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Application Form Selection: 2019 KA2 – Cooperation for innovation and the exchange of good practices – Capacity Building in the field of Higher Education Call for Proposals 2019 ‐ EAC/A03/2018 Sustainable Agriculture and Future Farming Systems/ SAGRIS ‐ Enhancement of Postgraduate Studies DETAILED DESCRIPTION OF THE PROJECT JOINT PROJECTS (To be attached to the e‐Form) Capacity Building in the field of Higher Education – Joint Projects PART D – Relevance of the Project D.1 Why does the consortium undertake this project? Which problem(s) will the project address in the participating Partner Countries? Why are these problems pressing? Please explain the result of the need analysis carried out for each Partner Country and for each Partner institution and provide qualitative and quantitative evidence for your results. Please refer also to studies carried out and feasibility analyses undertaken. In particular explain for each institution, why the support from the CBHE action is required. (limit 10.000 characters) Large agricultural areas characterize the landscapes and economies of Russia and Kazakhstan. Both countries see the innovative development of this sector as a priority. Compared to this, skilled labour and innovation potential is lacking. A number of initiatives to build up human resources on all levels and as well to improve higher education institutions (HEIs) reacted to this. EU projects with Russian and Kazakh partners like SARUD (Sustainable Agriculture and Rural Development) or SusDev (Green Skills for Sustainable Development) prove the increased interest to address global issues of sustainable agriculture. Here, various questions still have to be addressed by research, practice and communities, with regard e.g. to intensification and increased pressure on agricultural land, environmental and climate protection, biodiversity, animal welfare etc. Due to different local and regional conditions, simple and general answers are unlikely. Preceding projects and reforms to improve higher education represent a constant development process including the introduction of educational reforms on the 3rd cycle level. Also, academic mobilities take place. But, experiences here show on one side the interest to obtain international qualified education and on the other side the brain drain. Despite this, graduates of RU or KAZ universities demonstrate low demand on postgraduate studies too. Several reasons lie in the deficient and outdated educational offer for PhD studies. A consistent next step is therefore to strengthen the own capacity and attractiveness for educating doctoral students in the field of agriculture. This reacts also to expectations towards RU and KAZ HEIs to contribute to solutions and innovations at the interface between science, education and practise. The following chapter summarizes the problem description of the partners. We will use the terms ‘doctoral studies’ and ‘PhD studies’ equivalent, although the academic title in Russia is ‘Candidate of Science’. Doctoral studies are part of the 3rd cycle (2012 education law in RF), which includes the Candidate of Science ‐ rewared after a successful ‘aspirantur’. RUSSIAN FEDERATION Currently Russian universities face to reform the rather low and inefficient level of PhD‐courses and theses. The lack of quality of PhD‐theses and that only 14% are defended on time is discussed on national level (e.g. plenary meeting of XI Council of Russian Rectors Union April 2018). A general debate exists about the type of doctorates and to what extent they are based on scientific work or lecture hours (e.g. http://www.sib‐science.info/ru/heis/priblizhaetsya‐reforma‐12062018). For agriculture, 54 agricultural HEIs exist, whereby the number reduced due to a competitive shrinking process. Subordinated to the Ministry of Agriculture, the agricultural HEIs are nation‐wide spread for the socio‐economic development in the regions, whereas the oldest one, Russian State Agrarian University, is located in Moscow as national agricultural university. But, like other agricultural HEIs it is not listed as one of the Russian ‘National Research Universities’. Outside the group of agricultural HEIs, some higher ranked universities like Moscow Lomonossov State University and Peoples Friendship University in Russia include agriculture or agriculture related programs. Sustainable Agriculture and Future Farming Systems/ SAGRIS ‐ Enhancement of Postgraduate Studies Page 2 of 189 Capacity Building in the field of Higher Education – Joint Projects About 400.000 undergraduate students are counted, which is ~7% of the total number of students (doi.org/10.1007/978‐3‐319‐52980‐6 p.349). 5.000 are in post graduate and doctoral programs. Volkov et al. (2017) point out, that enterprises still lack highly skilled staff. Besides this, HEIs presently fail to be centres for innovations and to connect science, education and business, which is an aim of the agricultural education strategy (see below). The participating project partners point out several weak points, causing decreased demand on PhD education in agriculture as well as low completion: _lack of funds for students, project work, international travel, literature/ equipment _insufficient training on advanced research methods, scientific writing and other _poor qualification of staff with regard to advanced disciplinary trends _lack of integrated inter‐, transdisciplinary and applied approaches _insufficient internationalisation of the doctoral education _lack of continuity between educational programs _reduced number of dissertation councils The Russian “Strategy of Agricultural education” describes similar critics and adds the insufficient integration of agricultural universities with other national and international research and education institutions, the high average age of academic staff, low integration into global academic sphere and problems of training researchers and teachers due to reduced number of state‐funded study places. The partner HEIs highlight the reasons for a joint action as follows: STAVROPOL STATE AGRARIAN UNIVERSITY (SSAU), P6 is surrounded by an agriculture industry ready to modernise and to form a "green" Stavropol territory. SSAU sees the need for the transition from teachers to the teacher‐researchers and to prepare graduate students in new interdisciplinary modules. NOVOSIBIRSK STATE AGRARIAN UNIVERSITY (NSAU), P7 expressed the need of HE to develop qualified 3rd cycle offers. Only 40% of the theses are defended in NSAU and student oriented modules are needed that support the PhD thesis work, e.g. interdisciplinary and methodological modules on research design, and provide training in writing publications and grant applications. BURYAT STATE ACADEMY OF AGRICULTURE (BSAA), P8 confirms the situation of decreasing numbers of PhD students and aging supervisors. Additionally, the instability of dissertation councils increases the time for finalising a PhD thesis. Better PhD support with advanced training and comprehensive interdisciplinary knowledge shall lead to better integrate them into the global academic and research space. YAKUT STATE AGRICULTURAL ACADEMY (YSAA), P9 tackles ‐ due to the remoteness of the territory ‐ with limited opportunities of postgraduates to visit scientific seminars and to take part in internship programs, which also concerns scientific staff visits and exchange. KAZAKHSTAN The drastic drop in numbers of PhD defences in the first years of the new doctoral model indicates the enormous changes compared with the earlier traditional system, in which about 1,500 candidates of sciences and 300‐500 doctors of sciences were registered annually. Kuzhabekova (2016, herb.hse.ru/data/2016/10/07/1122507033/1HERB_09_view.pdf) describes, that the first formal from the soviet two‐level system of Candidate and Doctor of Science degree, to the introduction of ECTS and curriculum planning did not bring a qualitative improvement, because of _limited access to equipment, material and literature _lack of funds for research and conference participation _poor English proficiency of PhD students _lack of foundational theoretical and methodological training _no research and publication experience Sustainable Agriculture and Future Farming Systems/ SAGRIS ‐ Enhancement of Postgraduate Studies Page 3 of 189 Capacity Building in the field of Higher Education – Joint Projects _plagiarism, ‘purchase’ of degrees, resp. paying a bribe doctoral dissertation Subsequent measures focused on the quality of academic training, but requirements like increased number of international publications or joint supervision with a foreign professor can still hardly be met. Further steps are needed to enhance research skills and methods among faculty staff and PhD students, raise awareness on the publication process and to change curricula and teaching methods. Additionally, demand exists to better integrate education and science, to strengthen the research capacity of universities and to attract leading scientists of scientific research institutes to teach, and to facilitate closer cooperation between science and business https://supporthere.org/page/higher‐education‐ kazakhstan. Looking from the perspective of the supervising staff, the regulations which require a leading scientist from a foreign country as a second supervisor, put pressure on the academic staff to find and facilitate such cooperation. In getting funding to promote young talents, agriculture has to compete with other educational disciplines. In over 25 years of independence, only
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