Turkmenistan Review of Higher Education

7/22/2019 Turkmenistan Review of Higher Education

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HIGHER EDUCATION IN

TURKMENISTAN

I - Overall descriptionII -Current challenges and needs

Trends and challenges The Bologna Process

III - Participation in the EU programmes- Tempus

- Erasmus MundusIV - Bibliographical references and websites
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The higher education system in Turkmenistan


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I. Overall description

1. Major characteristics oftertiary education in thecountry

Legislation covering the field oftertiary education

The new laws on Education and on the Statusof Scientists entered into force in August 2009and aim to radically reform the national systemof education and science.

The Law on Education regulates social relationsin the sphere of education, defines the basicprinciples of the state education policy, as wellas the objectives, tasks and functions of theeducation system and its management. It alsoprovides for a number of innovations. For

example, the law authorises the establishmentof private educational institutions andeducational institutions in other countries inwhich the primary language of instruction isnot Turkmen.

Educational institutions can be set up by stategovernment bodies, local governments,domestic and foreign organisations of all typesof ownership, public associations registered inthe territory of Turkmenistan, Turkmencitizens, and foreign nationals. However,education institutions carrying out educationalprogrammes for training the staff of military

and law enforcement agencies can be set uponly by the Cabinet of Ministers ofTurkmenistan.

In addition, the law foresees that educationcan also be provided through self-education,external studies, as well as on-line learning.Along with full-time study, education bycorrespondence will be introduced.

The Law on the Status of Scientists defines therights, duties and responsibilities ofresearchers, the criteria for evaluation of theirqualifications as well as the responsibility of

state government bodies to ensure thefreedom of academic work, provide socialprotection for researchers, and raise theprestige of scientific activities.

Types of tertiary educationprogrammes and qualifications

University studies consist of 5-yearprogrammes except for medicine and someprogrammes in arts which last for six years.After three years of additional studies,graduates can obtain the degree of Candidateof Science, followed by a Doctor of Sciences

through supervised research.

Higher education institutions (HEIs) providehigher education in various fields. Highereducation is mainly provided by universities,

academies, conservatoires and institutes.

Higher education is carried out on the basis offull-time, part-time (evening), andcorrespondence courses. The fields of study

offered are in line with the classification ofspecialities of higher education ofTurkmenistan, or are determined by theCabinet of Ministers of Turkmenistan.

Students are admitted to higher educationinstitutions, followed by two years workingexperience in the chosen profession. Theyreceive a recommendation by the employer.After these two years of work experience, thegraduates receive a Diploma of HigherEducation (Specialist degree).

The new laws are aimed at improving HE inthat they extend the period of study to five

(six) years, decrease the teaching load from1 250 to 850 hours, provide for a review ofcurricula and study plans, introduce 33 newdisciplines, increase the annual number ofstudent places, and develop post-graduate andstudy programmes in relevant branches ofscience.

Types of tertiary educationinstitutions

There are 18 Higher Education Institutions inTurkmenistan. All of them are state-owned: 11Institutes; 3 Universities; 3 Academies and 1

Conservatoire.

There is also an Academy of the Civil Servicewhich was established in 2009. This Academyis designed to produce highly-skilledmanagerial staff and civil servants with thecompetence and lateral-thinking to successfullyimplement the reforms underway inTurkmenistan.

The total number of students in the higher

education sector is 18 405. In the Institutesthere are 11 555 students; in the Universities:6 181; in the State Academy of Arts: 280; inthe Conservatoire: 389. These figures cover

the 15 Civil Higher Education Institutions butdo not include the number of students in thefollowing three higher education institutions(HEIs) - the Police Academy, the MilitaryAcademy and the Military Institute.

2. Distribution ofresponsibilities

The Higher Education Institutions are governedby the Cabinet of Ministers of Turkmenistan.

The Cabinet is responsible for developing and

implementing state policy in the field ofeducation. It ensures compliance with theconstitution of Turkmenistan, the legalprovisions governing education and


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international treaties.

It is in charge of the management of theeducation system and the state budget in thefield of education.

In addition, the state body for management ofeducation is responsible for:

Development of a strategy for education andstate educational standards;

Coordination of the activities of the

educational institutions;

Maintenance of international relations,studying and disseminating best practices;

Development of regulatory guidancedocuments on the organisation of education,educational methods, and the scientific workof educational institutions of all types;

Participation in setting the state budget foreducation;

Development of models for qualityassurance, licensing and accreditation;

Scientific and methodological support for the

final certification of graduates on completionof their studies;

Determining requirements for admission toeducational institutions;

Licensing of activities in education andvocational/professional training;

Development of recognition procedures forco-validation of degrees from foreigncountries;

Development of certification procedures andprofessional development of teaching staff.

3. Governing bodies of theHigher Education Institutions

The direct management of the educationalinstitutions is carried out by its head who isappointed and dismissed according to theprovisions of the laws of Turkmenistan.

The title of the head of an educationalinstitution, his/her powers and responsibilities

and the establishment and responsibilities ofthe various boards of institutions are definedby the regulations and charters of educationalinstitutions.

4. Financing

The funding of state educational institutions iscarried out according to the standards offinancing determined for each type ofeducational institution based on the number ofstudents. The standards for public funding of

state educational institutions are set by theCabinet of Ministers of Turkmenistan.

For educational institutions with lower student

populations, and for educational institutions inrural areas, the standard funding requirements

are taken into account regardless of thenumber of students.

Non-governmental educational institutions takethe standard financing specifications of stateeducational institutions as a model for theirfunding activities.

Educational institutions are entitled to conductbusiness and other income generatingactivities in accordance with the legislation ofTurkmenistan.

The acquisition of additional funding by aneducational institution does not result in thereduction of its funding from the state.

Educational institutions can provide, within the

available extra-budgetary resources, socialsupport to students in need.

Educational institutions conduct their financialactivities independently and keep their ownaccounts.

Fee-based education

According to the new Law On Education of2009, state educational institutions for higher

education shall have the right to charge tuitionfees from legal and/or physical persons in the

following cases:

a) students admitted in addition to thosewhose education is being funded from thestate budget;

b) students admitted to part-time, evening orcorrespondence courses;

c) students admitted to the second cycle ofhigher education.

State educational institutions, in possession ofan appropriate licence, have the right to

provide educational services for a fee to thepublic, enterprises, organisations and otherestablishments. The income from such activityshall be used by the educational institution inaccordance with their charter for authorisedpurposes.

Fee-paid educational services cannot berendered in place of educational activityfinanced from the state budget. However, ifthis happens, the money earned through suchactivities shall be paid into the state budget ofTurkmenistan.

Non-governmental educational institutionsshall charge the students for their services.

The fee-paid activities of educationalinstitutions are not considered as a business if


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the income received from them is completelyused for the provision of the educationalactivity (including salaries), its developmentand improvement.

The relations between non-governmental

educational institutions, students and theirparents (or substitute persons) are regulated

by a contract defining the level of education,term (period) of education, amount of tuitionfees, guarantees and responsibilities of theeducational institution in cases of suspensionor revocation of its licence, refusal of stateaccreditation of the institution, cessation ofactivities of the educational institution, and soon.

5. Students' contributions andfinancial support

Students in educational institutions,

established by the laws of Turkmenistan, areprovided with scholarships, accommodationplaces in student residences and othermeasures of social support.

Students in all educational institutions have

the right to receive education in accordancewith the state educational standards, to obtainadditional educational services (including fee-paid), and also to the free use of textbooksand teaching material in state educationalinstitutions.

6. Licensing, quality assuranceand accreditation of institutionsand/or programmes

Educational institutions are established andregistered in accordance with the legislation ofTurkmenistan. Regulations on the licensing ofactivities in education and training areapproved by the Cabinet of Ministers.

The right to engage in educational activitiesand provide facilities defined in the legislation,occur from the moment educational institutionsare granted their licences.

The right of educational institutions to issue itsgraduates a state qualification, and the use ofthe seal of the state emblem ofTurkmenistan,arises from the moment of their stateaccreditation, as certified by the certificate ofstate accreditation.

The certificate of state accreditation issued toeducational institutions (except pre-schoolcentres), confirms their status and theircommitment to maintain quality in thepreparation of students in line with the stateeducational standards.

The state accreditation of educationalinstitutions is carried out in the mannerprescribed by the Cabinet of Ministers ofTurkmenistan.

State control of quality in education is carriedout by the bodies of the state administrationfor education through the final statecertification of the graduates directly at theinstitution, and through scheduled andunscheduled inspections of the content andquality of students, and compliance of the

educational programmes being implemented in

the institution. The procedure for thecertification of educational institutions andinspections is established by the Cabinet ofMinisters.

Educational institutions may be reorganised orwound up in accordance with the laws ofTurkmenistan.

7. Admission

Admission to each university is decided byPresidential Decree which sets the number of

students to be admitted to each faculty.

Students have to pass three entrance examsand the most successful are admitted on thebasis of the competition.

Entrance exams test knowledge of generalsubjects, and there is an interview on the

history of Turkmenistan. Tests are done inRussian in writing, and interviewing isconducted in Turkmen on the basis ofTurkmenistan's secondary school curriculum.

Persons who hold a higher education degree,who have five years of work experience andwho have proven themselves capable of doingacademic research in a chosen field are eligiblefor admission on a competitive basis to post-graduate studies. For medical studies, personswho have completed clinical training and whohave three years of work experience inmedicine, or those who have not completedclinical training but have five years of workexperience in medicine are eligible foradmission to post-graduate studies on acompetitive basis.

8. Organisation of the academic

year

The Ministry of Education is responsible fordetermining the length/beginning/end and

organisation of the academic year. Theacademic year starts on the 1 September. Thefirst semester lasts for 18 weeks, then there isa two-week break, and 17 weeks in the secondsemester. Each semester is followed by a one-month period for examinations.

9. Curriculum content

The Ministry of Education sets the curricula ofHigher Education Institutions. New textbooksfor vocational and higher education institutionswere recently produced.


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Particular measures will be taken to furtherdevelop university research, strengthen thematerial and technical base of educationalinstitutions, introduce advanced technologiesin the educational process, widely use scientificand technological advances, develop and usenew methodologies to compile textbooks and

teaching aids.

A number of universities have recentlyintroduced new specialties. For example, theTurkmen State University, named afterMagtymguly, introduced Archaeology studies;the Turkmen National Institute of WorldLanguages, named after D. Azadi, introducedHindi Language studies; the Turkmen StateEnergy Institute introduced IndustrialElectronics studies; and the Turkmen StateInstitute of Economics and Management

introduced State and Local Governancestudies.

10. Assessment, progression,certification and degree

The most common forms of assessment ofstudents are by tests and examinations.

Students must pass the examinations toprogress from one year/stage of studies to thenext.

Students must pass one compulsory stateexam on Ruhnama (in Social Science) and thenthey can choose to sit other state exams or

defend a Diploma/Degree thesis.

On completion of the course of study thestudents are given Higher Educationdegrees/diplomas with the correspondingqualification mentioned.

11. Academic staff

The main categories of academic staff arejunior lecturer, lecturer, senior lecturer, headof department, Assistant Dean of Faculty, Deanof Faculty, Vice-Rector and Rector.

According to the standard provisions of theeducational institutions, the persons withrelevant pedagogical or vocationaleducation/training have the right to engage inpedagogical activities and be appointed topedagogical posts.

A state official or a public servant has the rightto be engaged in pedagogical activitiesaccording to the laws of Turkmenistan.

For the academic staff of the highereducational institutions, the employment

contract is concluded for a definite period(normally one year), based on the results of acompetition conducted in the mannerprescribed by the authorised body of statemanagement of education.

The teaching staff is paid according to theirscientific degree and the rate is established bythe State, irrespective of the field of study.

12. Research activities

The research activities in HEIs are coordinatedby the HEIs and the Academy of Sciences of

Turkmenistan. The Academy of Sciences isresponsible for the organisation of training atpost-graduate and doctoral studies. It definesand approves specialities for post-graduate

training, establishes post-graduate anddoctoral studies at higher educationinstitutions and research institutes, fundsadmission exams from the state budget, etc.

To be admitted to post-graduate studies,students have to pass two entrance exams: onthe speciality (the general course), a foreignlanguage (optional). During the post-graduate

training the student must pass four exams on:a foreign language (optional), philosophy ofscience, information and communicationtechnologies, on the chosen speciality (specialcourse), publish at least three articles on thesubject of the doctoral dissertation in scientificjournals, write a scientific work on theapproved subject and to defend it in front of aSpecial Council. The Council includes doctors ofscience and candidates of science in thecorresponding speciality. The number ofmembers of the Special Council is a minimumof 15 people from different research institutes

and higher education institutions, including

foreign experts, basically from the CIScountries. After defending a thesis a post-graduate student receives the Degree ofCandidate of Science or Doctor of Science.

13. University-enterprisecooperation

University-enterprise cooperation is realised

through the students annual industrialpractice.

The syllabus is defined in cooperation with the

relevant industry organisations.

After completion of the programme thegraduate has to work for two years in arelevant enterprise assigned by the university.After that the student receives the

Degree/Diploma.

Within the Tempus programme variousprojects created a bridge between theacademic and professional communities.

During the Tempus JEP on Worlds inInteraction: Professional language Training

System for Turkmenistan (2002), aTranslation Centre was established in the AzadiTurkmen National Institute of WorldLanguages. This Translation Centre introducedinto the curriculum the activity of real or


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technical translation as opposed to academictranslation.

Within the SCM project Trainer Training in

English for Specific Purposes (2006), theTranslation Centre was designed to be self-

financing, and it has created the link that wasenvisaged between the Institute and the

outside world. The creation of such connectionshave proved extremely useful in EU partnerinstitutions, where they feed into the academiccontent of the curriculum. The joint work of thepartners from the Heriot-Watt University inEdinburgh with the partners from the AzadiTurkmen National Institute of WorldLanguages, the Turkmen State Scientific-Research Institute of Geology and the NGOTebigi Kuwwat resulted in the compilation ofthe textbook Energy and trilingual dictionaryon renewable and non-renewable energysources. The experience gained has been usedfurther to create new textbooks and manuals.

Through the JEP entitled Online Learning andResource Training (2006), on-line sourceswere created for teaching English to thestudents of the Aviation and MaritimeDepartments of the Turkmen Institute of

Transport and Communication. The TurkmenWorld Languages Institute, Turkmen StateInstitute of Transport and Communicationcontinue to work closely in the creation of on-line materials with the Agency TurkmenistanAirlines and International Sea Port inTurkmenbashy city. Now the working group is

preparing a paper version of two textbooks,entitled Hot Air and Deep Waters.

As a result of the JEP entitled Euro-TurkmenCentre of additional education for inter-branchProfessional Qualifications in the Oil and Gassector (2005), the ETWZ Centre was set up toprovide re-training and training of the staff ofTurkmen Oil and Gas industry enterprises(Turkmen State Associations such asTurkmengas, Turkmenoil, andTurkmengeology) in the following training

modules: transport and logistics, economy andmanagement, specialised language training,

and information technologies.

14. International cooperation

International cooperation is actively developingin the field of education. Today many Turkmenstudents are studying at prestigiousuniversities worldwide.

During the academic year 2008-2009, over2 200 Turkmen students studied abroad, thisnumber includes some 500 students chosen

and funded for studies abroad by Turkmenministries and various organisations. Over 170Turkmen citizens went to the RussianFederation, 65 to Malaysia, 160 to Turkey, 35to the People's Republic of China.

Moreover, a number of higher education

institutions and ministries of Turkmenistanhave received applications from 35 highereducation institutions in the RussianFederation, including the Russian StateTechnological University (Moscow), the MoscowState Textile University, the St PetersburgState Electro-Technical University, the Kazan

State University, medical institutions and

academies, as well as humanitarian highereducation institutions.

Altogether more than two thousand Turkmenstudents are currently studying in Russia.

In March 2009 Turkmenistan and the Russian

Federation signed agreements on mutualrecognition of diplomas and educationalqualifications.

The Russian Federation recognisesTurkmenistan's certificates of generalsecondary education. Turkmenistan, in turn,

recognises Russia's certificates of highereducation awarded to graduates of evening

courses and extramural courses at highereducation institutions.

Moreover, an intergovernmental agreementbetween the two countries on cooperation incertifying research fellows and educationalresearchers was signed as well.

These documents open up new prospects forbilateral cooperation in the sphere of

education. In 2009-2010 more than 2 800Turkmen students are studying in the

Belarusian higher education system.

On 1 September 2008 a branch of the GubkinRussian State University of Oil and Gas wasopened in Ashgabat.

There are a number of foreign students (fromChina, Turkey, Iran, Afghanistan, Ukraine andRussia) studying in the HEIs of Turkmenistan.

Most of the Turkmen Higher EducationInstitutions are involved in Tempus andErasmus Mundus Programmes.

In October 2008 a new interactive multimedialearning centre was set up by the US Agencyfor International Development (USAID) andInternational Research and Exchange Board(IREX) at Magtymguly Institute of Languageand Literature of the Supreme Council forScience and Technology under the President ofTurkmenistan (SCST) in Ashgabat. The centreprovides support services to research fellows ofthe SCST, post-graduate students, teaching

staff of high education institutions andsecondary schools.

USAID has been active in Turkmenistan formore than 15 years. It operates inTurkmenistan on the basis of bilateralcooperation. The long-standing relationshiphas given rise to a number of joint projects in


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the sphere of education, economicdevelopment, healthcare, legal sphere andsocial sector.

There is cooperation with other internationalorganisations such as UNDP, DAAD, GTZ,

Erasmus Mundus, Tempus, the AsianDevelopment Bank, the Islamic Development

Bank, FLEX, Foreign Embassies inTurkmenistan, JICA, all of which support the

development of the Turkmenistan educationsystem.

The Virtual Silk Highway Programme

(http://www.silkproject.org/) is sponsored bythe NATO Science Programme and other

sponsors in Turkmenistan. The TurkmenResearch Educational Network Association

(TuRENA) has been operating successfully forseveral years in Turkmenistan.

II. Current challenges and needs

1. Trends and challenges

In Turkmenistan, alongside ongoing

socio-economic transformation, reforms ineducation and science are also underway. Oneof the primary objectives, underpinning thedevelopment of Turkmenistan, is to improvethe system of education and increase thequalifications and profile of scientific personnel.

The Government of Turkmenistan pays specialattention to the development of international

cooperation. Currently, young Turkmens havean opportunity of studying and receivingprofessional education which meetsinternational standards. The Governmentencourages the development of cooperation

with the education and scientific centres ofdifferent countries, as well as joint researchand information exchange.

Since 2008, state-supported scientific projectsare implemented on a competitive basis inTurkmenistan. They allow Turkmen scientiststo conduct research activities aimed ataddressing important issues of social and

economic development and develop andintroduce advanced technologies in industry.

There is commitment to further advances, suchas the implementation of comprehensive plansaimed at raising the national education systemto a new qualitative level in compliance withexisting international standards.

The education system in Turkmenistan actively

integrates information technologies and distantlearning is therefore currently undergoing

striking developments.

In addition, new information technologiesprovide support and an excellent platform forthe future of science and education in thecountry.

The widespread implementation of multimedia

and interactive methods in Turkmeneducational institutions is one of the challengesof the Turkmen educational policy.

Last but not least, foreign languages areanother priority of the state educational policy.

2. The Bologna Process

The Bologna cycle structure

Level of implementation ofa three-cycle structure

compliant with the

Bologna Process

No three cycle structure

Student workload/duration for the most common Bologna programmes

Bachelor programmes - Master programmes -

Bachelor / Master cyclestructure models mostcommonly implemented

No programme of that kind
http://www.silkproject.org/http://www.silkproject.org/http://www.silkproject.org/


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European Credit Transfer System (ECTS)

Legislation on ECTS No credit system

Level of implementation of

ECTSNo credit system

Diploma Supplement (DS)

Implementation of the

Diploma SupplementOther type of DS

National Qualification Framework (NQF)

X Not yet started formally.

Step 1: Decision taken. Process just started.

Step 2: The purpose of the NQF has been agreed and the process isunderway including discussions and consultations. Various committees

have been established.

Step 3: The NQF has been adopted formally and the implementation

has started.

Step 4: Redesigning the study programmes is on-going and the process

is close to completion.

Stage towardsestablishing a National

Qualification Framework

Step 5: Overall process is fully completed including self-certified

compatibility with the Framework for qualifications of the European

Higher Education Area.

Turkmenistan has its own National Qualification Characteristics.

National Quality Assurance System

National Body for Quality Assurance

Name of the Agency Ministry of Education

Year of establishment 1991

Status Government-dependent body or ministryPrincipal "object" of the

evaluationsInstitutions plus programmes

Body responsible for Public higher education institutions

XA decision granting the reviewed institution/programme permission tooperate/teach at certain levels/undertake research, etc.Main outcome of the

reviewX

Advice on how the reviewed institution/programme can improve quality

in specific areas

Recognition of Qualifications

Ratification of the Lisbon

Recognition Conventionno

Adoption of national

laws/regulations requiredto implement the LisbonRecognition Convention

no

Institution responsible for

recognising foreignqualifications for the

purpose of academic

study in the country

Ministry of Education

Institution responsible for

recognising foreign

qualifications for thepurpose of work in the

country

Ministry of Education


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III. Participation in EU programmes

1. Tempus

Turkmenistan has participated in the Tempus programme since 1997.

1. Statistics

Number of projects in which one or several institutions in the country have been involved(as coordinator, contractor or partner)

TEMPUS

I and II

TEMPUS

III

TEMPUS

IV

1990-1999 2000-2006 2008 2009 2010

Joint European Projects 1 15 1 0 2

Compact projects 3 0 0 0 0

Structural & Complementary Measures (Tempus III)

Structural Measures (Tempus IV)0 7 0 1 1

Total 4 22 1 1 3

Higher education institutions with highest TEMPUS participation during TEMPUS I to III(1990-2006)

Number of

projectsInstitutions Total

JEP SCM

TURKMEN STATE INSTITUTE OF TRANSPORT AND COMMUNICATION

(ASHGABAT)12 9 3

TURKMEN STATE UNIVERSITY NAMED AFTER MAGTYMGULY (ASHGABAT) 7 5 2

TURKMEN POLYTECNIC INSTITUTE (ASHGABAT) 7 6 1

STATE POWER-ENGINEERING INSTITUTE OF TURKMENISTAN 6 4 2

TURKMEN NATIONAL INSTITUTE OF WORLD LANGUAGES NAMED AFTER D.

AZADI (ASHGABAT) 5 4 1

TURKMEN STATE INSTITUTE OF ECONOMICS AND MANAGEMENT

(ASHGABAT)5 2 3

TURKMEN AGRICULTURAL UNIVERSITY NAMED AFTER S.A. NIYAZOV

(ASHGABAT)4 4 0

NATIONAL INSTITUTE OF SPORT AND TOURISM OF TURKMENISTAN

(ASHGABAT)3 2 1

TURKMEN STATE PEDAGOGICAL INSTITUTE NAMED AFTER S. SEYDI

(TURKMENABAT)2 2 0

2. Impact of the TEMPUS programme

Tempus has been effective in promotinginternational academic cooperation betweenTurkmen and EU universities.

The programme has been instrumental inmotivating staff and introducingnew ways ofteaching/learning. For example, theexperience of the project Innovative educationfor sustainable agro-industrial and ruraldevelopment in Turkmenistan (2005), clearlyshowed excellent opportunities for teachingand using modern optical microscopy inTurkmenistan. The most important areas of

implementation are in: veterinary sciences,veterinary control, and sanitary control ofwater, air and soil, technologies of processingvegetable, milk and meat products. Moderneducational microscopic laboratory purchased

by the project for the Turkmen AgriculturalUniversity is a solid base for future significantimprovements. The project experience andwillingness to share knowledge, as well as theenthusiasm and energy of Turkmen colleaguesall support the potential of achieving better

results in the reform of veterinary education inTurkmenistan.

Academic staff participating in internationalmobility programmes have upgraded bothteaching and foreign language skills. Theprogrammes are an important instrument formotivating university staff and opening newhorizons for them. The close co-operation of

the Dovletmammed Azadi Turkmen NationalInstitute of World Languages with its Europeanpartners and its numerous exchanges withuniversities of the partner countries (GreatBritain, Spain, and France) within the JEP


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Study of European Languages (1999), haveresulted in an improvement of the following: inthe methods of teaching foreignlanguages, translation, and interpretation,the opening of a simultaneous interpretinglaboratory, and setting up of the TranslationCentre and library of literature on new

methodologies and translation with audio and

visual aids.

The project funding enabled the purchase ofessential technology such as properly equippedand insulated simultaneous interpreter booths,IT equipment and specialised ComputerAssisted Translation Software. The hardware,however, has little to offer higher educationwithout the humanware to back it up. Thanksto TEMPUS, a significant number of East-Westand West-East exchange opportunities tookplace, providing participants from both sides totake time out from their normal duties toreflect on and discuss the problems common to

all language teachers in Higher Education.TEMPUS is always to be seen as a mutually-enriching joint endeavour rather than a one-way exchange.

A multimedia classroom supplied within the

Tempus project functions at the Institute. Itallows raising the level of teaching tointernational standards. Much of what has beenachieved is a unique experience activelydeployed by the teachers of the LanguagesInstitute in their teaching, translation andinterpretation practices and shared at the

scientific and practical conferences andseminars.

Now that all Turkmen institutions of highereducation provide English language training toall students, there is a debate over the mostappropriate methods for training students oftechnical disciplines in language skills.

Methodologies, resources and the knowledgebase of teachers need to be adapted to the

needs of these learners, leading to a newinterest in ESP (English for SpecificPurposes). Projects to develop a core of

expertise in ESP training within the HE sectorhave been conducted through the EU Tempusprogramme, the SCM project Trainer Trainingin English for SpecificPurposes (2006), whichhas stimulated the sharing of expertisebetween staff of the Dovletmammed AzadiTurkmen National Institute of Foreign

Languages and Heriot-Watt University.

The project partners jointly developedappropriate methodologies and materials inESP for the gas, oil and renewable energyindustries, with particular focus on how thenotions of authenticity of text and task have

been worked into the development ofinstructional materials.

These approaches to training depend uponeffective contact between language instructors

and specialists in the relevant fields to facilitatethe discovery and selection of appropriatesource material, and to adjust classroomapproaches to the needs of the trainees, andthe success of the project in achieving thesegoals.

Within the framework of the project Inter

University Knowledge Management (2005),the professors of Magtymguly Turkmen StateUniversity and Turkmen State Institute ofEconomy and Management in co-operationwith the professors of the Catalonia PolytechnicUniversity in Barcelona, Spain, haveparticipated in compiling an English-Russian-Turkmen and Turkmen-Russian-English on-line dictionary. This dictionary includes morethan three thousand words used in economicsand finance. The on-line dictionary is alreadyon the Internet.

Tempus has contributed to the

modernisation of curricula through thedevelopment of new courses and teachingmaterials.

During the pre-JEP on The Economics of

Tourism (1998), the curricula of the Instituteof Sports and Tourism were reviewed and

developed. The management processes withinthis Institute were strengthened, the staff wereprovided with appropriate equipment and linksto the tourist industry were improved.

The professional horizons were extended to asignificant degree. Discussing education in thesphere of tourism and hospitality, andproviding these links, is particularly important.

They provided the teaching staff with anenormous amount of factual material whichcan be used for teaching and academicresearch later on. Firstly, the collaborationunder the aegis of this programme helped tobroaden the range of subjects covered inTurkmen education programmes on tourism,which was then a new subject area in highereducation in Turkmenistan. Secondly, it led tothe introduction of new teaching methods.

Thirdly, it made possible study visits for

students and teachers, which enhanced theirknowledge of international practices in thefields of tourism and hospitality.

During the JEP on Tourism and EnvironmentTraining Centre for Turkmenistan (2003),the Tourism Environment Centre forTurkmenistan was established. Until now it

has been delivering high quality training andassociated services.

Joint cooperation of European and Turkmenpartners demonstrated the benefits of futuretourism development and awareness of

ecological and cultural principles.

The follow-up of this project was SCMDeveloping Short Courses at the Tourismand Environment Training Centre for


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Turkmenistan (2006).

Expertise in the design, delivery andevaluation of short specialist courses wasdeveloped within the staff of the Tourism andEnvironment Training Centre for

Turkmenistan. The training focused on thedevelopment and delivery of a number of

specialised and short intensive courses onthe interrelationship between tourism andthe natural and cultural heritage ofTurkmenistan.

Modernisation of the curricula touched onagricultural subjects. For example, during the

JEP on Development of AgriculturalEducation in Turkmenistan in cooperationwith European Universities (2004), thecurricula were reformed and training washeld at the faculty of AgriculturalMechanisation of the Turkmen AgriculturalUniversity. The Educational Innovation

Centre was created for educationalinnovations.

The Turkmen partners developed andpublished 15 textbooks in Turkmen languageon the new and reformed courses. Theuniversity network was created. Teachingskills and institutional competences haveundergone deep changes. 64 teachers of theAgricultural University received differenttypes of training.

The other JEP on Innovative Education forSustainable Agro-Industrial and Rural

Development in Turkmenistan (2005),focused on the reform of the curricula andtraining at the faculties of Processing ofAgricultural Products and Veterinary of theTurkmen Agricultural University. Equipment,and specialised literature was purchased. Amicrobiology laboratory was set up. TheTurkmen partners published textbooks inTurkmen language on the new and reformedcourses.

Tempus has had a significant impact on themodernisation of universities and on

capacity building.

One of the successful projects in this areawas a JEP on Turkmen Economy TrainingCentre (2002). The Turkmen EconomyTraining Centre was established to trainmanagers and staff members of theInstitutions. The Centre was provided with acomputer and lecture rooms with supportingequipment and infrastructures as well asinternet connections. In the framework of theTempus project, the training courses oneconomic topics such as InternationalAccounting Standards, Internal/External

Audit, Fiscal Policy and Taxation, MonetaryPolicy and Budgeting, Business Managementwere developed. The courses were deliveredby the Turkmen Institute of the NationalEconomy for the different staff of the

Turkmen ministries.

One of the projects under the UniversityManagement was the Modernisation of theTurkmen State University Library (2001). Itresulted in the installation of a computing

system for documentary management andthe development of an electronic catalogue

(more than 14 000 records). To support thisprocess, the project provided the library withmodern and high performance equipment.The project addressed as well thedevelopment of electronic informationthrough the setting up of a website givingaccess to a large scope of internet scientificresources. The Centre for Training and

Promotion of Scientific and TechnicalInformation was established with the aim totrain and increase awareness amongstudents, teachers, researchers andlibrarians about the use of electronicinformation.

Another example of Tempus activities in theUniversity Management sector is the JEP onEuro-Turkmen Centre of additional educationfor inter-branch Professional Qualification inOil and Gas sector (2005).

The teachers of the Turkmen PolytechnicInstitute were trained abroad on differenttopics: transport and logistics, economy andmanagement, specialised language training,and information technologies. The ETWZCentre was set up to deliver retrainingcourses for Oil and Gas specialists. Theproject outcomes have a high potential of

sustainability beyond the project lifetime as ahigh demand for participation in thesecourses has already been observed.

The Tempus programme also had asignificant impact on the upgrading ofinformation technologies, office andlibrary facilities.

For example, a number of Tempus projectshave been implemented by the SupremeCouncil of Science and Technology since

2002 in parallel with the NATO Virtual SilkHighway Programme. Internet trainingcentres were set up in each Turkmen partnerInstitution. The professors of the Turkmenpartner HEIs were systematically engaged inthe update of their teaching materials usingthe Internet system. Support courses incomputer, Internet, and English languageliteracy were provided on an ongoing basis toretrain Turkmen teachers and specialistsfrom the scientific and educationalcommunities. The fast-connection Internetsystem was also available to all Tempusprojects.

The SCM 'Educational Technology inTurkmenistan' (2004) aimed at institutionbuilding through training. The project wasspecifically and exclusively directed at and


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confined to IT training, for the educationsector and for public administration officials.The achieved results were the transfer ofrelevant and up-to-date knowledge and skillsthrough general and specific trainingsessions and training visits; thestrengthening of the operational capacity of

the recipient organisations such as the

Turkmen Institute of the National Economyand the Ministry of Economy and Finance ofTurkmenistan.

The JEP Interuniversity KnowledgeManagement (2005), contributed, throughthe development of an interuniversitymultimedia training programme on 10financial topics, to the evolution of HigherEducation Management and training. TheTurkmen partners in co-operation with theprofessors of Catalonia Polytechnic Universityand Grenoble Polytechnic Institute developedan e-Platform with financial topics and an

English-Russian-Turkmen on-line dictionary.These will support the social economic andinternational development of Turkmenistan.

The aim of the ongoing JEP on OnlineLearning and Resource Training (2006), is to

establish a Virtual Learning Environment(VLE) portal, which will increase the learningopportunities for trainees who are not full-time students to follow academic courses.The introduction of the VLE will make iteasier for part-time and distance-learning

students to follow English for SpecialPurposes courses offered by HEIs located inAshgabat. Oil and gas industry employees,for example, often work on sites remote fromthe capital. Since the developed teaching andsupport materials are in electronic form, theVLE will facilitate their delivery.

The TEMPUS Programme is useful not onlyfor Turkmen HEIs, which are involved inthese educational contacts with Europeanuniversities, but also for their Europeanpartners. Creative professional contactsintroduce new themes and teaching methodsinto the learning process.

The Tempus programme is the onlyInternational Programme in Turkmenistanthat is fully involved in the teaching processon different levels.

While it has been a priority to meet the

specific aims of each project, it can be saidthat the wider objectives of the TEMPUS

programme in fostering professional,academic and human networks are also verysignificant.

The Tempus programme is well-recognisedby the Turkmen universities and authorities.The Turkmen HEIs have been engaged inTempus projects since 1997 and theprogrammes principles are still relevant andin great demand in Turkmenistan.

2. Erasmus Mundus

Erasmus Mundus (2009-2013) is a cooperation and mobility programme in the field of higher

education with a strong international focus. It operates through three actions:

Action 1 Erasmus Mundus Joint Programmes (Master Courses and Joint Doctorates)Erasmus Mundus Joint Programmes are operated by consortia of higher education institutions (HEIs)from the EU and (since 2009) elsewhere in the world. They provide an integrated course and joint ormultiple diplomas following study or research at two or more HEIs. Master Courses and JointDoctorates are selected each year following a Call for Proposals. There are currently 123 Master

and 24 Doctorate programmes offering EU-funded scholarships or fellowships to students and scholarsfrom all over the world.

Action 2 Erasmus Mundus Partnerships (former External Cooperation Window)Erasmus Mundus Partnerships bring together HEIs from Europe on the one hand and from a particularregion in the world on the other. Together the partnerships manage mobility flows between the tworegions for a range of academic levels bachelors, masters, doctorate, post-doctorate and foracademic staff. The programme is focused on geographical "lots" of countries or regions covered bythe EU's financial instruments for cooperation. These lots include most Tempus countries. Newpartnerships are selected each year through Calls for Proposals.

Action 3 Erasmus Mundus Attractiveness projectsThis Action of the Programme funds projects to enhance the attractiveness, profile, image and

visibility of European higher education worldwide. HEIs (and other key players in the HE sector) mayapply.More information:http://eacea.ec.europa.eu/erasmus_mundus
http://eacea.ec.europa.eu/erasmus_mundushttp://eacea.ec.europa.eu/erasmus_mundushttp://eacea.ec.europa.eu/erasmus_mundus


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Number of students/staff participating in the programme

Erasmus Mundus Joint degrees (Action 1)

2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

Students - - - 1 - - N/A

Scholars - - - - - 1 N/A

Nationals of the country participated in the programme for the first time in 2005-2006 (students) and in 2008-2009(academic staff).

Erasmus Mundus Partnerships (External Cooperation Window, Action 2)

Year of Grant Allocation 2007 2008 2009

Undergraduate 0 0 6

Master 0 6 0

Doctorate 0 0 3

Post-Doctorate 0 3 0

Academic staff 11 9 3

Total 11 18 12

Institutions participating in the programme up to and including 2010

Institutions

Action 1

Joint

Programmes

Action 2Partnerships

Action 3

Attractiveness

projects

TURKMEN POLYTECHNIC INSTITUTE X

TURKMEN STATE UNIVERSITY NAMED AFTER

MAGTYMGULY X

TURKMEN STATE INSTITUTE OF ECONOMICS AND

MANAGEMENTX

IV. Bibliographical references and websites

- Turkmenistans Law on Education, 2009 -http://www.turkmenistan.gov.tm/_ru/laws/?laws=01fh

- Abstracts of reports of the International Conference Science and Education of the newrevival epoch in the global science and education system (September 9-11, 2009)

- Internet-newspaper http://www.turkmenistan.ru- Academy of Sciences of Turkmenistan - http://www.science.gov.tm/en/organisations/
http://www.turkmenistan.gov.tm/_ru/laws/?laws=01fhhttp://www.turkmenistan.ru/http://www.turkmenistan.ru/http://www.turkmenistan.gov.tm/_ru/laws/?laws=01fh


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THIS DOCUMENT HAS BEEN PRODUCED BY THE EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY

(EACEA) ON THE BASIS OF CONTRIBUTIONS FROM THE TEMPUS OFFICE AND THE AUTHORITIES OF THE

COUNTRY CONCERNED1.

THE APPROACH AND DATA COLLECTION HAVE BEEN IMPLEMENTED IN CLOSE COOPERATION WITH EURYDICE,

THE NETWORK ON EDUCATION SYSTEMS AND POLICIES IN EUROPE.THE EXECUTIVE AGENCY WORKS UNDER THE SUPERVISION OF THE COMMISSION DIRECTORATES GENERAL.

THIS PUBLICATION IS MADE WITHIN THE FRAMEWORK OF THE EUROPEAN UNION TEMPUS PROGRAMME WHICH

IS FUNDED BY THE EUROPEAID CO-OPERATION OFFICE (EASTERN EUROPE, CENTRAL ASIA, MEDITERRANEAN

REGION, MIDDLE EAST) AND THE DIRECTORATE-GENERAL FOR ENLARGEMENT (SOUTH EAST EUROPE).

This document reflects the views of the Tempus Office and the Authorities of the country concerned. The

European Commission cannot be held responsible for any use which may be made of the information containedtherein.

For further information:

- Education, Audiovisual and Culture Executive Agency (EACEA)

Unit P10 - Tempus and Bilateral Cooperation with Industrialised CountriesPostal address: Tempus Programme

Avenue du Bourget 1 (BOUR 02/017) B-1140 Brussels, Belgium

Contact: [email protected] site: http://eacea.ec.europa.eu/tempus/

- National Tempus Office TurkmenistanPostal address: Kemine Str. 92 744005 Ashgabat

Contact:[email protected] site:www.tacistm.org/tempus

Last update: October 2010.

1 Aina Choreklieva (NTO Turkmenistan).
http://eacea.ec.europa.eu/tempus/http://eacea.ec.europa.eu/tempus/http://eacea.ec.europa.eu/tempus/mailto:[email protected]:[email protected]:[email protected]://www.tacistm.org/tempushttp://www.tacistm.org/tempushttp://www.tacistm.org/tempushttp://www.tacistm.org/tempushttp://www.tacistm.org/tempusmailto:[email protected]://eacea.ec.europa.eu/tempus/

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