THE NUMBERS DON’T LIE: IS ASIA WINNING THE EDUCATION RACE?

Is this the Asian century in higher education? On the numbers alone, it may well be. More than half of the world’s university students are already in Asia, and that share is set to grow as ageing industrialised democracies give way demographically to younger populations in countries such as India, Indonesia, and across Central Asia.

But Asia’s ascendancy is not simply the result of demography. It is being actively shaped by national strategies designed to expand access, raise quality, and align universities more closely with economic transformation. Nowhere is this more evident than in Central Asia, where Kazakhstan and Uzbekistan are rapidly scaling their systems while working to ensure that growth translates into real gains in capability and opportunity.

The challenge is real. Expanding higher education at speed is difficult; doing so while improving quality and relevance is harder still. The experience of these countries suggests that while governments can create conditions for growth through new institutions, international partnerships, and research investment, what ultimately determines success is whether universities develop a clear sense of purpose — guiding what they teach, how they operate, and whom they serve.

The national strategies are driven by the rising aspirations of families across both countries. The goals are demanding: increase the supply of places, raise quality, and improve economic relevance — all at once. Both nations have adopted broadly similar paths: creating model universities, attracting international partners, reinforcing national research universities, and promoting quality across the system.

MODEL UNIVERSITIES

Kazakhstan’s and Uzbekistan’s governments have concentrated their resources in model universities, Nazarbayev University, where we are trustees, and the New University of Uzbekistan. These greenfield universities are exemplars to others in how to organize teaching and learning, how to combine teaching and research and how to lead and respond to changes in the economy. Nazarbayev University (NU) has emerged in the global rankings entering the top 500 in the 2026 Times Higher Education global rankings, a considerable achievement for a young university and it is the top of the research focused Leiden rankings for Central Asia with very strong Biomedical and Health Sciences. The New University of Uzbekistan established in 2021, ten years after NU with the task of ‘training highly qualified, globally competitive, and patriotic specialists’. While it has strong Presidential backing it is more modestly resourced than NU and its location in the heart of Tashkent is more constrained.

INTERNATIONAL PROVIDERS

Before establishing the New University, Uzbekistan moved to attract international providers, beginning with Westminster International University in Tashkent and Plekhanov Russian Economics University in 2002. Steady expansion followed, and by 2024 more than 30 international branch campuses were operating — driven by financial incentives including tax breaks and access to land, as well as a large pool of unmet student demand. Among these are Russian university campuses, valued for the opportunities open to Russian-language graduates in regional economies, as well as four campuses linked to the Ministry of Digital Technology — part of Uzbekistan’s ambition to become the regional hub for IT.

Kazakhstan’s efforts to recruit international branches are more recent but just as ambitious. Its goal is to have about 40 forty branch campuses operating by the end of 2029, all with a significant cadre of foreign faculty. The Minister for Science and Higher Education, Sayasat Nurbek hopes to leverage these branch campuses to make Kazakhstan a “recognised centre of knowledge creation, innovation and educational diplomacy” Kazakhstan’s internationalization efforts align with its efforts to diversify the nation’s economic base by prioritizing partnerships which have a basis in science and information technology.
RESEARCH INTENSIVE
NATIONAL UNIVERSITIES

Both countries have strengthened their leading public universities by pushing them to focus on research productivity. Kazakhstan’s approach has evolved from designating six national universities in 2001 to now inviting twenty into a Centres of Academic Excellence programme covering teaching, research, community engagement, and governance. Uzbekistan takes a more targeted approach through its “U-10” strategy, concentrating resources on ten leading research clusters and connecting them with international partners and local enterprises. Priority areas include renewable energy, water management, and the digital sector — building towards an R&D and commercialisation ecosystem to underpin an innovative economy.

LIFTING THE QUALITY
OF ALL UNIVERSITIES

These ambitious strategies are driven by profound demographic and economic change. New institutions will have opportunities to innovate and respond to rapid technological shifts, including the rise of AI. Growing participation will encourage new approaches to teaching and the creation of programmes in emerging fields. Demand will likely outstrip public resources, leading to further private provision — though structural change and private growth alone cannot guarantee quality.

Over two decades of studying higher education, we have consistently found that the most successful institutions define clear purposes — identifying the specific contributions they seek to make. Rather than focusing solely on rankings or research outputs, they reward efforts that address community challenges and improve student success, particularly for first-generation learners.

The experience of Central Asia highlights both the promise and the risks of rapid expansion. Growth and ambition can increase access and stimulate innovation, but they do not automatically ensure quality or impact. What distinguishes the best institutions is a clear sense of purpose, aligned across their teaching, research, and community engagement.

As higher education systems confront demographic change, technological disruption, and rising expectations, the lesson is clear: expansion must be matched by intention. Growth without purpose risks creating larger systems that deliver less. For universities in Central Asia, the path to excellence begins with a clear mission and the commitment to fulfil it.

by Alan Ruby and Mathew Hartley,
members of the Alliance for Higher Education and Democracy
at the University of Pennsylvania,
Trustees at Nazarbayev University
authors of ‘Pursuing Institutional Purpose: Profiles of Excellence’

HELPING EVERY CHILD THRIVE: MONTESSORI, INCLUSION AND THE SCHOOL OF THE FUTURE

Teaching and medicine have been part of Lidia Belozerova-Solonovich’s family heritage for generations, inspiring a lifelong commitment to education and child development. Her professional journey began at the Rostov College of Arts, where she trained as a violinist and music educator, before continuing her studies at New York University and completing Montessori teacher training at the West Side Montessori School.

Her deep interest in how children learn led her to study Neuroscience and Psycholinguistics at St. Petersburg State University under Professor Tatyana Chernigovskaya, shaping her understanding of language acquisition, cognition, and the needs of diverse learners.

Today, she brings together expertise in music, Montessori education, neuroscience, and child psychology in her work at Idyllwild Montessori School. Passionate about nurturing each child’s unique potential, she believes that education is not only about academic success but also about building confidence, resilience, and a lifelong love of learning.

OCA Magazine: Why has inclusive education become such a priority globally? What changes have you seen in the United States?

Lidia Belozerova-Solonovich: Inclusive education has become a global priority because modern societies increasingly recognise that diversity is not an exception but the norm. Schools are expected not only to provide academic knowledge but also to prepare children to live and work in diverse communities. At its core, inclusion is about equal opportunity and human dignity.

In the US, there has been significant progress over the past decade. Awareness of neurodiversity and individualised learning needs has grown, and schools are increasingly moving away from deficit-based thinking towards identifying students’ strengths. We see broader adoption of differentiated instruction, Universal Design for Learning (UDL), and collaborative support systems involving teachers, specialists, and families. The conversation has shifted from whether children with diverse needs belong in mainstream settings to how schools can best support their success.

OCA: Montessori schools are traditionally associated with an individual approach to each child. How does the Montessori philosophy help create a truly inclusive educational environment for children with different needs and developmental backgrounds?

LBS: In many ways, inclusion is built into the Montessori philosophy. Maria Montessori believed that every child develops on their own timeline and has unique strengths. Montessori environments are designed to accommodate individual differences naturally, rather than expecting all students to learn the same thing at the same pace.

Mixed-age classrooms, self-paced learning, hands-on materials, and freedom within clear boundaries allow children to engage in ways that suit their developmental stage — benefiting all students, not only those with identified learning differences. Montessori classrooms encourage peer support, cooperation, and mutual respect, helping children see diversity as a natural part of everyday life.

OCA: In your view, what are the main mistakes educational systems in the post-Soviet space make when it comes to inclusion? What aspects of the American experience could be adopted?

LBS: One of the main challenges in many post-Soviet educational systems is that inclusion is sometimes treated as a formal policy rather than a genuine cultural transformation. Physical placement of children with diverse needs into mainstream classrooms matters, but true inclusion also requires changes in teaching practice, assessment, teacher training, and public attitudes.

Another challenge is the persistence of highly standardised education, where success is measured by uniform academic outcomes — making it difficult to accommodate different learning styles and developmental paths.
From the American experience, several practices stand out: stronger collaboration between educators, specialists, and families; individualised educational planning; investment in teacher training; and a strengths-based approach. Crucially, inclusion should be seen not as a special initiative for certain children but as a framework that improves education for everyone.

OCA: Today, there is increasing discussion about the importance not only of academic knowledge but also of emotional intelligence, empathy, and interpersonal skills. How does an inclusive environment influence the development of these qualities in children?

LBS: An inclusive environment gives children daily opportunities to interact with peers who think, communicate, and learn differently. These experiences build empathy, patience, and effective communication.
When children learn alongside peers with different abilities and backgrounds, they understand that everyone faces challenges and has something to contribute. Research and practice both show that inclusive settings build stronger social-emotional competencies — increasingly recognised as essential for success in modern society.

OCA: How prepared is modern society – including parents, teachers, and state institutions – for genuine inclusion? In your opinion, where is the main dividing line today between declarations of inclusivity and real change?

LBS: Awareness has grown significantly, but readiness varies widely. Most parents, educators, and policymakers support inclusion in principle. Translating that commitment into practice, however, requires resources, training, leadership, and sustained effort.
The main dividing line between declarations and real change is the gap between access and participation. It is relatively easy to say all children are welcome. It is far harder to create environments where every child can meaningfully participate and feel a genuine sense of belonging.

True inclusion requires investment in teacher preparation, specialist support, adaptive environments, and strong family partnerships — and above all, a cultural shift from viewing difference as a problem to embracing it as part of human diversity.

OCA: How do you envision the school of the future? What role will inclusion, personalised learning, and new technologies play in education over the next 10-15 years?

LBS: The school of the future will be more personalised, flexible, and learner-centred. Advances in technology — including AI and adaptive learning platforms — will make it easier to tailor instruction to individual strengths and needs.

But technology alone will not transform education. The most successful schools will combine innovation with strong human relationships. Teachers will increasingly act as mentors and guides rather than simply providers of information.

Inclusion will become a foundational principle, not a separate initiative. Personalised learning pathways will allow students with different abilities and aspirations to learn together while pursuing individual goals, with greater emphasis on creativity, critical thinking, emotional intelligence, and global citizenship.

Ultimately, the future of education is not about treating everyone the same. It is about creating systems that help every child thrive, contribute, and belong.

CARDS REMIXED FOR THE NEW ‘GREAT GAME’

THE SILK ROAD’S NEW REALITY

In 2013, China’s newly nominated President Xi Jinping gave a much-heeded speech in Astana, Kazakhstan’s brushed-up capital. His main concern focused on nothing less than how to invigorate the ancient Silk Roads, „in order to promote people-to-people friendship“. – After eleven years, in 2024, jointly with Kazakhstan’s President Tokayev, Xi Jinping inaugurated the China-Europe Trans-Caspian Express Route.

Xi’s (geo-)strategically planted “One Belt, One Road policy (OBOR)“ was targeted at building “an Economic Belt and a Maritime Silk Road“ that would soon be renamed as “Belt and Road Initiative (BRI)“, reaching out far beyond the ‘Eurasian’ continent, into Africa, the Americas, the Arctic – even to outer space and cyberspace. “The mantra of the Silk Roads supersedes all division: all should follow the ‘Silk Road spirit of peace and cooperation, openness and inclusiveness, mutual learning and mutual benefit and seek greater synergy’ in pursuit of ‘national renewal’“, analyses Peter Frankopan in his blockbuster book ‘The New Silk Roads – the Present and Future of the World’ (2018), quoting China’s Foreign Minister Wang Yi.

Xi Jinping calls for investments in roads, rails, harbours, energy and global trade – and a great deal of ideology and political and economic power. From this angle, the cooperation acronym of ‘BRICS’ for Brazil, Russia, India, China and South Africa looks like an extension of ‘BRI’ – the Belt and Road Initiative – China’s geo-economic configuration of the multi-polar world.

A GLANCE TO THE REARVIEW MIRROR

Overindulging past experiences has a strong tendency to block a somewhat balanced viewpoint to perceived mainstream fads. The Silk Road topic, broaching the issue of the vast Eurasian trade network as the ‘crossroads of cultures’, has always provided the ideal carpet woven with narratives of adventure and bravado, venture and exploration, boldness and perseverence, tragedy and serendipity, fate and destiny and – war and peace.

Over the centuries, the Silk Roads have evolved, linking an area of rich ethnic diversity, dramatic landscapes, and a cultural heritage of colourful traditions and awesome architectural highlights. The Silk Roads remind us of an example of early globalization, as traders, philosophers, missionaries, envoys took off to either direction, powerful armies fought their battles, and a network of spies kept an eye on the area and on one another.

The notorious ‘Great Game’ of the 19th and early 20th centuries saw a competition of both political intervention and archaeological exploration. They tell the history of exploration, including the destinies of outstanding European and Asian players of the ‘Great Game’, weaving the fabric storytelling lives from. Today, the revival of the ‘Great Game’ is in full swing – under different auguries, though, and with different political and commercial actors.

The old Silk Roads were multicultural, but, rather than being absorbed in a ‘melting pot’, they largely kept identities like the ingredients of a ‘salad bowl’. Watchtowers alongside the routes were not ivory towers for scholars in splendid isolation, often they served as lighthouses to show caravans the direction – caravans and voyagers, spearheaded by the likes of Marco Polo the merchant, Ibn Batuta the pilgrim, Xuanzang the monk, Zheng He the admiral.

Since the break-up of the Soviet Union, Silk Road Tourism was on a constant rise – despite chaotic conditions in the earlier years of the awkward age of the young ‘-stan’-countries, with civil war in Tadjikistan and Afghanistan, terrorist attacks in the Ferghana Valley, exacerbating effects of climate change, and an emerging US-Russian rivalry in ‘near-abroad’ countries, as Russia would refer to the Community of Independent States – still considering them as its geostrategic front court. There were a lot of opportunities given in those times, to build a ‘European common house’, but they were fatefully missed.

RAILWAYS CRISSCROSSING THE SILK ROADS

Following a period of stagnation, including the standstill caused by the Covid-19 pandemic, China identified the Central Asian states as first-hand clients to share the idea of rejuvenating the Great Silk Roads, with a focus on revamping and installing a network of road and railway connections unheard-of. Politicians could scarcely resist China’s proposition to build a commercial network (road, rail, sea, air) that is meant to connect places and people, towns and cities, airports and harbours, countries and continents.

Today over 3,600 high-speed trains connect 550 cities in China, keeping the world’s largest high-speed rail network covering over 46,000 kilometres of length (Wikipedia). And trains are gaining momentum in Central Asia: As part of BRI, a new railway connection is under construction between China, the Kyrgyz Republic and Uzbekistan (CKU), linking land-locked Kyrgyzstan with the Eurasian rail transport system – and cutting the transit line China-Europe short of almost 900 kms, with eight days less duration.
Another example: Uzbekistan’s „Central Asia Regional Economic Cooperation Corridor 2 (Bukhara-Miskin-Urgench-Khiva) Railway Electrification Project“ – CAREC adds “electrification, signalling and telecommunication, and traction power management systems to the recently built railway line between Bukhara, Miskin, Urgench, and Khiva. In terms of tourism development, CAREC will promote a regional approach to sustainable tourism development to maximize economic opportunities and to safeguard ecosystems.

Travelling the Silk Roads has always been demanding. Whoever today is lured by the tales of bold fearnoughts, yet who appreciates the comfort of guided tours have turned into travellers’ highlights: The Orient Silk Road Express links Tashkent – Dushanbe – Samarkand – Bishkek – Almaty, including Kyrgyzstan’s Lake Issyk-Kuls. Luxury accommodation is also growing providing all-inclusive luxury and services.

THE DELUSION OF HEAVENLY PEACE

There is a basic misunderstanding about a kind of automatism between trade and peace: The Silk Roads were by far not always peaceful, although they formed the arteries of trading goods, exchanging ideas and news, and spreading religions. Admittedly, amongst criminals there were serious international scientists and explorers, ‘children of their time’, though, in search of strange civilizations and their remnants as part of our joint cultural heritage. They were eager to learn about former peoples’ lifestyles and their wisdom. The famous scientist and voyager Alexander von Humboldt who travelled throughout Russia, put education and formation (‘Bildung’) to the top-agenda of humanness, in order to create “the basis of a free and happy society“.

In 2018, China’s Foreign Minister Wang Yi evoked the ‘mantra of the Silk Roads’. All should follow the “Silk Road spirit of peace and cooperation, openness and inclusiveness, mutual learning and mutual benefit and seek greater synergy“ in pursuit of “national renewal“ (Peter Frankopan, The New Silk Roads). Properly speaking, this is no less than the shiny template of a win-win scenario – intriguing words for curious political audiences. How about the deeds? – In the meantime there is some concern about the perceived “dichotomy … of an empire being built by design or by default“ (Frankopan) – a renewed China whose aim is to be “the principal advisor to all humanity“ (Henry Kissinger).

Twelve years after the evocative address of China’s President Xi Jinping in Astana, in September, 2025, representatives of the world’s main religions gathered in Kazakhstan’s capital. Justice, dignity and equitable evolvement have been identified as basic factors to create human unfolding, consolidation of peace and interreligious cooperation.

These factors are human rights, universally understood and formed in common sense, though not man-made. Common sense has become rare in today’s world in turmoil. Is it not what people feel missing after having bought in to so many failed attempts of secular blessings? More and more people sense that the pivot of a sound cultural development is trusting in God. Everything else will be, rather than peace, a mere truce, ending up in a bitter delusion of ‘Heavenly Peace’ (Peter Scholl-Latour).

25 years ago, the Kyrgyz Republic propagated the country’s ‘Silk Road Doctrine – the Diplomacy of the Great Silk Roads’, based on the ideas of humanism and tolerance. It was the time, when the concept of “our common house” went viral in capital cities of Europe and Central Asia, as economic cooperation started to bloom, to the better and to the worse. Marlboro advertisements showed a Red Army officer’s smoky indulgence to “Test the West“, and thousands of used-cars – German, Japanese and French – were flocking overland, direction East. Today, the Russian Army tests the West, while brand-new Chinese BYD e-cars are crammed on huge cargo ships bound oversees, direction West. While tourists use the Silk Roads as the backdrop for selfies, the cards of the new ‘Great Game’ are remixed.

By Max Haberstroh, Senior Trainer MTC
(Meaningful Tourism Centre),
International Senior Consultant
on Sustainable Tourism

THE SILK ROAD VIRTUAL MUSEUM
BRINGS GLOBAL HISTORY ONLINE

When we think of the Silk Road, we often picture camel caravans crossing deserts or traders carrying silks and spices along dusty mountain passes. Yet the Silk Road was never a single route. It was an extraordinary web of connections, stretching across continents and seas, linking civilisations from China to the Mediterranean.
The Silk Road Virtual Museum was launched in September 2024 by Professor Richard Griffiths, a retired long-time lecturer at Leiden University and pioneer of digital learning on Coursera. His vision was simple but ambitious: to create a digital museum that could open this rich history to the world, freely, beautifully, and without borders.

Unlike traditional museums limited by geography or building space, the Silk Road Virtual Museum is entirely accessible online. It brings together over 1,500 artefacts and stories from more than 200 collections across 50 countries, weaving them into immersive virtual exhibitions supported by extensive e-libraries. From Buddhist murals and Tang Dynasty porcelain to Viking silver and Persian manuscripts, the museum showcases the extraordinary cultural exchanges that shaped global history.

Too often, world history is told from a Western perspective, overlooking the roles of Asia, the Middle East, and Africa in shaping global trade and culture. By highlighting forgotten trade routes, religious encounters, and artistic traditions, the museum rebalances this view and shows a world that was always interconnected.

At the heart of the project is a commitment to accessibility. The museum is open to all, free of charge, ensuring that anyone with an internet connection can explore its galleries. The exhibitions make complex history understandable and relevant to a global audience, whether you are a scholar, a student, or simply curious about the past.

This September, the museum celebrates its first anniversary with 15 new exhibitions on the Maritime Silk Road—the sea routes that once connected Japan, China, Java, Calicut, Persia, and Venice.
For Professor Griffiths and his team, the mission is clear: to preserve cultural heritage, share it freely, and inspire curiosity about the ways our histories intertwine. As the museum grows, it invites us all to step inside and discover the stories that connect us across time and space.

Visit the museum at: silkroadvirtualmuseum.com.

by Richard Griffiths

A LAND OF CHANCES, BEAUTY, AND PROMISE

A few months ago, I had the privilege of visiting Uzbekistan — a land where every day seemed to offer me another chance. Another chance to see, to taste, to learn, to be humbled.

I boarded the sleek high-speed train from Tashkent to Samarkand, watching the landscape unfold at modern velocity. Not long after, I found myself in a very different setting — an old train, perhaps built in East Germany in the 1960s, rattling steadily towards its destination. This was not just a change in pace; it was a journey through time.

There were the monuments of Bukhara and Samarkand, standing like eternal witnesses to history. I walked their courtyards, climbed to the rooftop of a madrasah, and gazed at domes and minarets that seemed to touch the sky. In Bukhara’s bustling bazaar, I tasted the best plov of my life — fragrant, rich, accompanied by fresh vegetables and, in true Uzbek fashion, a small glass of vodka. That simple lunch, on the slow old train, remains one of my favourite memories. The train restaurant was alive with chatter, the view from the windows an ever-changing tapestry of fields and villages. Payment by card was not an option — a reminder that not all journeys are about convenience, but sometimes that is the charm.

One afternoon, on the train from Tashkent to Samarkand, I found myself seated with two Uzbek men. We began to talk in English. To my surprise, they had just arrived from New York — members of the executive board of the Uzbek Jewish community. Our conversation flowed easily, a mix of shared travel impressions and reflections on culture. It was a simple but profound reminder that Uzbekistan is a peaceful country where diversity is possible, and where respect and kindness are part of a legendary hospitality.

In Tashkent, I wandered into a bazaar and discovered a beautiful “Raketa” watch — a small treasure from another era. I also found one of the best cocktail bars I have ever visited, proof that Uzbekistan can mix tradition with cosmopolitan flair.

Uzbekistan is a land of wealth and contrasts — ancient cities and modern ambitions, deep traditions and youthful energy. It is a place that humbles you with its beauty and hospitality. And yet, beyond its monuments and markets, there is a bigger story unfolding.

Uzbekistan’s population is young, its future wide open. Soon, the country will join the World Trade Organization — a milestone that will bring new opportunities for trade, innovation, and cultural exchange. The people of Uzbekistan are already rich in heritage, even if they do not always fully realise it. Now, they stand on the threshold of a new kind of wealth: opportunity.

As an enthusiastic traveller and a cosmopolitan tradesman, I have seen how countries evolve when their people embrace both their roots and the wider world. To me it seems that the young people of Uzbekistan present a bright future, but there are a couple of humble suggestions I might make from my observations.

1. Learn English. Not only for work in tourism, but as a gateway to global knowledge. News can be fleeting, but knowledge endures. English opens doors to science, culture, and opportunities that span continents.
2. Study abroad. Uzbekistan has a tradition of welcoming and mingling with foreigners. Returning the gesture by venturing beyond your borders will enrich your perspective. The exchange of ideas, values, and skills will strengthen both you and your homeland.
3. Master technology — especially AI. Artificial Intelligence is reshaping the world. It is powerful, but like any powerful tool, it must be handled wisely. Learn it, use it, but do not let it use you.
4. Protect your culture and traditions. A tree that bears fruit does so because of its roots. Sever them, and you risk losing what makes you unique. Your history is not a weight holding you back — it is a foundation to build upon.
5. Be daring. Only you can blend Uzbek tradition with modern innovation in a way that feels authentic. This is your competitive advantage — your “secret recipe” in a world that values both heritage and progress.

My journey in Uzbekistan was a journey through time, taste, and thought. From the turquoise domes of Samarkand to the laughter in a train carriage, from a bazaar watch to a crafted cocktail, every moment reminded me that this country holds infinite chances for those willing to see them.
To the people of Uzbekistan — thank you. Thank you for your kindness, your beauty, your hospitality. You live at the crossroads of history and the future. May you walk forward with confidence, holding your traditions in one hand and your opportunities in the other. The world is ready to discover you. And I, for one, am ready to return.

As for me, I am French, an enthusiastic traveller and a polyglot. I have a passion for participating in Uzbekistan’s growth and development, especially by working with young people — whether through coaching, teaching, or mentoring. As a 57 year-old, educated in France, Italy, and the United States, fluent in six languages, and active in the cosmetics industry I hope to meet the people, learn the culture and help where I can. That is why I am drawn to Uzbekistan — a land where giving and receiving knowledge feels like a shared journey.

by Damien Collignon

DEMOGRAPHIC CHANGE AND SUSTAINABLE
DEVELOPMENT IN CENTRAL ASIA

Central Asia is often defined by its oilfields, mountain ranges, and the revival of the Silk Road trade routes. Yet its most valuable resource, above all, is its people. Since the 1990s, Kazakhstan, Uzbekistan, Kyrgyzstan and their neighbours have undergone profound demographic shifts. Fertility rates, once among the highest in the world, have declined; life expectancy has risen; cities have expanded rapidly; and millions have sought opportunities abroad.

These changes are not abstract statistics. They are reshaping how societies function, how families adapt, and how governments plan for the future. The question is whether Central Asia can transform this demographic turbulence into the foundations of sustainable development, or whether today’s opportunities will harden into tomorrow’s constraints.

YOUTH: A WINDOW OF PROMISE

Walking through Tashkent’s bazaars or Almaty’s public squares, one fact is hard to miss: Central Asia is still young. Approximately forty percent of Uzbekistan’s population is under the age of 25. This youth bulge could power a “demographic dividend”, driving innovation, entrepreneurship, and growth.

But dividends are never guaranteed. Young people across the region struggle to find jobs that match their skills. Many leave for Moscow, St. Petersburg, or beyond, drawn by higher wages. Governments are responding; Kazakhstan and Uzbekistan have expanded universities and forged international partnerships to prepare graduates for the digital economy. Yet the mismatch between aspiration and opportunity remains stark.

The geography of opportunity is uneven too. Major cities attract talent and investment, while rural regions often lag, reinforcing cycles of outmigration. Unless employment keeps pace with education, the region risks squandering its youth dividend and exporting its most dynamic generation abroad.
FERTILITY, LONGEVITY, AND AGEING

Central Asia’s population story carries a striking paradox. Fertility has declined since the 1970s but remains high by global standards: around three children per woman in Uzbekistan and Kyrgyzstan, and even higher in Tajikistan. This keeps the population young and growing.

At the same time, life expectancy has climbed, particularly in Kazakhstan, where ageing is becoming visible. The first outlines of a demographic transition are emerging: large youth cohorts coexist with a rising share of older citizens.

Longer lives are a marker of progress, but they also stretch healthcare systems, pension schemes, and the family networks that shoulder the burden of care. Chronic conditions such as heart disease and diabetes are escalating. Kazakhstan’s experiments with telemedicine in rural areas show what innovation can offer, but scaling such initiatives will require sustained investment and political will.

MIGRATION LIFELINES AND DEPENDENCIES

Few demographic trends shape the region as visibly as migration. Each year, millions of Uzbeks, Kyrgyz, and Tajiks travel abroad, mainly to Russia, for seasonal or long-term work. The remittances they send home are lifelines, paying for education, healthcare and housing, and in some cases like that of Tajikistan, propping up national economies with sums that exceed a third of GDP.

However, dependence on migration creates vulnerabilities, familial absences and precarious local economies. Sanctions, recessions, or new migration policies in Moscow ripple instantly into Central Asian households.

Kazakhstan occupies a dual role: both a country of outmigration and an emerging destination for workers. Its relative prosperity and stability have drawn workers from Uzbekistan and Kyrgyzstan. Mishandled, it risks fuelling inequality and resentment.

For migration to serve development rather than dependency, rights must be protected, qualifications recognised, and returnees supported in reinvesting their skills and savings at home. Mobility, if guided by foresight, can be a two-way flow of knowledge, rather than a one-way ticket abroad.

GENDER AND GENERATIONS IN FLUX

Demographic change also intersects with social transformation. Across Central Asia, women are entering higher education in record numbers and taking on roles once dominated by men. In Almaty and Tashkent, it is increasingly common for women to delay marriage and childbirth to pursue careers. This expands economic participation, whilst also driving fertility decline, leaving policymakers torn between pro-natalist incentives and support for gender equality.

Generational divides are equally pronounced. Central Asia’s demographic shifts are mirrored by cultural ones. Older cohorts, shaped by Soviet norms, often prioritise stability and collective structures, while young people, raised in an era of globalisation and digital change, bring different expectations to work, politics, and daily life. In Kazakhstan, younger leaders are beginning to challenge inherited models of authority, introducing more ethical and participatory approaches.

Yet these differences are not absolute. Many older citizens adapt quickly to new technologies, while younger people in rural areas remain closely tied to tradition. The result is not a simple divide but a spectrum of perspectives. Intergenerational dialogue between youthful aspirations and established traditions will be crucial if societies are to turn demographic change into cohesion rather than fracture.

BEYOND STATISTICS: A CALL TO ACTION

Central Asia’s demographic future is not set in stone. It is shaped by an interplay of youth and ageing, migration and return, shifting gender roles and generational change. Each of these dynamics carry trade-offs that touch daily life as much as national policy.

What will determine the outcome is not demography alone but policy. Investment in education and job creation will decide whether youth become a source of progress or disillusionment. Health and social reforms will shape whether longer lives strengthen communities or strain them. Migration governance will dictate whether mobility builds development or dependency.

Demography is not destiny, but a map of possibilities. If governments place people at the centre of development – not as statistics but as citizens with aspirations and agency – demographic change can underpin a more inclusive and sustainable future. How Central Asia navigates these choices will determine not only its demographic trajectory, but the character of its societies for generations to come.

by Ece Canliel

MOUNTAIN CROSSROADS: WHY CENTRAL ASIA’S PEAKS DEMAND A NEW VISION

Mountains are not passive backdrops to human history; they are dynamic, living systems that have shaped civilizations, economies, and ecosystems for millennia. Nowhere is this more evident than in Central Asia, home to some of the world’s most formidable ranges—the Pamirs, Tian Shan, Hindu Kush, Altai, and Ural. These mountains are more than geological formations; they are socio-ecological systems that sustain life far beyond their slopes. In an era of climate volatility, resource scarcity, and geopolitical flux, the question is no longer whether mountains matter, but how their stewardship will define the region’s future.

MOUNTAINS AS SOCIAL-ECOLOGICAL SYSTEMS

Modern scholarship rejects the outdated dichotomy of “wilderness versus society.” Instead, mountains are understood as integrated social-ecological systems where geology, ecology, and culture co-evolve. This perspective, rooted in the work of Alexander von Humboldt and Carl Troll, underscores the agency of local communities as stewards and rights-holders rather than passive beneficiaries. In Central Asia, these systems are particularly complex: rivers originating in high-altitude glaciers—such as the Amu Darya and Syr Darya—sustain agriculture, energy production, and livelihoods across multiple nations, making mountains central to regional geopolitics.

WHY MOUNTAINS MATTER

Mountains occupy roughly 25% of the Earth’s land surface and directly support over one billion people. Their influence, however, extends to at least half of humanity through the provision of freshwater, biodiversity, and ecosystem services. The Tibetan Plateau alone feeds six major rivers that sustain nearly 40% of the global population. For Central Asia, mountains are indispensable across several dimensions:
Water Security: Mountains supply 60–80% of global freshwater, underpinning agriculture, hydropower, and urban consumption.
Biodiversity Hotspots: Central Asian highlands harbor endemic species critical for global agrobiodiversity.
Cultural Heritage: Indigenous governance systems and traditional knowledge offer adaptive strategies for resilience.
Ethnolinguistic Diversity: Mountain communities preserve languages and cultural practices increasingly threatened elsewhere.
Economic Niches: High-value products—such as medicinal herbs and artisanal crafts—can drive sustainable livelihoods if integrated into fair trade networks.
Tourism and Recreation: Eco- and culture-based tourism is emerging as a key economic driver, though it requires careful regulation to avoid ecological degradation.
Renewable Energy: Hydropower and solar installations in mountain regions are central to regional energy strategies.
Climate Indicators: Glaciers and permafrost serve as early-warning systems for global climate change.
Disaster Mitigation: Healthy mountain ecosystems buffer against landslides, avalanches, and floods.

GLOBAL FRAMEWORKS
AND REGIONAL REALITIES

The international recognition of mountains as critical ecosystems is relatively recent. Initiatives such as the Mountain Agenda (1990), Agenda 21 (1992), and International Mountain Day have elevated mountain concerns in global policy. Instruments like the Convention on Biological Diversity, the Paris Agreement, and the Kunming-Montreal Global Biodiversity Framework now incorporate mountain-specific targets. Yet, these frameworks often falter in implementation, particularly in regions where governance is fragmented and local voices are marginalized. Sustainable development in mountains demands more than technical fixes—it requires justice, equity, and empowerment.

BIOCULTURAL DIVERSITY: A STRATEGIC ASSET

Central Asia’s mountains exemplify biocultural diversity—the interdependence of biological and cultural systems. Indigenous land-use practices, from rotational grazing to terrace farming, have sustained agrobiodiversity for centuries. Territories of life, or ICCAs (Indigenous and Community Conserved Areas), often outperform state-managed protected areas in conservation outcomes. Recognizing and strengthening these governance models is essential for achieving both biodiversity and development goals.

DOUBLE-EDGED FORCES: GLOBALIZATION
AND CLIMATE CHANGE

Globalization introduces both opportunities and vulnerabilities. While market integration can create economic prospects for mountain products and tourism, it also accelerates cultural homogenization and resource extraction. Climate change compounds these pressures: Central Asia’s mountains are warming at nearly twice the global average, triggering glacier retreat, erratic water flows, and heightened disaster risks. These dynamics disproportionately affect marginalized communities with limited adaptive capacity.

EMPOWERING LOCAL AGENCY

Contrary to deficit-based narratives that frame mountain communities as victims, evidence suggests they are pivotal actors in climate adaptation and biodiversity conservation. Traditional governance systems, coupled with adaptive knowledge, enable sustainable grassland management and carbon sequestration. Policy paradigms must therefore shift from top-down, extractive models to asset-based approaches that leverage local capacities and rights.

NEW PARADIGMS
IN SUSTAINABLE DEVELOPMENT

The Brundtland Commission’s definition of sustainable development—meeting present needs without compromising the needs of future generations—remains foundational. However, in the context of Central Asia’s mountains, sustainability must transcend the triad of economy, society, and environment to include culture, equity, and agency. The critical question is not only what future we want, but who decides that future. Inclusive governance that amplifies Indigenous and local voices is non-negotiable for legitimacy and effectiveness.

TOWARDS A COMMUNITY-CENTRED
MOUNTAIN AGENDA

Central Asia’s mountains are at a crossroads. The convergence of climate stress, economic globalisation, and political uncertainty demands a recalibration of development strategies. Sustainable futures hinge on three imperatives: recognising mountains as integrated socio-ecological systems, embedding justice and equity in policy frameworks, and empowering local communities as co-architects of change. If these principles guide action, Central Asia’s mountains can evolve from vulnerable frontiers to exemplars of resilience and sustainability.

by J Marc Foggin

ONE BELT, ONE ROAD, BUT DIFFERENT
APPROACHES TO INFRASTRUCTURE SPENDING PERSIST IN FORMER SOVIET REPUBLICS

Of course, the transition of the Former Soviet Republics from Communism to Market Economy witnessed a dramatic fall in infrastructure spending. Consequently, different republics progressed at different speeds, though with an increasing realization that such spending is necessary to develop their economies. Ironically, it is their western counterparts who are arguably underinvesting in their own infrastructure in the last decade.

Among the 15 former Soviet republics (Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, Uzbekistan), comparable, standardized data on infrastructure-specific investment (roads, railways, energy, water, telecom, etc.) as a % of GDP over the full 2015–2025 period is limited and not uniformly reported across a single source. Infrastructure investment is typically a subset of gross fixed capital formation and often tracked via public capital outlays, private participation in infrastructure (PPI), or project-based data from bodies like the World Bank, EBRD, ADB, or Oxford Economics/PwC.

No comprehensive ranking exists for the exact 10-year average infrastructure % of GDP across all countries. Available data (primarily 2021 snapshot from Oxford Economics/PwC research and recent ADB/WB reports) point to the Caucasus countries (especially Armenia and Georgia) and select Central Asian economies having experienced the highest relative infrastructure investment as % of GDP. This reflects major national programs, Belt and Road Initiative (BRI) projects, oil/gas revenues funding reconstruction/energy, and development needs in lower/middle-income transition economies. Russia has the highest absolute spending on infrastructure, and its Arctic infrastructure is notable. Baltics (EU members) and more mature economies like Russia show lower % due to higher GDP bases and different funding (e.g., EU structural funds). War in Ukraine has disrupted data and shifted priorities toward reconstruction on nationalistic grounds.
RANKED BY AVAILABLE INFRASTRUCTURE
INVESTMENT % OF GDP
(LATEST/COMPARABLE DATA)

Data is not a perfect 10-year average (sparse historical breakdowns); figures are the most recent/reliable snapshots or noted periods. “Infrastructure” here generally includes transport, energy, utilities, and related public/private projects. Rankings prioritize direct infrastructure metrics where available.
KEY INSIGHTS AND CAVEATS
Highest relative investment: Caucasus (Armenia, Georgia, Azerbaijan) and Uzbekistan stand out in comparable data. Armenia’s recent spike is notable. Central Asia overall shows strong momentum via public investment and external financing (EBRD, ADB, China).
Why these countries? Lower baseline GDP per capita + strategic projects (energy corridors, BRI roads/rail, post-Soviet modernization). Total gross fixed capital formation (broader proxy including infra) is often 20–35% of GDP in high-investment CIS countries like Uzbekistan.
Baltics/Russia lower %: More advanced infrastructure stock and higher GDP reduce the relative share, even with absolute spending (e.g., EU co-financing). Smaller geography means less spending on transport related infrastructure.
Data limitations: Private participation (World Bank PPI) is only part of the picture; most infrastructure is publicly funded or balance-sheet financed. No single 10-year average exists publicly for all 15. Trends (construction growth, EBRD/ADB lending) support higher activity in Central Asia/Caucasus.
Overall context: Global infrastructure needs are high (~4.5% of GDP recommended in developing countries); post-Soviet states in ECA/CIS face gaps but have accelerated via multilateral/national programs.
The Belt & Road (BRI) initiative has brought increased spending to several Former Soviet Republics. Programs such as the Middle Corridor have helped several republics as well, though to a lesser extent than BRI. Kazakhstan has been a notable beneficiary.

The Former Soviet Republics in fact inherited considerable historical infrastructure from the Soviet Union, as made famous with their 5 year plans. In fact, the Former Soviet Republics inherited considerable infrastructure from Soviet times, even more so than their western counterparts in many cases. Many republics are now seeing this investment resume on more nationalistic grounds. This is particularly true of the Central Asian economies which are benefit so much from logistics related infrastructure projects. Arguably the biggest international spender on infrastructure has been China and Central Asia has been a big beneficiary of BRI and Chinese related infrastructure related investment.

Recent events in Iran have put the spotlight on China as the driver of global economic development, much of this in infrastructure. The BRI initiative in many ways was born out of an overcapacity in infrastructure which was then exported. Most of this export in Chinese infrastructure capacity is likely to continue for some time yet and underpins several Former Soviet economies.

by Bruce H. Gaston, MSc Econ(Lond), ACSI

SUSTAINABLE DEVELOPMENT IS A NATIONAL STRATEGIC CHOICE

Sustainable development in Kazakhstan is not an abstract policy aspiration. It is a deliberate strategic choice that shapes our domestic reforms, our regional engagement in Central Asia, and our partnerships with the European Union.

As emphasised by President Kassym Jomart Tokayev at the National Kurultai–2026, sustainability forms the foundation of a renewed social contract grounded in justice, responsibility and long-term vision. In today’s environment of geopolitical volatility, economic fragmentation and accelerating climate risks, development must be measured not only by growth, but by resilience, inclusiveness and institutional strength.

For Kazakhstan, the transition towards sustainable development represents a shift from a predominantly resource driven model toward diversified, innovation based and environmentally responsible growth. Over more than three decades of independence, our country has built a strong economic foundation. The next stage requires qualitative transformation: strengthening manufacturing, modernising agriculture, expanding transport and logistics corridors connecting Asia and Europe, and accelerating digital transformation.

This transformation has both a regional and a European dimension and sustainable development is the bridge between regions. Central Asia is becoming increasingly interconnected. Stability, water security, climate adaptation and economic diversification are shared regional challenges. At the same time, the European Union is one of Kazakhstan’s largest trade and investment partners. The EU accounts for a significant share of foreign direct investment in Kazakhstan, and our Enhanced Partnership and Cooperation Agreement provides a comprehensive framework for cooperation across trade, green transition, transport connectivity and governance reform.

Kazakhstan’s commitment to achieving carbon neutrality by 2060 aligns with the European Union’s Green Deal objectives. We are expanding renewable energy capacity and improving energy efficiency, while exploring opportunities in green hydrogen, critical raw materials and sustainable supply chains. Belgium and the broader EU are key partners in advancing technology transfer, regulatory standards and green finance instruments.

Climate change and water security further underscore the importance of international cooperation. The tragedy of the Aral Sea remains a reminder that environmental mismanagement transcends borders. Kazakhstan actively promotes regional water diplomacy in Central Asia and supports coordinated approaches consistent with international best practice. European expertise in water management, circular economy and environmental governance represents a valuable contribution to these efforts.
Transport and connectivity also illustrate the convergence of interests. The development of the Trans Caspian International Transport Route strengthens links between Europe and Asia, enhances supply chain resilience and contributes to diversified trade flows. For the European Union, reliable connectivity through Central Asia is not only an economic opportunity, but a strategic investment in stability and partnership.

Equally important is the human dimension. Sustainable development ultimately depends on education, innovation and societal trust. Kazakhstan is investing in human capital, digital literacy and scientific research, while deepening academic and cultural exchanges with European partners. The strengthening of people-to-people ties between Kazakhstan, Belgium and the wider EU contributes to mutual understanding and long-term cooperation.

From my perspective as Ambassador of Kazakhstan to the Kingdom of Belgium and the European Union, sustainable development is, therefore, not confined to domestic policy. It is the organising principle of our external engagement. It defines how we approach investment, climate dialogue, trade diversification and regional cooperation.

Thirty-five years after independence, Central Asia is entering a new phase of consolidation and confidence. Kazakhstan’s strategic commitment to sustainability reflects political maturity and a clear understanding that national modernization and regional stability are inseparable from international partnership.

By aligning domestic reform with responsible regional leadership and constructive engagement with the European Union, Kazakhstan contributes to building a more resilient, interconnected and forward-looking Eurasian space. Sustainable development, in this sense, is not only a national choice. It is a shared responsibility and a common opportunity.

Roman Vassilenko
Ambassador of the Republic of Kazakhstan
to the European Union

When diplomatic families, international professionals, and global businesses relocate to Tashkent, they discover a city rich in history and opportunity. Among the considerations for these families is finding an educational environment that honours their international perspective while preparing children for an increasingly connected world.

The Tashkent International School (TIS) emerged from this need in 1994, when embassies from the United States, the United Kingdom, South Korea, Germany, and the United Nations recognized the importance of establishing an educational institution to serve their growing international community.

A NATURALLY INTERNATIONAL ENVIRONMENT

What makes an international school authentic? At TIS, the answer lies in the organic diversity of its community. Students representing 47 nationalities learn alongside one another, creating an environment where cultural exchange happens naturally, from classroom discussions to playground conversations conducted seamlessly in English.
The International Baccalaureate framework provides structure to this global learning experience. The IB curriculum supports critical thinking and developing the whole child. TIS students regularly outperform world averages and have been accepted to highly selective universities as well as universities that best fit their needs. The school’s approach emphasizes authentic language development through immersion, where English becomes not just an academic tool but a living language of community and friendship.

Campus facilities reflect the school’s commitment to comprehensive education—purpose-built science laboratories, arts studios flooded with natural light, and athletic fields that host both daily activities and regional tournaments.

LEARNING BEYOND BORDERS

The school’s co-curricular program reflects its students’ diverse interests and ambitions. From Model United Nations conferences where students represent nations they may have lived in, to robotics competitions that showcase innovative thinking, these activities develop skills that extend far beyond any single subject area.

The athletics program brings together students who may speak different languages at home but share a universal love of sport. Recent achievements in regional basketball and football tournaments demonstrate how collaboration transcends cultural boundaries.

A COMMUNITY INVESTMENT

As a non-profit institution, TIS operates on a simple principle: educational resources are invested back into the learning experience. This approach has enabled continuous campus improvements and attracted educators from around the world who are drawn to the school’s mission and international environment.

The college counselling program reflects this investment in student futures, providing personalized guidance that has helped graduates transition to universities across North America, Europe, Asia, and beyond.

LOOKING FORWARD

For families navigating international careers, schools like TIS represent more than educational institutions—they become bridges between cultures and stepping stones to global opportunities. The students who walk these halls today carry with them not just academic credentials, but an understanding of how to thrive in an interconnected world.

Families interested in learning more about the TIS community are welcome to visit and experience firsthand how international education unfolds in Tashkent.

The two largest Central Asian countries have embarked on a higher education spree. In Uzbekistan since 2020 almost 100 new universities have opened, swelling the number of BA candidates in the country by some 400,000. In Kazakhstan, hardly a week goes by without an announcement from the Ministry of Education ballyhooing the opening of another foreign campus on Kazakh soil. In taking this path, Kazakhstan and Uzbekistan are a bit late to the party, but they are joining a world-wide consensus, shared among students, universities, governments, society, and business, that more BA graduates are a good thing. Nonetheless, there are signs that this consensus is coming apart, and this could lead to serious complications both in Central Asia and beyond.

THE CONSENSUS. WHY GET A BA?

From a student perspective the incentives look obvious. With a BA under their belt they will likely get a well-paying job (all of which require such credentials). A degree acts as proof of social adequacy and, frankly, will also provide the student with 3 or 4 years to have fun, socializeand develop a sense of self. Moreover, the degree course will usually enable the student to learn to think in deep and complex ways

From a university’s perspective BA students pay the bills, allowing for expansion and more knowledge creation. The best BA students further the university’s knowledge creation functionand loyal and succesful alumni can provide significant resources.

Society and business also benefits – Successful economies need more knowledge workers.

They help to provide social stability – students studying keep young people off the streets during a volatile period of their lives. After graduation they work, have families and pay taxes and some graduates become social, academic, economic and political leaders. Finally, graduates have skills businesses need to expand and grow. They require supplemental training, but if universities didn’t produce graduates, businesses would have to do it themselves at a much higher cost.

WHAT IS UPSETTING THIS CONSENSUS?

The useful half life of the knowledge and skills students get from their BA has been getting shorter, however. If the reason to get a BA from the student’s perspective is about getting a better paid job, the investment of time and money may soon not be worth it. As for credentials, already in the technology/IT world, companies simply do not care whether students have a degree if they can do the work. More frightening, AI is increasingly able to do a satisfactory job filling posts in the knowledge economy. For many graduates there may soon be nothing relevant to do. Only those who enrolled to learn and think deeply about complex subjects who have worked exceptionally hard will be in demand. It is of course possible that AI will create new jobs (as earlier technological leaps did) and this will lead to a demand for a further expansion of the knowledge workforce. But this is not the expectation of those investing billions in AI development.
For students, social adequacy may remain relevant for some time, as there will be a lag between the loss of relevance of the BA and its waning social prestige. But is the ecosystem of the massified university necessary for this? Perhaps there are other ways to provide socialization without the expense of offering degree programs that most students neither need nor want.

Keeping people beneficially engaged, learning skills and not idle is valid but not everyone wants (or needs) a degree. Is there a better way to identify the group of people who can and will benefit without wasting resources on the 85% who never wanted this kind of education but had to pretend they did in order to get the better paid jobs? And how should they be trained? There are university projects in the world, including inVision U in Kazakhstan, trying to answer these questions, but they are few and far between.

Taken together, these factors will likely lead to a reduction of demand among students for BA places, first in countries where costs are paid out-of-pocket, and later where taxes subsidize education if governments perceive that these investments are not producing economically beneficial results.

The consensus will also come under pressure from within universities. Universities are conservative. While they may not love the implications of fewer students, the alternatives appear much worse, so until and unless students begin voting with their feet universities won’t change much. British and American institutions have been hedging against a graduate downturn by exporting excess capacity, but this will not work when students there, too, realize that a BA is no longer a reliable meal ticket. Since most universities can’t attract more serious students, they will likely respond to lower demand by offering shorter and cheaper programs but this will a) cut revenue and lead to fewer faculty and b) begin to cut into the social benefits for students (perhaps the only function universities might be able to fulfill better than anyone else). To survive, universities will need to reinvent themselves to reach different audiences with programs relevant to societies in which AI, overseen by a small and elite cadre of truly brilliant and well-educated humans, does most of the knowledge work.

From society’s perspective, the situation is even more complicated. If an expanding knowledge workforce is no longer needed, what will societies do with upwardly mobile citizens? The problem will be particularly acute where there is a surplus of young people (as in Central Asia). Erstwhile BA students do not want to work as plumbers or farmers but the knowledge economy may not be able to absorb them. Most likely some form of universal basic income will have to be provided to deal with social stability. Perhaps shorter-term programs that produce humans who need to fulfill knowledge-related tasks will grow, but the resources that encouraged the enormous expansion of BA populations will dry up.

But if society is going to invest in the creation a new educated elite, there will be a demand that a much higher percentage of the remaining BA students get a superb education. And business will want an even bigger say in what and how they learn, as they will hire people only when a human can outperform AI.

For Central Asian countries the new normal will be jarring. Significant resources have gone into a robust expansion of mediocre BA-level programs in the hope that new graduates will help lift these countries into the middle-tier of economies. Unfortunately, however, what will likely be needed going forward is not a large group of acceptable BA graduates, but a small number of exceptionally well-trained individuals who can do things AI will, for now, not be capable of. Can these countries shift from quantity to quality? What will happen to the bulge of young people who had hoped to take their place in the ranks of high earning knowledge workers?

by Andrew Wachtel, President, inVision U

As part of the development of international cooperation in the field of higher education, Turkmenistan participated in the Education World Forum on May 18-21, 2025 in London. This is an annual gathering of ministers, deputy ministers and other high-level education officials from more than 100 countries.

According to the Turkmen Ministry of Education, a Turkmen delegation, led by Deputy Minister of Education Azat Atayev, took part in the forum’s plenary sessions and bilateral meetings aimed at expanding international educational cooperation and exchanging best practices amid the digital transformation of education.

The Turkmen delegation met with the Organization for Economic Co-operation and Development (OECD) representatives to discuss prospects for cooperation in education-quality assessment. The Turkmen side confirmed that PISA goals have been incorporated into the Concept for Improving Teaching Methodology for General-Education Programmes in Turkmenistan until 2028. The parties agreed to explore ways for Turkmenistan to study PISA methodology with OECD methodological support.
A working meeting was also held with representatives of Times Higher Education (THE), the international university-ranking agency. The discussion focused on developing the global academic profile of Turkmen universities. THE experts shared analytical materials on universities impact on economic and human-capital development and proposed an online workshop for Turkmen institutions on improving their positions in international rankings.

Turkmenistan has taken significant steps to bolster educational collaboration with Great Britain. In March 2025, the British Embassy in Turkmenistan celebrated the successful completion of the British Council’s Accelerating English Language Learning in Central Asia (AELLCA) project at the Dovletmammet Azadi Turkmen National Institute of World Languages. The project was funded by the UK Government and implemented by Nottingham Trent University.

At the closing ceremony, the British Ambassador, Stephen Conlon noted that educational cooperation between the United Kingdom and Turkmenistan has been steadily progressing, with significant achievements since last year. According to the British Embassy, the event showcased the remarkable strides made in English Language Teaching (ELT) at the Dovletmammet Azadi Turkmen National Institute of World Languages. The Ambassador presented teachers with well-deserved certificates from Nottingham Trent University, recognizing their dedication and hard work.

As part of the project, the British Council also arranged study visits to the UK for members of the Dovletmammet Azadi Turkmen National Institute of World Languages and the International University for Humanities and Development, to enhance their understanding of school-based continuing professional development practices.

An important part of educational cooperation between Great Britain and Turkmenistan is the Chevening Scholarship Program, which supports Turkmen students pursuing graduate studies in the UK. For the 2024/25 academic year, twelve Turkmen citizens were awarded Chevening scholarships.
Turkmenistan has also established cooperation with universities from other European countries. From June 1-12, a delegation of the Oguz Khan University of Engineering and Technology of Turkmenistan visited the Technical University of Graz, one of Austria’s leading higher education institutions in the fields of engineering and technology, natural sciences, precision and biomedical sciences, the electronic newspaper Golden Age reported.

The purpose of the visit was to evaluate joint research activities and discuss further plans for cooperation between the two universities. During the visit, teachers and students of the Oguz Khan University and the Institute of Electronics at the University of Graz conducted scientific research in areas related to measuring electric and magnetic fields at close range, measuring electromagnetic radiation emitted by electronic devices of various geometric shapes, as well as antenna design and measurements in this field. In May, a meeting with representatives of the University of Le Havre (France) — Vice President Jean-Nicolas Castorion and Director of International Relations P. Barthelemy — was held at the Magtymguly Turkmen State University in Ashgabat.

According to the Turkmen Ministry of Education, the parties discussed priority areas of cooperation, noting that in different years, along with other foreign languages, the Turkmen State University trained highly qualified specialists in French language and literature.

by Sergey Khvan

In recent years, Central Asia has experienced not merely a surge of interest in music, but a cultural renaissance in which music itself becomes a pivotal element in educational reform, social transformation, and soft power projection. At the heart of this process lies not only the revival of genres once confined to folklore, but also a new institutional framework designed to bring academic rigour to musical art and expand its international presence.

Traditional genres such as shashmaqam which is a six-mode classical system of Uzbekistan and Tajikistan, painstakingly revived after decades of neglect and the celebratory “toy” music, dutar and dombra, are once again gaining recognition thanks to the concerted efforts of both state and private cultural organisations. Among the most significant developments is the emergence of structures capable of systematically teaching, preserving, and promoting this music. One of the most prominent initiatives is the Aga Khan Music Initiative, launched in 2000 to preserve the living musical heritage, introduce masterclasses, document traditions, and foster the dissemination of traditional repertoires – all while maintaining a modern, professional approach with academic precision.

Investment in masterclasses, festivals, and educational programmes, from ustad-shagird (master-apprentice) schools to more technology-driven initiatives has created a platform for sustainable growth. Notable examples include the Aga Khan-funded ensembles of veteran performers, joint recordings with Smithsonian Folkways, and the ten-volume anthology of Central Asian music. Simultaneously, festivals such as Sharq Taronalari in Samarkand have leveraged the region’s potential, transforming historical memory into a driver of cultural tourism and international cooperation.

The development of musical education is progressing in parallel. Conservatories in Kazakhstan, Uzbekistan, and Tajikistan are implementing new courses that bridge folk traditions with academic technique, as well as forming international exchange programmes. Crucially, tangible results are emerging as students are mastering not only the dutar, dombra, or shashmaqam, but also skills in score analysis, ensemble performance, and orchestral practice.

Tolibkhon Shakhidi stands out as a particularly compelling example of successful integration of these models. Born in Dushanbe in 1946, he is a graduate of the Moscow Conservatory, where he studied under Aram Khachaturian, whose famous inscription-“Tolib, your time is precious”- became a guiding principle of his career. His music, which blends Eastern modal traditions with Western orchestral discipline, embodies the cultural synthesis at the heart of today’s renaissance.

Shakhidi’s participation in international festivals and his educational initiatives offer a vivid illustration of this trend. He performs on academic platforms, conducts lectures and leads masterclasses, maintaining generational continuity and transmitting the ustad-shagird heritage to future musicians. At the same time, his involvement in film (including the Georges Delerue Award for his soundtrack to Two-Legged Horse, 2008) enhances the region’s cultural diplomacy through media.

It is important to emphasise that this cultural renaissance is not an episodic surge of nostalgia, but rather a strategic, integrated development model that encompasses educational modernisation, international exchange, and the growth of cultural tourism. Music festivals attract foreign experts and tourists, creating conditions for new partnerships and blended funding mechanisms, both grant-based and commercial.

While precise economic indicators remain difficult to quantify, the renewed interest in music positions Central Asia as a proving ground where cultural competitive advantage directly intersects with educational appeal and the region’s brand image. The model practised by institutions like the Aga Khan Music Initiative and by artists such as Shakhidi demonstrates a strong cohesion of craft and tradition, academic rigour and innovation, local colour and global platforms. Such synergy ensures a lasting impact across the educational landscape, in international visibility, and, ultimately, in regional economies.

Today’s musical renaissance in Central Asia represents a systematic cultural and educational movement that brings together heritage and innovation. At the forefront of this process are the artists, educators, and institutions whose coordinated efforts are shaping a new trajectory of development which is culturally, academically, and strategically significant for the region. The example of Tolibkhon Shakhidi – striking but by no means isolated – shows how one individual and their platform can become a catalyst for transformative change, creating a resilient, scalable model of cultural development and educational capacity.

BRIDGING CULTURES, BUILDING FUTURES: THE BRITISH COUNCIL
IN KAZAKHSTAN

For over three decades, the British Council has played a key role in strengthening the relationship between the United Kingdom and Kazakhstan. As the UK’s international organisation for cultural relations and educational opportunities, it connects people and institutions, promotes mutual understanding, and contributes to Kazakhstan’s aspirations. Its work across English language, arts, higher education, and exams is designed to deliver long-term impact at multiple levels.

Kazakhstan’s goal to be among the world’s top 30 economies by 2050 places human capital at the centre of its development. The British Council aligns with this ambition, working alongside government bodies, educational institutions, and the creative sector to enhance learning, innovation, and international collaboration.

ENGLISH FOR A GLOBAL FUTURE

English is a vital skill for international cooperation, business, and education. Recognising its strategic importance, Kazakhstan has placed a strong emphasis on English language learning across its education system. The British Council contributes to this goal through policy advice, training, and a wide range of initiatives that strengthen the quality of English teaching and learning across the country.

One key initiative is the collaboration with the Ministry of Education of Kazakhstan to enhance English teacher training. A specialist expert working group of Educators from across Kazakhstan has been researching and producing recommendations to bolster high-quality Continuing Professional Development (CPD) programmes, to help equip teachers with ongoing training and adapted systems. Ultimately this aims to improve teaching and learning at large scale.

TeachingEnglish is the British Council’s platform for English teachers and teacher educators. It offers free lesson plans, professional development courses, webinars, podcasts, and research insights. For teachers at all career stages, this huge resource helps teachers build skills and connect with peers worldwide. It is accessed by tens of thousands of English teachers in Kazakhstan every year.

The British Council also delivers internationally recognised English assessments. IELTS, one of the most trusted qualifications for academic and professional mobility, is offered in 12 cities, with plans for further expansion in 2025–26. Tens of thousands of exams are delivered annually, supported by a growing network of registration and delivery partners. Other exams include APTIS, which is used by institutions for benchmarking English levels, and a range of professional exams, such as ACCA qualifications.

Supporting growth and quality in Higher Education
With transnational education a national priority, the British Council has helped establish over 30 partnerships between Kazakhstani and UK universities since 2022. These collaborations are enabling the development of dual degrees, joint research projects, and new approaches to inclusive education.

A further key initiative is to work alongside the Ministry of Science and Higher Education to build a strong framework for Quality Assurance for UK – Kazakhstan international partnerships. A framework which is shared across Higher Education in both countries will facilitate the implementation of university partnership working in future, making systems, processes and standards clear for all.

The British Council also promotes opportunities for individual learners. Since 2022, sixteen Kazakhstani women have received prestigious Women in STEM scholarships, enabling them to complete Masters degrees in the UK in fields such as engineering, energy, and information technology. A further important strand of work is connecting and supporting UK Alumni, through the annual Study UK Alumni Awards and alumni events held through the year.

The Creative Economy: A platform for exchange
Culture and creativity are powerful drivers of connection and innovation. In Kazakhstan, the British Council works with artists, institutions, creative entrepreneurs, and decision-makers to enhance skills, build professional networks, and encourage international exchange.
Through festivals, exhibitions, exchange programmes and conferences, British and Kazakhstani creatives are brought together, enabling dialogue and shared skills and experiences.

The Creative Economy programme in 2025–26 also aims to strengthen the capacity of Kazakhstan’s cultural sector by offering training and networking opportunities for creative entrepreneurs. The creative industries are a growing driver of economic development, and the British Council supports initiatives that enable entrepreneurship in this sector. Through training, conferences and international exposure, Kazakhstani artists and cultural professionals are empowered to develop sustainable careers while contributing to the national creative economy.

A PARTNERSHIP FOR THE FUTURE

As Kazakhstan continues its journey of growth and transformation, the British Council remains a key partner, ensuring its work aligns with national priorities, contributing meaningfully to education, economic growth, and cultural enrichment.

By investing in people – from teachers, academics and education leaders to creative professionals and entrepreneurs, the organisation plays a role in building a future where knowledge, creativity, and collaboration are key drivers of success. Through education and culture, the ties between Kazakhstan and the UK continue to grow.

Kazakhstan’s potential is vast, and its aspirations are bold. The British Council’s commitment to this dynamic nation is a testament to the enduring power of international cooperation and cultural exchange in shaping a shared and prosperous future.

by Robert Taylor,
Country Director of the British Council Kazakhstan,
MSc. in Organizational Psychology, member of the British Psychological Society, the European Academy of Occupational Health Psychology, and the International Society for Coaching Psychology

CHALLENGES OF BUSINESS EDUCATION
IN UZBEKISTAN: A SYSTEMIC ANALYSIS
AND MODERNIZATION STRATEGIES

There are many challenges in business education within Uzbekistan, including outdated curricula (only 15% updated annually), a shortage of instructors with practical business experience (25% compared to 60% in OECD countries), language barriers (92nd globally in English proficiency), and regional disparities (60% of universities concentrated in Tashkent). Drawing on data from the World Bank, UNESCO, and Uzbekistan’s State Statistics Committee, the study proposes solutions such as integrating dual education models, digitizing academic processes, and fostering university-business partnerships. Special attention is given to successful collaboration cases in Uzbekistan, including the Asian Development Bank’s $100 million educational modernization project and initiatives with IT-Park Uzbekistan.

Business education serves as a critical driver of economic growth as Uzbekistan transitions to a market-based economy. Despite an increase in the Human Development Index (HDI) to 0.727 (2022), the current system of professional training lags labor market demands. Out of 142 universities, only 30 offer management programs, while 70% of employers rate graduates as insufficiently skilled (Uzbekistan Chamber of Commerce and Industry, 2023). Addressing these gaps requires synthesizing global best practices with localized initiatives.

Key Challenges in Business Education:
Data-Driven Insights
Outdated Curricula and Lack of Practice-Oriented Training
85% of programs exclude modules on digital transformation or Big Data analysis (World Bank, 2023).
Example: At the Tashkent Financial Institute, 80% of courses remain theoretical.
Faculty Shortages
Only 12% of MBA instructors hold international certifications (CIMA, PMP).
Regional Disparities
In Samarkand, one university serves 450,000 residents, compared to 120,000 in Tashkent (State Statistics Committee, 2024).
Limited Business Integration
Just 18% of universities maintain long-term agreements with companies (UNDP, 2023).

University-Business Collaboration: Global Models and Local Adaptation
Global Case Studies
Germany: Volkswagen’s dual system ensures 80% employment of graduates at partner enterprises.
USA: MIT and Microsoft’s partnership has led to 30% of student projects being commercialized.

Uzbekistan: Initial Steps
ADB Project: Since 2023, $100 million has funded Entrepreneurship Centers at universities. The National University of Uzbekistan now offers internships at banks like KapitalBank.
IT-Park Uzbekistan: Annual joint courses in digital marketing train over 500 students.
Case Study: Inha University in Tashkent collaborates with Uzum on FinTech student projects.

Recommendations
Implement Dual Education Models
Pilot program at Andijan Mechanical Engineering Institute with UzAuto Motors: 20% of study time allocated to factory internships.
Digitize Education
EduHub.uz platform (EBRD-supported) aims to cover 50 universities by 2025.
Incentivize Business Partnership
Tax breaks for companies investing in universities (modeled after Kazakhstan’s success, which saw a 25% rise in partnerships within two years).

Modernizing business education in Uzbekistan demands systemic reforms: updating curricula, integrating business expertise into course design, and expanding regional infrastructure. Successful collaborations (e.g., ADB, IT Park) demonstrate the potential of the “university-enterprise” model, warranting broader implementation.

References
World Bank. Report “Doing Business 2023.”
State Committee of the Republic of Uzbekistan on Statistics. Educational Statistics, 2024.
UNDP. “Human Capital Development in Uzbekistan,” 2023.
Official ADB Documents on Education Modernization Projects.
Uzbekistan Chamber of Commerce and Industry. “Employers and Graduates: Bridging Competency Gaps,” 2023.

Note: All statistical data are updated as of 2023–2024.

by Timur D. Yadgarov, PhD in Economics, Chairman of Experts Board, National Assessment Center, Tashkent, Uzbekistan

Khasanmansur T. Yadgarov, PhD Student, Project manager, National Assessment Center, Tashkent, Uzbekistan

Challenges and Opportunities in Establishing International Partnerships Among
Central Asia’s Educational Institutions

Central Asia, an area abundant in history and cultural variety, stands at a critical juncture in its educational progress. Central Asia, which includes countries like Kazakhstan, Uzbekistan, Kyrgyzstan, Tajikistan, and Turkmenistan, is seeing its education systems adapt to historical influences and contemporary needs. This article examines the present condition of education in Central Asia, the difficulties encountered by the region, and the prospects for development.

Education System in Central Asia

Education systems across Central Asia—shaped by Soviet pedagogy and post-independence reforms—operate on a standardized 12-year framework, featuring state-funded compulsory education for ages 6–18 (primary and secondary) that achieves near-universal youth literacy (98.2% regionally, UNESCO 2023). While all five nations guarantee this foundational access, Soviet-era teaching methods persist through rigid teacher-centred instruction, though Kazakhstan (since 2015) and Uzbekistan (since 2017) now integrate competency-based curricula. Higher education reveals stark regional disparities: Kazakhstan leads with 125+ institutions (35 public), investing 4.1% of GDP ($2.8bn/year) to achieve 45% tertiary enrolment among 18–24-year-olds, while Uzbekistan shows rapid growth—27% more universities since 2019—reaching 28% enrolment with 2.9% GDP investment. Conversely, Tajikistan and Turkmenistan struggle with severely limited infrastructure (25 institutions total), chronic underfunding (1.5% GDP), and enrolment below 18%, exacerbated by Turkmenistan’s isolationist curriculum and Tajikistan’s rural access gaps where only three universities exist outside Dushanbe. Kazakhstan’s global integration is evidenced by 75+ international partnerships (notably Nazarbayev University), contrasting sharply with limited foreign affiliations elsewhere. Systemic challenges include brain drain (42% of Tajik STEM graduates emigrate, ILO 2022) and urban-rural divides—78% of Kyrgyzstan’s universities cluster in Bishkek, creating a 5:1 admission disadvantage for rural students—while gender gaps persist in Tajikistan (female tertiary enrolment: 13% vs. male 22%).

Current Challenges in Central Asian Education:

Although advancements have occurred, the educational systems in Central Asian countries encounter numerous difficulties. A significant concern is the standard of education. Numerous institutions are short on contemporary facilities, revised curricula, and skilled educators, which can hinder the progress of education over time. In nations such as Uzbekistan, efforts are being made to update the education system, although the speed of transformation differs greatly throughout the region as well as other factors, such as access to educators.

Another major issue is the alignment of curricula with the job market. Numerous graduates feel unready for the challenges of the job market, resulting in elevated unemployment rates among youth. The gap between education and employment is a crucial matter that Central Asian nations must tackle to guarantee that students develop the skills required in the current competitive job market.

Moreover, socio-economic elements like poverty, political turmoil, and insufficient funding for education intensify the difficulties encountered by the region. In rural regions, the availability of quality education is especially restricted, with numerous children unable to go to school because of financial difficulties or insufficient transportation.

Establishing international partnerships among educational institutions in Central Asia presents both opportunities and challenges. While the region holds significant potential due to its strategic location, rich cultural heritage, and youthful population, several obstacles hinder smooth collaboration. Here are the key challenges:

1. Political and Regulatory Barriers
   Bureaucratic red tape: Complex visa regulations, inconsistent accreditation standards, and restrictive legal frameworks can impede mobility and institutional collaboration.
   Geopolitical tensions: Varying degrees of political alignment with global powers can affect partnerships with Western institutions.
   Lack of autonomy: Many universities are tightly controlled by state bodies, limiting their flexibility to engage in international cooperation.
2. Funding Constraints
   Limited national budgets: Most Central Asian countries allocate modest funding to education, affecting the ability to support exchange programs or joint research initiatives.
   Dependence on donor aid: Over-reliance on foreign aid may lead to unsustainable partnerships or uneven power dynamics.
3. Language and Communication Barriers
   Diverse languages: The region includes a mix of Turkic, Persian, Russian, and local dialects. English proficiency is often low among students and faculty.
   Translation and communication challenges: These can slow down collaboration or lead to misunderstandings in academic agreements.
4. Differences in Educational Systems
   Curriculum mismatch: Different credit systems, course structures, and academic calendars make aligning programs difficult.
   Recognition of qualifications: Degrees and certifications are not always easily recognized across borders, limiting student and faculty mobility.
5. Infrastructure and Technological Gaps
   Limited digital infrastructure: Inadequate internet access and IT resources can hinder online collaboration, which has become crucial post-COVID.
   Facilities and research capabilities: Many institutions lack modern laboratories, libraries, and equipment, making it hard to participate in advanced joint research.
6. Cultural and Institutional Mind-sets
   Resistance to change: Some institutions may have conservative or insular attitudes toward internationalization.
   Lack of awareness or interest: Faculty and administrators may not see the value in partnerships or may lack experience in international networking.
7. Talent Retention and Brain Drain
   Outmigration of skilled individuals: Students and academics often leave for better opportunities abroad, making it hard to sustain domestic capacity.
   Limited incentives for returnees: Professionals educated abroad may not return due to inadequate pay or professional opportunities.
8. Security and Stability Concerns
   Regional conflicts or instability: In countries like Afghanistan and parts of Kyrgyzstan or Tajikistan, safety concerns can deter foreign partners.
   Perceived risks: Even in relatively stable countries, negative perceptions can affect the willingness of international institutions to collaborate.

Overcoming these challenges requires a coordinated approach involving policy reforms, investment in capacity building, improved language training, and digital infrastructure. Regional cooperation mechanisms, such as the Central Asia Regional Economic Cooperation (CAREC) could play a significant role in fostering educational ties.

As the area progresses, prioritizing education will be crucial for promoting economic growth and social advancement. By focusing on quality, relevance, and accessibility, Central Asia can create a strong educational system that empowers its young people and enhances the entire community.

Dr Dababrata Chowdhury (Daba), PhD
Canterbury Christ Church University and Ravensbourne University London, UK
& Mr Raza Syed, Editor, London Post, UK

EDUCATING ONE HALF OF THE NATION
THE ECONOMIC CASE FOR WOMEN’S ACCESS TO UNIVERSITIES

In the classical culture of the East, the image of an educated woman has always been held in high esteem. She could write poetry, engage in philosophical discussions, teach or heal – and be a true cornerstone for her family and society. Yet in recent years, certain countries in Central Asia have seen a worrying turn: under the growing influence of Islamisation, women’s education is increasingly viewed not as a necessity, but as a luxury.
It is precisely now that we must take the time to analyse how the rise of religious conservatism in Central Asia is affecting women’s access to education and the future of entire generations. This is not a critique of religion. On the contrary, in Islam the pursuit of knowledge is one of its fundamental values. However, interpretations that have become popular in conservative circles are increasingly distancing young women from university classrooms – and, along with that, from equal opportunities for the future.

The university is closed? Then the road to progress is closed for the entire country

“You’ll be staying at home anyway – why would you need a diploma?” – such phrases are increasingly heard in villages and small towns across the region. According to the World Bank (2022), the proportion of women among university students has been declining in several Central Asian countries in recent years. This trend is particularly noticeable in rural areas where conservative norms are strengthening. Girls are more often steered towards early marriage and domestic responsibilities, under the guise of restoring a patriarchal family model seen as essential to strengthening the state. Global statistics, however, tell a different story: when the share of women with higher education declines, it affects the entire economy, as the lack of qualified personnel – especially in medicine, education, science and entrepreneurship – slows down the development of entire sectors.

Women are not only part of the labour force, but also a source of innovation, academic thought, and nuanced understanding of social dynamics. And when a girl does not make it to university, the country loses not just a future specialist, but also the potential transformations her work could bring.

During the Soviet period, women in Central Asia had equal access to professions, studied at technical universities and often held leadership positions. Today, according to the International Labour Organization (ILO), the situation has changed: women are more frequently employed in low-paid and informal sectors, face restrictions in career choices, and earn less than men with equal qualifications. In countries where social conservatism is gaining ground, these disparities are becoming the norm, while state policy often fails to keep up with new challenges. And not only because of the absence of women themselves, but also because of the effects of raising boys in such environments.

Mother, book and future

But the consequences are not always immediately visible. They unfold over decades – across generations. UNICEF research shows that up to 90% of a child’s neural connections are formed in the first six years of life. And the main facilitator of this process is the mother.

If a woman is denied proper education, if her horizons remain narrow, if she does not engage in meaningful conversations with her child, the child grows up in an environment where knowledge is replaced by routine and emotional intelligence remains underdeveloped. The child learns to repeat, but not to ask questions. To obey, but not to dream. And this is no longer the problem of a single family – it is the problem of an entire nation’s future. Often, replacing a child’s cognitive development with a focus only on physical care (being fed, clothed and healthy) leads not only to a decline in intellectual abilities, but to a tendency to resolve conflict through force, simply because alternative intellectual resources are lacking. In other words, this results in increased levels of domestic violence and criminality.

Jobs exist – but wages do not

Limited access to education is only the first rung of the social ladder. The next is the labour market. Here too, women face barriers: a limited range of professions permitted by religion, low pay, and restricted opportunities for career advancement. Even with equal qualifications, as the ILO report shows, women in the region earn 25–30% less than men. The issue lies not in ability, but in the system.

While during the Soviet period women could be engineers, doctors, pilots and professors, today many receive social or familial prohibitions on working in roles that involve interacting with unfamiliar people, especially men, or face social condemnation if circumstances compel them to do so. At the same time, they often lack both the qualifications and the time for remote work, due to domestic responsibilities.
Religion is not the enemy. Ignorance is

Talking about Islamisation must be done with care. The issue is not faith itself – Islam, from its earliest days, has championed the pursuit of knowledge. Great women of the Islamic world – Aisha, Rabia al-Basri, Fatima al-Fihri, and during the Soviet period, Tursunoy Akhunova, Safo Umarova, Zulfiya and many others – left behind formidable legacies.

The problem arises when faith becomes a tool of suppression. When books, conversations and freedom of choice are banned in the name of “tradition.” When a woman is denied a voice simply because she might say something “unnecessary.”

But in those same Central Asian countries, other examples are emerging – religious leaders opening schools for girls, educators combining Islamic values with modern teaching methods, families who encourage their daughters to pursue higher education not despite their traditions, but because of them.

What can be done?

There are many possible solutions – and they do not require revolutions. We need support programmes – scholarships and women’s universities, mentorship projects, dialogue with parents. We need teaching staff willing to work in rural areas. We need public campaigns that show how women, while maintaining their identity, can achieve professional success.

It is essential that traditions are not set in opposition to modernity, but rather complement it. That a girl in a headscarf can hold a book just as confidently – or a microphone at a conference. That the question “Why do you want to study?” turns into “What do you want to learn?”

It is impossible to build a prosperous society while denying half its citizens the right to develop. Women’s education is not a threat to culture. It is its continuation, its renewal, and its future. The greatness of a nation begins not with wealth, but with the breadth of thought. And breadth comes only through learning, dialogue and freedom of choice.

by Taina Kaunis