We provide information about selected activities
Kazakhstan is a global top ten performer in education modernisation, exceeded recently Russia’s per-capita GDP. The autonomous organisation Nazarbayev Intellectual Schools, NIS, is part of this success story and manifests a long-term commitment to investment in people. It has a proven record of combining local context with global best practice and research. No wonder, NIS has a competitive offer for Turkmenistan. Indeed, participants of workshop report on a transformative experience, allowing them to challenge decade-long practice in the their class-rooms. The brochure gives an overview of activities, achievements, and feedback.
2. Developing a Quality Assurance Concept for Turkmenistan’s higher education
While capacities in Higher Education increase 10 % per annum, still less than 20 percent of school graduates have the possibility to continue their qualification. The more it is important to deliver quality, based on an appropriate institutional landscape that incentivize continuous improvement. Considering the transition experience of EU accession countries, senior Non-Key expert Ms Baiba Ramina, Latvia, developed a Quality Assurance Concept for Higher education. She highlights three options on how a Turkmen Quality Assurance Concept might be designed. The proposal was formally submitted to the Ministry to ignite a debate and encourage decision-making.
Senior expert Mr Karl-Ludwig Radlinger, Germany, made a functional analysis of the flagship of ‘Turkmenistan’s higher education system, the English-speaking Humanitarian University. Highlighting the enormous potential of higher education in the country, he found the lack of autonomy as the major constraint to aim for academic excellence.
The Turkmen law states that any state institution shall have a website. Based on similar assignments in neighbouring countries, Key expert Mr Linards Deidulis, Latvia, developed a proposal on how a website of the Ministry of Education might look like. His proposals cover the structure, the decision-making and the business processes to the site and integrate into daily communication and decision-making. Whenever there is a green light from the beneficiary, the project provides whatever implementation support is required.
As part of a EU contribution to the national concept of learning foreign languages, Senior Non-Key expert Ms Amanda Davies, United Kingdom, analysed in-depth the way English language is taught in Turkmen schools. She highlights that current solutions are embedded in a paradigm of the last century provided a detailed analysis of existing strengths and weaknesses, highlighting the need for a paradigm change from the traditional Soviet system with the focus root learning and grammar to current best practice that prioritize the ability to speak and act. She proposed to develop a pilot course to familiarise the community and decision-makers with latest achievements.
Based on Amanda’s recommendations, consortium partner Pearson developed a 200-hours certified further training course for 40 English school teachers. During August and September 2018, best school teachers were identified through examinations and on-site interviews. XXX provided the training from October 2018 to February. They certified twelve teachers as Master Trainers, a nucleus of further efforts to modernise further qualification of English teacher in the country. In summer 2019, the project supported a summer camp, organised by participants to disseminate knowledge.
Whenever the need arises, the project will further support the Ministry and the government in modernising in developing roadmaps for updating teacher’s qualification and disseminating best practice in a sustainable and institutionalised way.
7. Study Tours
So far, the Project provided study tours: the first – to Germany, Poland and Belgium, the second – to Latvia, and the third – to Kazakhstan. The fourth study tour is planned in January to Greece.