Kazakhstan, Kyrgyz Republic and Tajikistan 2009
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Measuring the Impact and Financing of Infrastructure in the Kyrgyz Republic
ADBI Working Paper Series MEASURING THE IMPACT AND FINANCING OF INFRASTRUCTURE IN THE KYRGYZ REPUBLIC Kamalbek Karymshakov and Burulcha Sulaimanova No. 988 August 2019 Asian Development Bank Institute Kamalbek Karymshakov is an assistant professor at the Finance and Banking Department, Central Asian Research Center of the Kyrgyz-Turkish Manas University in Bishkek, Kyrgyz Republic. Burulcha Sulaimanova is an assistant professor at the Economics Department also of the Kyrgyz-Turkish Manas University. The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies of ADBI, ADB, its Board of Directors, or the governments they represent. ADBI does not guarantee the accuracy of the data included in this paper and accepts no responsibility for any consequences of their use. Terminology used may not necessarily be consistent with ADB official terms. Working papers are subject to formal revision and correction before they are finalized and considered published. The Working Paper series is a continuation of the formerly named Discussion Paper series; the numbering of the papers continued without interruption or change. ADBI’s working papers reflect initial ideas on a topic and are posted online for discussion. Some working papers may develop into other forms of publication. In this report, “$” refers to United States dollars. The Asian Development Bank refers to “Kyrgyzstan” as the Kyrgyz Republic. Suggested citation: Karymshakov, K. and B. Sulaimanova. 2019. Measuring the Impact and Financing of Infrastructure in the Kyrgyz Republic. ADBI Working Paper 988. Tokyo: Asian Development Bank Institute. Available: https://www.adb.org/publications/measuring-impact-and-financing- infrastructure-kyrgyz-republic Please contact the authors for information about this paper. -
From the Editorial Board
https://doi.org/10.7592/FEJF2019.76.kazakh FROM THE EDITORIAL BOARD KAZAKH DIASPORA IN KYRGYZSTAN: HISTORY OF SETTLEMENT AND ETHNOGRAPHIC PECULIARITIES Bibiziya Kalshabayeva Professor, Department of History, Archeology and Ethnology Al-Farabi Kazakh National University Almaty, Kazakhstan Email: [email protected] Gulnara Dadabayeva Associate Professor, KIMEP University Almaty, Kazakhstan Email: [email protected] Dauren Eskekbaev Associate Professor, Almaty University of Management Almaty, Kazakhstan Email: [email protected] Abstract: The article focuses on the most significant stages of the formation of the Kazakh diaspora in the Kyrgyz Republic, to point out what reasons contributed to the rugged Kazakh migration process in the nineteenth and twentieth centuries and how it affected the forms and types of their settlements (compact or disperse). The researched issues also include the identification of factors provoked by humans and the state to launch these migrations. Surprisingly enough, opposite to the claims made by independent Kazakhstan leadership in the early 2000s, the number of Kazakhs in Kyrgyzstan wishing to become repatriates to their native country is still far from the desired. Thus the article is an attempt to find out what reasons and factors influence the Kazakh residents’ desire to stay in the neighboring country as a minority. To provide the answer, the authors analyzed the dynamics of statistical variations in the number of migrants and the reasons of these changes. The other key point in tracing what characteristic features separate Kazakhs in Kyrgyzstan and their kinsmen in Kazakhstan is the archival data, statistical, historical, and field sources, which provide a systematic overview of the largely unstudied pages of the history of the Kazakh diaspora. -
Tajikistan Region: Europe and Central Asia Income Group: Low Income Source for Region and Income Groupings: World Bank 2018
Tajikistan Region: Europe and Central Asia Income Group: Low Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update OVERVIEW In Tajikistan, the academic year begins in September and ends in June, and the official primary school entrance age is 7. The system is structured so that the primary school cycle lasts 4 years, lower secondary lasts 5 years, and upper secondary lasts 2 years. Tajikistan has a total of 1,817,000 pupils enrolled in primary and secondary education. Of these pupils, about 771,000 (42%) are enrolled in primary education. Figure 3 shows the highest level of education reached by youth ages 15-24 in Tajikistan. Although youth in this age group may still be in school and working towards their educational goals, it is notable that approximately 2% of youth have no formal education and 1% of youth have attained at most incomplete primary education, meaning that in total 3% of 15-24 year olds have not completed primary education in Tajikistan. FIG 1. EDUCATION SYSTEM FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL FIG 3. EDUCATIONAL ATTAINMENT, YOUTH (IN 1000S) AGES 15-24 School Entrance Age: Primary Post- Incomplete Primary Complete Primary school - Age 7 Upper Secondary No Education2% 2% Secondary 15% 2% 236 Duration and Official Ages for School Cycle: Primary : 4 years - Ages 7 - 10 Primary Lower secondary : 5 years - Ages 11 - 15 771 Secondary Upper secondary : 2 years - Ages 16 - 17 Incomplete 43% Academic Calendar: Secondary Complete Lower 36% Starting month : September Secondary 810 Ending month : June Data source: UNESCO Institute for Statistics Data Source: UNESCO Institute for Statistics 2013-2017 Data source: EPDC extraction of DHS dataset 2012 SCHOOL PARTICIPATION AND EFFICIENCY The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school. -
Analysis of Dynamics of High School Graduates Who Participated in the Unified National Test Kazakhstan
IEJME — MATHEMATICS EDUCATION 2016, VOL. 11, NO. 8, 3176-3186 OPEN ACCESS Analysis of dynamics of high school graduates who participated in the unified national test Kazakhstan Bakhtiyar Bakas uulua Yessengali Smagulov b a Kyrgyz Economic University, KYRGYZSTAN b I.Zhansugurov Zhetysu State University, KAZAKHSTAN ABSTRACT In 2013 it has been executed 10 years since the introduction of the Unified National Test for graduates of secondary schools in Kazakhstan in 2013. The higher education system in Kazakhstan has changed with the collapse of the Soviet Union, the transition to a market economy economic development. The number of higher education institutions keenly has increased. In 1991 the republic had 55 universities by universities peaked to 182 in 2001. Conducting Unified National Test for all 10 years since its introduction, accompanied by disputes about its feasibility and objectivity. Opponents of this system have argued that the tests is only a form of learning the curriculum, while the paramount importance should be attached to the quality of education. UNT defenders argue that the testing system - it is a well-established and effective form of graduate’s examination worldwide, and Kazakhstan as a part of the international community must comply with the advanced world standards. Since 2009, a growing number of graduates in the Kazakh language, and a sharp decline in graduates with Russian language of teaching. Thus, in the coming years we should expect an expansion of application areas of the Kazakh language due to the fact that increase the proportion of people who use the Kazakh language as the core. For 10 years, the UNT average score of rural schools graduates is lower than of city schools graduates. -
Challenges to Education in Tajikistan: the Need for Research-Based Solutions Sarfaroz Niyozov Aga Khan University, [email protected]
eCommons@AKU Book Chapters January 2006 Challenges to education in Tajikistan: The need for research-based solutions Sarfaroz Niyozov Aga Khan University, [email protected] Stephen Bahry University of Toronto, Canada Follow this and additional works at: http://ecommons.aku.edu/book_chapters Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons, Other Educational Administration and Supervision Commons, and the Other Teacher Education and Professional Development Commons Recommended Citation Niyozov, S., & Stephen, B. (2006). Challenges to education in Tajikistan: The need for research-based solutions. In J. Earnest & D. F. Treagust (Eds.), Education reform in societies in transition: International perspectives (pp. 211–231). Rotterdam: Sense Publishers. SARFAROZ NIYOZOV & STEPHEN BAHRY CHAPTER 14 CHALLENGES TO EDUCATION IN TAJIKISTAN: THE NEED FOR RESEARCH-BASED SOLUTIONS ABSTRACT Education in Tajikistan today is acknowledged by the Ministry of Education ofthe Republic of Tajikistan and by international agencies as facing manychallenges. Infrastructure and materials need replacement or repair; curriculum needs to be adapted to changing conditions; professionaldevelopment for teachers is required, while means to retain experiencedteachers and attract new ones need to be found. At the same time, childrens'meaningful access to education has been threatened by various factors thatreduce their attendance -
Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability
Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability David M. Abramson SILK ROAD PAPER March 2010 Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability David M. Abramson © Central Asia-Caucasus Institute & Silk Road Studies Program – A Joint Transatlantic Research and Policy Center Johns Hopkins University-SAIS, 1619 Massachusetts Ave. NW, Washington, D.C. 20036 Institute for Security and Development Policy, V. Finnbodav. 2, Stockholm-Nacka 13130, Sweden www.silkroadstudies.org “Foreign Religious Education and the Central Asian Islamic Revival: Impact and Prospects for Stability” is a Silk Road Paper published by the Central Asia-Caucasus Institute and the Silk Road Studies Program. The Silk Road Papers Series is the Occasional Paper series of the Joint Center, and addresses topical and timely subjects. The Joint Center is a transatlantic independent and non-profit research and policy center. It has offices in Washington and Stockholm and is affiliated with the Paul H. Nitze School of Advanced International Studies of Johns Hopkins University and the Stockholm-based Institute for Security and Development Policy. It is the first institution of its kind in Europe and North America, and is firmly established as a leading research and policy center, serving a large and diverse community of analysts, scholars, policy-watchers, business leaders, and journalists. The Joint Center is at the forefront of research on issues of conflict, security, and development in the region. Through its applied research, publications, research cooperation, public lectures, and seminars, it functions as a focal point for academic, policy, and public discussion regarding the region. -
Kazakhstan 2004 Showed That Number of Prizes at International Contests
The Expert club “Strategic vision” and Association “Education for all in Kazakhstan” were commissioned by the United Nations Development Program for production of the National Human Development Report for 2004 UNDP is the UN’s global development network, advocating for change and connecting countries to knowledge, experience and resources to help people build a better life. We are on the ground in 166 countries, working with them on their own solutions to global and national development challenges. As they develop local capacity, they draw on the people of UNDP and our wide range of partners. Report materials could be reproduced in other publications, without prior permission of UNDP, provided proper reference is made to this publication The views expressed in this report are those of the authors and do not necessarily represent the views of UNDP Education for all: the key goal for a new millennium TABLE OF CONTENTS ABBREVIATIONS ...............................................................................................................................................................5 EXECUTIVE SUMMARY .....................................................................................................................................................6 FOREWORD BY DANIAL AKHMETOV THE PRIME MINISTER OF THE REPUBLIC OF KAZAKHSTAN ........................9 FOREWORD BY YURIKO SHOJI UN RESIDENT COORDINATOR/ UNDP RESIDENT REPRESENTATIVE ...............10 MESSAGE FROM THE AUTHORS ...................................................................................................................................11 -
Thesis Approval Form Nazarbayev University School of Sciences and Humanities
THESIS APPROVAL FORM NAZARBAYEV UNIVERSITY SCHOOL OF SCIENCES AND HUMANITIES NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА BY Leila Ramankulova APPROVED BY DR. Neil Collins ON 3rd May of 2020 _________________________________________ Signature of Principal Thesis Adviser In Agreement with Thesis Advisory Committee Second Reader: Dr. Spencer L Willardson External Reviewer: Dr. Phil Harris NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА by Leila Ramankulova A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Political Science and International Relations at NAZARBAYEV UNIVERSITY - SCHOOL OF HUMANITIES AND SOCIAL SCIENCE 2020 © 2020 LEILA RAMANKULOVA All Rights Reserved NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА by Leila Ramankulova Principal Adviser: Dr. Neil Collins Second Reader: Dr. Spencer L Willardson External Reviewer: Dr. Phil Harris Electronic Version Approved: Dr. Caress Schenk Director of the MA Program in Political Science and International Relations School of Humanities and Social Sciences Nazarbayev University May 2020 v Abstract Nation branding is a process by which countries seek to create an attractive image and manipulate its external perception. The process of branding a nation involves a broad array of activities from an advertisement on TV and journals to much more extensive public diplomacy initiatives. -
Education System of Tajikistan During the Civil War
EDUCATION SYSTEM OF TAJIKISTAN DURING THE CIVIL WAR: STUDENTS’ PERSPECTIVES OF HARDSHIPS A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Muhabbat Makhbudovna Yakubova In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Major Department: Sociology and Anthropology July 2014 Fargo, North Dakota North Dakota State University Graduate School Title EDUCATION SYSTEM OF TAJIKISTAN DURING THE CIVIL WAR: STUDENT PERSPECTIVES OF HARDSHIPS By MUHABBAT MAKHBUDOVNA YAKUBOVA The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF SCIENCE SUPERVISORY COMMITTEE: CHRISTOPHER WHITSEL Chair ANN BURNETT CHRISTINA WEBER GARY GOREHAM Approved: 07/01/2014 JEFFREY T. CLARK Date Department Chair ABSTRACT Civil wars have devastating consequences for people who witness them. Wars collapse states’ economies, ruin infrastructures, and result in death of people. The goal of this study is to examine the multiple perspectives of students about the effects of the civil war in Tajikistan on the education system. The study uses secondary data collected by the “Oral History of Independent Tajikistan Project” of the Organization for Security and Cooperation in Europe (OSCE) Academy. 107 interviews with participants representing all regions of the country, who were in school or university during war in Tajikistan, were selected translated, transcribed and coded. Coding revealed topics and characteristics such as the start of the war, school quality issues, and long-term consequences of the war are the effects of the war on education. The findings also revealed differences in standpoints about the effects of the war on their education based on participants’ gender and region. -
Zhanat Kundakbayeva the HISTORY of KAZAKHSTAN FROM
MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN THE AL-FARABI KAZAKH NATIONAL UNIVERSITY Zhanat Kundakbayeva THE HISTORY OF KAZAKHSTAN FROM EARLIEST PERIOD TO PRESENT TIME VOLUME I FROM EARLIEST PERIOD TO 1991 Almaty "Кazakh University" 2016 ББК 63.2 (3) К 88 Recommended for publication by Academic Council of the al-Faraby Kazakh National University’s History, Ethnology and Archeology Faculty and the decision of the Editorial-Publishing Council R e v i e w e r s: doctor of historical sciences, professor G.Habizhanova, doctor of historical sciences, B. Zhanguttin, doctor of historical sciences, professor K. Alimgazinov Kundakbayeva Zh. K 88 The History of Kazakhstan from the Earliest Period to Present time. Volume I: from Earliest period to 1991. Textbook. – Almaty: "Кazakh University", 2016. - &&&& p. ISBN 978-601-247-347-6 In first volume of the History of Kazakhstan for the students of non-historical specialties has been provided extensive materials on the history of present-day territory of Kazakhstan from the earliest period to 1991. Here found their reflection both recent developments on Kazakhstan history studies, primary sources evidences, teaching materials, control questions that help students understand better the course. Many of the disputable issues of the times are given in the historiographical view. The textbook is designed for students, teachers, undergraduates, and all, who are interested in the history of the Kazakhstan. ББК 63.3(5Каз)я72 ISBN 978-601-247-347-6 © Kundakbayeva Zhanat, 2016 © al-Faraby KazNU, 2016 INTRODUCTION Данное учебное пособие is intended to be a generally understandable and clearly organized outline of historical processes taken place on the present day territory of Kazakhstan since pre-historic time. -
Tajikistan Progress Report Millennium Development Goals Tajikistan Progress Report
Republic of Tajikistan MillenniuM DevelopMent Goals Tajikistan Progress Report Millennium Development Goals Tajikistan Progress Report 2010 Цель 1: Цель 2: Радикальное Достижение сокращение всеобщего крайней начального бедности образования Цель 3: Цель 8: Поощрение Формирование равенства глобального мужчин и партнерства женщин, расширение в целях прав и развития возможностей женщин Цель 4: Сокращение Цель 7: детской Обеспечение смертности экологической устойчивости Цель 6: Борьба с ВИЧ/СПИД, Цель 5: туберкулёзом, Сокращение малярией и материнской другими смертности основными заболеваниями The opinions expressed in this report do not necessarily reflect the views of the United Nations. Republic of Tajikistan MillenniuM DevelopMent Goals Tajikistan Progress Report Goal 1: Goal 2: Eradicate Achieve extreme universal poverty and primary hunger education Goal 3: Goal 8: Promote Develop gender a global equality and partnership empowerment for development of women Goal 4: Goal 7: Reduce child Ensure mortality environmental sustainability Goal 6: Combat HIV/AIDS, Goal 5: tuberculosis, Improve malaria and maternal other diseases health 2010 2 Millennium Development Goals Achievement Progress Report: Tajikistan Contents Acknowledgments................................................................................................... 8 Introduction............................................................................................................. 9 Goal.1..Eradicate.extreme.poverty.and.hunger...................................................... -
BA Country Report of Kyrgyzstan Part 1 Macro Level
Informal Governance and Corruption – Transcending the Principal Agent and Collective Action Paradigms Kyrgyzstan Country Report Part 1 Macro Level Aksana Ismailbekova | July 2018 Basel Institute on Governance Steinenring 60 | 4051 Basel, Switzerland | +41 61 205 55 11 [email protected] | www.baselgovernance.org BASEL INSTITUTE ON GOVERNANCE This research has been funded by the UK government's Department for International Development (DFID) and the British Academy through the British Academy/DFID Anti-Corruption Evidence Programme. However, the views expressed do not necessarily reflect those of the British Academy or DFID. Dr Aksana Ismailbekova, Max Planck Institute for Social Anthropology, Advokatenweg 36 06114 Halle (Saale), Germany, [email protected] 1 BASEL INSTITUTE ON GOVERNANCE Table of contents Abstract 3 1 Introduction 4 1.1 Informal Governance and Corruption: Rationale and project background 4 1.2 Informal governance in Kyrgyzstan 4 1.3 Conceptual approach 6 1.4 Research design and methods 6 2 Informal governance and the lineage associations: 1991–2005 7 2.1 Askar Akaev and the transition to Post-Soviet governance regime 7 2.2 Co-optation: Political family networks 8 2.3 Control: social sanctions, demonstrative punishment and selective law enforcement 11 2.4 Camouflage: the illusion of inclusive democracy and charitable contributions 13 2.5 The Tulip Revolution and the collapse of the Akaev networks 13 3 Epoch of Bakiev from 2005–2010 14 3.1 Network re-accommodation in the aftermath of the Tulip Revolution