by Nilufar Khudayarova, Researcher – Kurultai Research and Consulting
In August 2023, I started a six-month-long mobility trip to the Faculty of Political Science of Marmara University in Istanbul as part of a research and training project, “Central Asian Law: Legal Cultures and Business Environments in Central Asia.” This project is funded by the European Commission’s H2020 MSCA-RISE programme. Representing the “Kurultai” research and consulting company based in Tashkent, Uzbekistan, my primary focus during this secondment was to explore the dynamic relationship between business, legal governance, and higher education, with a particular emphasis on Central Asia, and Uzbekistan in particular.
During my secondment stay at Marmara University, I have the privilege of being hosted by Professor Erhan Dogan. The fact that my secondment started simultaneously with two researchers from Zhetysu University, Dr. Daniyar Kaldiyarov and Dr. Daniya Nurmukhankyzy, facilitated my smooth adaptation to a new environment. In this short blogpost, I would like to briefly share my experience as a researcher at the Turkish university.
Higher Education in Uzbekistan
One of the focal points of this mobility trip is to explore internationalization and privatization of higher education in Central Asia. This topic is highly pertinent in Uzbekistan, whose higher education system has been undergoing significant transformations in recent years, making it a noteworthy subject of study and research. As Uzbekistan strives to align its educational institutions with contemporary global standards and to foster an environment conducive to economic development, new private universities are being established, and public universities are striving towards internationalization and autonomy. As a result, the number of universities has increased from 77 to 212, and the university attainment coverage has increased from 9 percent to 42 percent, according to recent official records.
As government officials assert, these reforms aim to equip students with practical skills and knowledge that align with the needs of the modern job market, fostering entrepreneurship and economic growth. At the same time, along with new possibilities and potential for further development, these radical changes have also brought challenges to the country’s higher education. Some of these challenges include the need to ensure the quality of education remains high as the system expands rapidly. There is also the concern of potential overproduction of graduates, which could saturate the job market and lead to underemployment. Additionally, the job market itself must adapt to accommodate graduates with diverse skill sets arising from these reforms. Ensuring education remains accessible and affordable is essential, and efforts to prevent brain drain as individuals seek opportunities abroad should also be considered.
In this regard, studying Turkey’s experience is particularly relevant. Turkey went through a transformational period a few decades ago that saw a significant surge in the establishment of both public and private universities. This proliferation of higher education institutions had far-reaching consequences, not least of which was its effect on the overall quality of tertiary education.
Turkey’s experience provides valuable insights into the challenges and opportunities that arise when higher education undergoes rapid expansion. Analyzing Turkey’s experience can offer valuable lessons for Uzbekistan as it strives to strike a similar balance in its own educational reforms. By examining the Turkish example, Uzbekistan can gain insights into strategies for maintaining and enhancing the quality of education while simultaneously accommodating a growing number of institutions and students. This comparative analysis can serve as a guiding framework to help Uzbekistan effectively harness the benefits of its educational reforms while mitigating potential pitfalls. My policy-oriented research particularly has focused on these issues.
Visits to Universities and Interactions with Faculty Members and Students
During my secondment, on a daily basis, I visit Marmara University and engage with faculty members and students. These interactions focus on topics such as curriculum development, research collaboration, and knowledge exchange. Through these visits, I am gaining insights into the role of higher education in driving transformative change and fostering innovation.
Marmara University’s extensive library has quickly become my preferred workspace during my time here, primarily due to its vast collection of books and resources that directly relate to my research interests. This resource-rich environment has proven invaluable in facilitating my exploration of the topics central to my work. At the same time, colleagues at the host university often serve as my research participants in providing me with invaluable firsthand insights into how the Turkish higher education system has evolved in recent years. I also tried to understand the perspectives of Turkish scholars and educators regarding the role of higher education in driving the country’s political, societal, and economic advancement.
Informal conversations during meals, breaks, and social activities also facilitated the sharing of knowledge and expertise among participants. These casual interactions allow me to exchange ideas, insights, and personal experiences in a relaxed setting.
Overall, my secondment mobility is proving to be very useful. Through my studies and interviews with scholars and professors, I have not only refined my current research focus but have also unearthed fresh topics for potential future investigations. I hope I will be able to further develop my research and policy papers in the coming months. The collaborative and interactive nature of this mobility enables me to learn from other experts, broaden my perspectives, share my experience and expertise, and collectively contribute to the understanding of the transformative dynamics of higher education in Central Asia.