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Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind. This report, jointly developed by OECD and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in Eastern Europe and Central Asia. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can provide an excellent education for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in Eastern Europe and Central Asia.
For a region with high educational attainment, a shortage of skills in Europe and Central Asia has emerged as one of the most important constraints to growth. This title recommends greater focus on the quality of education and measuring what students actually learn, as well as bigger emphasis on incentives to produce better learning results.
Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind.
"In July 2007, the European Union initiated a fundamentally new approach to the countries of Central Asia. The launch of the EU Strategy for Central Asia signals a qualitative shift in the Union's relations with a region of the world that is of growing importance as a supplier of energy, is geographically situated in a politically sensitive area - between China, Russia, Iran, Afghanistan and the south Caucasus - and contains some of the most authoritarian political regimes in the world. In this volume, leading specialists from Europe, the United States and Central Asia explore the key challenges facing the European Union as it seeks to balance its policies between enhancing the Union's energy, business and security interests in the region while strengthening social justice, democratisation efforts and the protection of human rights. With chapters devoted to the Union's bilateral relations with Kazakhstan, Uzbekistan, Turkmenistan and Tajikistan and to the vital issues of security and democratisation, 'Engaging Central Asia' provides the first comprehensive analysis of the EU's strategic initiative in a part of the world that is fast emerging as one of the key regions of the 21st century."--BOOK JACKET.
This introduction to Central Asia and its relationship with Russia helps restore Central Asia to the general narrative of Russian and world history.
The European Education Initiative was launched as part of the EU-Central Asia Strategy in 2007. By 2009, the initiative had prioritised higher and vocational education and emphasised links with the Bologna Process. Attempts were made to establish the EU-Central Asia Education Platform - a re-branding of Tempus and Erasmus Mundus programmes within a set of specific activities - and outline the ways in which internal EU education policy development processes could be externalised to the Central Asia region. However, the slow and uncertain pace of development of the Education Initiative, with the exception of the CAREN programme, calls for analysis of the logic, content and practice of what has been attempted. It is also necessary to examine the political and institutional context that explains the lack of traction gained with education policy actors in the EU and Central Asia, and the prospects for a more compelling vision and concrete programme of implementation that could meet the real and urgent needs of Central Asian countries. Drawing on the evidence provided by participants in the development of the Education Initiative, this paper concludes by outlining an agenda for addressing its weaknesses.
Education in West Central Asia is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Iran, Pakistan, Afghanistan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels.
This book brings together internationally prominent scholars renowned for their work on post-Soviet republics, as well as outstanding emerging scholars native of Central Asia in order to discuss the state of education in the Central Asian Republics of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Drawing on their individual contexts and research, the authors offer analyses and critiques of some of the social, political, and economic issues in education in their respective countries, and some insights about how local actions engage with the challenges and problems, as well as with the possibilities and opportunities they face. Since gaining their independence in 1991, the five republics of Central Asia have been undergoing some enormous political, social, linguistic, cultural, and economic changes, even as we write. This collection shows that researchers are increasingly interested in exploring the development of education in this part of the world. In these countries, education plays a significant role in transitioning from centrally planned to market economies and is seen as the key resource to facilitate entry into the global competitiveness sphere. This book will be of particular interest to educators, researchers, and policy makers engaged in research or with a particular interest in curricula, and education systems and reforms, and to undergraduate and graduate students studying and researching education in Central Asia or in other post-Soviet contexts.