ESIB (2007). Promoting Mobility a study on the obstacles to student mobility. 8 Erasmus+ Programme Guide (2016) 12

13 2 Higher Education and International Mobility Flows in Central Asia 2.1 Kazakhstan The Kazakh higher education system is based on the State Programme of Education Development for , shaping the model of competitive multi-level higher education. On March 1, 2016, by Decree of President of Republic of Kazakhstan, the State Program of Education and Science Development for was legalized. HE system in Kazakhstan is characterized by various types of institutions: (1) Institute implements higher education programmes; (2) Academy a higher education institution implementing educational programs for undergraduate and post-graduate education in one or two disciplines; (3) University implements higher education programmes, Master and doctoral programs in three or more disciplines, carries out research, and represents the scientific and methodological centre; (4) National Research University has a special status approved by the Government, independently developing education programmes in various disciplines, it also generates, applies and transfers new knowledge; (5) National Higher Education Institution is a leading scientific and methodological centre having special status; (6) Research University is an institution implementing Development plan approved by the Government, it is able to develop educational programs for undergraduate and post graduate education in various disciplines, it also generates, applies and transfers new knowledge. After completion of general secondary, technical, vocational or further education there are available following levels of qualification in Kazakhstan: 1. Bachelor programme (undergraduate) duration of the study is at least four years, completion of the programme is the precondition for the next level of qualification; 2. Master program is the next level of education after bachelor degree completion. Can be learnt in one of the two pathways: (i) scientific-pedagogic (duration two years); (ii) professional (duration one year); 3. The doctoral program is the next level of education following completion of the Master s programme. It lasts at minimum three years. In Kazakhstan, there were 125 HEIs in , including 9 national HEIs, 31 public HEIs, 54 private HEIs, 16 corporatized HEIs, 13 non-civilian HEIs, 1 international university and 1 autonomous organization (Nazarbayev University). On a competitive basis, citizens have the right to free higher education. Every year the Government allocates funds (grants or scholarships) for education corresponding with its priorities. Kazakhstan has introduced public educational grants which provide selected students with access to the institution of their choice. These grants are awarded by the Ministry of Education and Science by state orders to all students who have successfully passed the Unified National Test

14 For talented people who come from disadvantaged environment, there have been established several national educational grants. These grants are allocated on a competitive basis according to various criteria specialization, language, form of education, points gained in Unified National Test or Comprehensive Test. In 2013, these grants (mostly the state educational one) helped 23 % of talented people to study at higher education institutions (HEIs). The allocation of state educational grants among public HEIs and selected private ones (they have to meet the criteria set by Ministry of Education and Science) is based on the Republican Commission s decision. The following chart shows the change in total enrolment in tertiary education in Kazakhstan: Figure 1 Total enrolment in tertiary education in Kazakhstan regardless of age expressed as a percentage of the official school-age population Source: UNESCO Institute for Statistics (2015) During the first years after the country s independence, the percentage of enrolment in tertiary education declined. From the year 2000 on, it generally had a growing tendency. However, as the chart shows, only in 2005 the total enrolment of students in tertiary education reached more than 50 % of the overall school-age population. Although the enrolment in tertiary education in Kazakhstan is growing, number of students in HEIs has decreasing tendency: 14

15 Figure 2 Number of students in tertiary education (in thousands) in Kazakhstan Source: Ministry of National Economy of the Republic of Kazakhstan, Committee on Statistics (2016) Kazakh HEIs host students from different countries. The following table shows the top 15 countries of origin of students incoming to Kazakhstan in 2014: Figure 3 Kazakhstan: Incoming students by country of origin No. Country of origin of the students Number of incoming students 1. Uzbekistan Russian Federation Kyrgyzstan Turkmenistan India China Mongolia Tajikistan Afghanistan Turkey Azerbaijan Korea, DPR Ukraine Armenia Korea, Rep. 18 Source: UNESCO Institute of Statistics From approximately students incoming to Kazakhstan, the highest number is represented by students from Uzbekistan. The second largest group of students comes from the Russian Federation. As the table shows, the majority of students coming to study in Kazakhstan are from Asia. There was a very little number of European students incoming to Kazakhstan in The highest number of students 15 came from Germany. The following table shows the top 15 destinations where the Kazakh students have decided to study in Figure 4 Kazakhstan: Outbound mobility of HE students No. Destination country Number of outgoing students 1. Russian Federation Kyrgyzstan United States

16 4. United Kingdom Czech Republic Malaysia Germany Poland France United Arab Emirates Canada Ukraine Saudi Arabia Korea, Rep Belarus 206 Source: UNESCO Institute of Statistics The table shows that the majority of Kazakhs students have studied in the Russian Federation. From approximately outgoing students, those who have decided to study in Russian Federation represented 76 % from all mobile students from Kazakhstan. In the top 15 destinations to study can be found United Kingdom, Germany, Poland, and France, as well. As reported by the Latvian Ministry of Education and Science, 266 students from Kazakhstan have chosen to study in Latvia in Czech Republic was the fifth most popular destination for Kazakh students, surprisingly more popular than Germany and France. According to DAAD 10, this is due to the active promotion of Czech HEIs in Kazakhstan. 2.2 Kyrgyzstan Gaining full independence of the country in 1991 can be considered the milestone for the new approach to education, based on democracy and pluralism of values. Activities of HEIs public and private ones are subject to the Law on Education from Considering its history, contemporary higher education in Kyrgyzstan is characterized by the higher number of universities (52) per capita than countries with a similar population, such as Denmark (8) and Finland (14). Among Central Asia countries, Kyrgyzstan is also hosting the highest number (40 %) of all international students studying in the area. Higher education system in Kyrgyzstan consists of the following institutions: (1) Universities implement programmes of higher and postgraduate education; (2) Academia - implement programmes of higher and postgraduate education in fields of scientific activity; (3) Institutes are institutions or university and academia branches implementing higher education programmes; (4) Specialized HEIs they are more narrow-profile (such as Kyrgyz National Conservatory and Bishkek higher military specialized schools), and alongside the education they conduct research. The levels of higher education in Kyrgyzstan are the following: 1. Bachelor programmes with duration of four years which open door to Master s degree; 2. Master two years programmes which open door to Candidate and Doctor of science programmes; 10 DAAD Ländersachstand Kasachstan: Kurze Einführung in das Hochschulsystem und die DAAD-Aktivitäten,

17 3. Specialist programmes an alternative to Bachelor and Master s studies, lasting 5 or 6 years (in medicine and architecture). Completion of specialist programmes also allows entry into post-graduate programmes. 4. Candidate of science duration of this postgraduate programme is three years and its completion is rewarded with the Licentiate degree; 5. Doctor of science - duration of the programme is three years. In between the Candidate and Doctor of Science, students can gain the PhD degree. In 2013, implementation of pilot PhD programs was launched as part of the pilot projects in 7 higher education institutions of the country. For the purpose of their implementation Temporary State Requirements for Pilot Doctoral Programs of postgraduate professional education (PhD) were approved by the Order No 311/1 of the Ministry of Education and Science of the Kyrgyz Republic on 31 May The majority of students pay fees for tertiary education, representing approx % of the state universities budgets. In 2012 only 13,5 % of students received the national scholarships for their HE study. The national scholarship is for students with the highest score gained in National Testing System, established in However, only students studying bachelor and specialist programmes can receive the scholarship, Master s programmes are not eligible. The following chart shows the change in total enrolment in tertiary education in Kyrgyzstan: Figure 5 Total enrolment in tertiary education in Kyrgyzstan regardless of age expressed as a percentage of the official school-age population Source: UNESCO Institute for Statistics (2015) Enrolment in tertiary education in Kyrgyzstan shows similar tendencies like in Kazakhstan first years after gaining independence the indicator was decreasing, after that the indicator increased significantly. Data for the year 2012 were not available which caused the gap between the years 2011 and The total number of HE students in Kyrgyzstan reached its peak in 2007: 11 Source: neo.kg 17

18 Figure 6 Number of students in tertiary education (in thousands) in Kyrgyzstan 18

19 The following table shows the top 15 countries of origin of students incoming to Kyrgyzstan in Figure 7 Kyrgyzstan: Incoming students by country of origin No. Country of origin of the students Number of incoming students 1. Kazakhstan India Russian Federation Tajikistan Uzbekistan Turkey Pakistan China Turkmenistan Azerbaijan Nepal Ukraine Afghanistan The Syrian Arab Republic Iran, Islamic Rep. < 5 Source: UNESCO Institute for Statistics From approximately incoming students, more than one-third came from Kazakhstan. Similarly to Kazakhstan, the majority of incoming students were from Asia. Germany, UK, France, Latvia and Poland were represented by less than 5 students. The following table shows the top 15 destinations where the Kyrgyz students have decided to study in Figure 8 Kyrgyzstan: Outbound mobility of HE students No. Destination country Number of outgoing students 1. Russian Federation Kazakhstan Germany Saudi Arabia United States Tajikistan Malaysia Egypt United Kingdom Czech Republic Korea, Rep France Japan Austria Ukraine 30 Source: UNESCO Institute for Statistics Outgoing mobility from Kyrgyzstan is significantly lower than from Kazakhstan. In 2014, students from Kyrgyzstan have been studying abroad. Again, the most popular destination was Russian Federation. Among the top 15 destinations can be found Germany, United Kingdom, and France. Only 15 Kyrgyz students decided to study in Poland. According to the data provided by the Latvian Ministry of Education and Science, 10 students from Kyrgyzstan studied in Latvia in

20 2.3 Tajikistan In 1994, three years after gaining independence, the country started its higher education reforms. As a result, the number of higher education institutions as well as the number of students increased significantly (from 13 HEIs in 1991 to 30 in 2012). The key legislative documents of the reform are the Law on Education, the Law on Higher Education and Professional Postgraduate Education, and the National Concept of Education. In Tajikistan, there are the following types of HEIs: (1) Universities provide higher education and conduct fundamental and applied research in a wide range of specializations; (2) Academies provide education and conduct research in a limited range of specializations; (3) Institutes provide education in one or several specializations for Bachelor and specialist degrees only. Higher education system in Tajikistan is based on the following levels and forms: 1. Bachelor - the length of the study is four years, in case of medicine it lasts five years and its completion allows entry to Master level; 2. Master duration of two years with the Master s diploma after completion; 3. Specialist some HEIs offer specialists study programmes with the duration of five years. After completion of this study, students receive a specialist diploma, such as engineer, teacher, agriculturist, economist, but not a bachelor diploma, thus they are not able to apply for Master s study. 4. Candidate of Science this level of higher education is open for students with Masters or Specialist degree. Duration of this study is three years and its completion gives entry to next postgraduate level Doctor of Science; 5. Doctor of Science students with Candidate of Science diploma can be accepted to this level of higher education which takes three years. Its completion is not rewarded with the PhD. diploma, this degree can be gained after completion of alternative doctoral programmes which are introduced by recent higher education reforms. Higher education in Tajikistan is generally free of charge. However, some HEIs are charging fees to their students. The level of tuition fee depends on the type of HEI, its location, and form of study. Talented full-time students can receive national or HEI grants. The following chart shows the change in total enrolment in tertiary education in Tajikistan: Figure 9 Total enrolment in tertiary education in Tajikistan regardless of age expressed as a percentage of the official school-age population Source: UNESCO Institute for Statistics (2015) 20

21 Enrolment in tertiary education in Tajikistan is quite low in comparison to other CA countries. During observed period it had both decreasing and increasing tendency, however, in the end of the period it reached almost the same level as at the beginning. Although the development of students enrolment in tertiary education reached quite low level, the number of students in HEIs is increasing: Figure 10 Number of students in tertiary education (in thousands) in Tajikistan Source: Agency on Statistics Under President of the Republic of Tajikistan (2016). The following table shows the top 15 countries of origin of students incoming to Tajikistan in Figure 11 Tajikistan: Incoming students by country of origin No. Country of origin of the students Number of incoming students 1. Turkmenistan Afghanistan India Kyrgyzstan Kazakhstan Russian Federation Uzbekistan Iran, Islamic Rep China Korea, DPR Pakistan Azerbaijan < Turkey < The Republic of Moldova < Canada < 5 Source: UNESCO Institute for Statistics The approximate number of HE students incoming to Tajikistan in 2014 was The majority of them were from Asia, more specifically, from the neighbouring countries. EU countries were represented by less than 5 students. Top 15 destinations where the Tajik students have chosen to study in 2014 are displayed in the following table: 21

22 Figure 12 Tajikistan: Outbound mobility of HE students No. Destination country Number of outgoing students 1. Russian Federation Kyrgyzstan Kazakhstan Ukraine Saudi Arabia Turkey United States Egypt Belarus Germany Malaysia Iran, Islamic Rep Korea, Rep United Arab Emirates Japan 27 Source: UNESCO Institute for Statistics Approximately 67 % of internationally mobile Tajik tertiary students have decided to study in the Russian Federation. The list of top 15 destinations comprises mostly from Asian and neighbouring countries. As the table shows, among the top 15 destinations belongs Germany. 23 Tajik students decided to study in the United Kingdom and Poland, and only 13 in France. According to the data provided by the Latvian Ministry of Education and Science, 20 students from Tajikistan studied in Latvia in Turkmenistan Education system in Turkmenistan underwent several reforms since country s independence in the 1990 s. In 2009, the new Law on Education and the Law on Status of Scientists entered into force, extending the duration of the study to five or six years (depending on the field of study), reviewing curricula and study plans, developing postgraduate study programmes in relevant fields and introducing tuition fees. More recently, in accordance with the Decree of the President of Turkmenistan on the Improvement of Education System in Turkmenistan, the country adopted the Law of Turkmenistan of 4 May 2013 No. 391-IV on Education. This Bologna-inspired reform introduced new higher education levels: 1. Bachelor degree (4 years of study) 2. Master s degree (1-2 years of study) 3. Specialist (5-6 years of study) Higher education system in Turkmenistan consists of 19 civil and 5 military state-owned HEIs. 17 HEIs have the character of an Institute, followed by five Universities, one Academy and one Conservatoire. State HEIs are funded from the national budget according to their type and number of students, as well as from their own business and other income activities. The only available statistical data on higher education in Turkmenistan show the enrolment in tertiary education for years 1990 (12,2 % share on a total number of school-age population) and 2014 (8 % share). 22

23 In 2014, very little students from around the world have decided to study in Turkmenistan. From all countries around the world, none of them sent more than 5 students to study in Turkmenistan. However, Turkmen students are as mobile as those from other CA countries: Figure 13 Turkmenistan: Outbound mobility of HE students No. Destination country Number of outgoing students 1. Russian Federation Ukraine Belarus Turkey Tajikistan Kazakhstan Kyrgyzstan United States Azerbaijan Saudi Arabia United Kingdom Romania United Arab Emirates India Armenia 53 Source: UNESCO Institute for Statistics The number of outgoing students from Turkmenistan is quite high They mostly preferred to study in Russian-speaking countries. From the EU Member States, only United Kingdom and Romania made it to the top 15 destinations. In 2014, 43 students from Turkmenistan decided to study in Germany, 40 in Poland and 13 in France. Latvian Ministry of Education and Science reported 4 students from Turkmenistan in Uzbekistan In Uzbekistan, the massive reforms on education started in 1997 with the adoption of two key documents Education Act and National Programme for Personnel Training reflecting the fact that more than 62 % of the population is under the age of 30. The reform shaped also the structure of tertiary education: 1. Bachelor the minimum duration of the study bachelor programmes is four years. After completion of this first level of tertiary education, students can apply for Master s programmes. 2. Master s duration of study programmes on this level is at least two years. 3. Doctor of science this level of tertiary education replaced the former two-stage postgraduate studies in Only students who successfully complete Master level can apply for this postgraduate study. Higher education in Uzbekistan is provided by the following types of institutions: (1) University provides education at all levels (bachelor, master and postgraduate) in variety of fields; (2) Academy provides education in specific fields of study, represents leading scientific and methodological center; (3) Institute provides education at all levels of tertiary education in specific fields of professional training within one area of education. Institutes carry out applied and fundamental scientific research. Definitions of all types of HEIs are given in the ORDER OF THE MINISTER OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF 23

24 UZBEKISTAN ON APPROVAL OF STATUTE OF HIGHER EDUCATION (bulletin of normative acts of the ministries, state committees and agencies of the Republic of Uzbekistan, 2003, #4, Collection of laws of the Republic of Uzbekistan, 2010, #46, pg. 416). Higher education in Uzbekistan is based on state grants and on private contributions in the form of fees. The fees are determined by the Ministry of Finance of the Republic of Uzbekistan at the beginning of each academic year, for all levels and specializations of tertiary education. Full-time students studying on the grant and fee basis receive stipends, the most talented ones can receive special individual stipends. Alongside mentioned, there are a variety of different stipends in Uzbekistan, such as stipends of the President of the Republic of Uzbekistan. Since 2001 reform every student can receive a stipend depending on study results. The following chart shows the change in total enrolment in tertiary education in Uzbekistan: Figure 14 Total enrolment in tertiary education in Uzbekistan regardless of age expressed as a percentage of the official school-age population Source: UNESCO Institute for Statistics (2015) The enrolment in tertiary education reached the lowest level among all Central Asia country during the observed period, with a decreasing trend from 2006 on. The most recent information about the international mobility of Uzbek students are from The following table shows the top 15 countries of origin of students incoming to Uzbekistan in 2013: Figure 15 Uzbekistan: Incoming students by country of origin No. Country of origin of the students Number of incoming students 1. Turkmenistan Russian Federation Kazakhstan Kyrgyzstan Azerbaijan Tajikistan 8 7. Ukraine < 5 8. Armenia < 5 9. Belarus < Algeria < Angola < 5 24

25 12. Benin < Botswana < Burkina Faso < Burundi < 5 Source: UNESCO Institute for Statistics As the table shows, the number of incoming students to Uzbekistan was significantly lower than in Kazakhstan, Kyrgyzstan, and Tajikistan. The situation among outgoing students from Uzbekistan is very different than in the case of incoming students. In the top 15 destinations among Uzbek students can be found Russian speaking countries as well as developed countries including Germany, Latvia, France and United Kingdom: Figure 16 Uzbekistan: Outbound mobility of HE students No. Destination country Number of outgoing students 1. Russian Federation Kazakhstan Ukraine Kyrgyzstan Germany The United States Korea, Rep Malaysia Turkey Japan Tajikistan Latvia 190* 13. Czech Republic France United Kingdom 129 Source: UNESCO Institute for Statistics *However, according to the data provided by the Latvian Ministry of Education and Science, 625 students from Uzbekistan studied in Latvia in 2014 which makes Latvia the second most popular European destination country after Germany. 25

26 3 Capacity Development and Mobility between Central Asia and EU Internationalisation of education institutions between Central Asia and EU is supported by numerous instruments. Their funding comes either from the EU budget or from the budgets of individual Member States or from the budgets of Central Asia countries. In some cases, additional funding is provided by private companies or foundations. An overview of relevant schemes that have been available in 2015 and 2016 is presented in the below table. Figure 17 Overview of identified instruments Source of Funding Capacity Development Projects Individual Mobility Schemes Erasmus+ (EU) Germany France United Kingdom Latvia Capacity Building in Higher Education Jean Monnet Chairs East-West Dialogue Degree Programmes in German Language Eastern Partnerships German-Kazakh University Kyrgyz-German Faculty of Applied Informatics Institutional Partnerships for German Language and Literature Studies Integrated International Double Degree Programmes Institut Sorbonne Centre KazFETS Schneider Electric Newton - Al-Farabi Partnership Programme Kazakh-British Technical University Westminster International University in Tashkent International Credit Mobility Erasmus Mundus Joint Master Degrees Go East Semester Scholarships within University Partnerships Individual scholarships French Embassy grants Copernic Eiffel scholarships Bourdieu scholarships Chevening FameLab Scholarship for studies Fellowship for research Scholarship for participation in summer school Advanced Programme in EU law and economics of the Riga Graduate School of Law 26

27 Central Asia Bolashak International Scholarships Academic mobility program Istedod Foundation Authors of the report assigned each programme either to capacity development projects or to individual mobility schemes. However, as discussed in section 1.2 Definition of Capacity Development and Mobility Programmes, there is no clear division between these two categories and thus this assignment is based on a prevailing character of the programme. A detailed overview of each programme/project can be found in the following subsections. 3.1 Erasmus+ The contribution of the European Union to the development of education systems in Central Asia started in the early 1990s. Prior to examining the current opportunities offered by Erasmus+, the following text summarizes the basic information and outcomes of its predecessors Tempus and Erasmus Mundus. Tempus was launched in 1990 and its last (fourth) phase ended with the programming period Kazakhstan, Kyrgyzstan, and Uzbekistan became Tempus partner countries in Tajikistan and Turkmenistan entered Tempus in Its main goals were to modernise curricula in order to meet the labour market demands; create new partnerships between HEIs and business; and upgrade teachers qualification. The following table compares the number of HEIs in CA countries and the Tempus project. Figure 18 Number of Tempus projects in Central Asia countries Country Joining Tempus No. of HEIs 2011/2012 No. of Tempus projects Kazakhstan Kyrgyzstan Tajikistan Turkmenistan Uzbekistan Source: own processing according to Tempus (2012) The benefits of participation in the Tempus programme vary from country to country. In general, Tempus projects had a significant impact on overall internationalization of higher education in CA countries. It helped HEIs in Central Asia to develop the European Credit Transfer and Accumulation System (ECTS) which led to implementation of the Bologna process; to modernize their curricula, teaching techniques and learning methods; to increase the number of international mobilities among various target groups; to improve HEIs quality management and university governance by encouraging university management in projects implementation; to improve collaboration between business, students and society; to strengthen links between secondary specialized vocational education institutions and HEIs. Alongside mentioned, these projects led to the significant capacity building in HEIs in CA countries. Erasmus Mundus was implemented from 2004 to The programme has supported academic mobility and cooperation between the EU and CA countries on the one hand and within the CA countries on the other hand. The programme was based on three actions: 27