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- Convenor:
-
. CESS
Send message to Convenor
- Chair:
-
Martha Merrill
(Kent State University)
- Discussant:
-
Martha Merrill
(Kent State University)
- Formats:
- Panel
- Theme:
- Education
- Location:
- Room 111
- Sessions:
- Thursday 23 June, -
Time zone: Asia/Tashkent
Long Abstract:
EDU-02
Accepted papers:
Session 1 Thursday 23 June, 2022, -Zilola Khalilova (Beruni Institute of Oriental Studies Academy of Sciences Uzbekistan)
Paper short abstract:
The present paper attempts to trace and investigate the policy of teaching religion in the system of public educational schools in Uzbekistan through the prism for understanding of teaching discipline in a Muslim society, as well as their connection in the formation of national identity.
Paper long abstract:
Uzbekistan is a multicultural society with the population of different religions and confessions. However, the majority of the population are Muslim with traditional culture and upbringing associated with Islam. The state system is separated from religion and religious organizations, and citizens of Uzbekistan, regardless of their religious affiliation, receive all kinds of education, but the law does not allow the teaching of religious sciences at the state educational institutions. In this perspective, Islam is not taught as a subject at the state institutions. Religious studies, the history of world religions as secular sciences are taught in secondary and higher educational institutions of Uzbekistan.
The present article focuses on education on inter-religious and intercultural attitudes among young Uzbeks with an emphasis through educational measures. The studying of religion and saving Islamic values constitute a significant component, one that influences Muslim cultural identity and morality. The following issues will be addressed to cover these problems. To what extent did the subjects of Disciplines of the Religious Science or the History of World Religions transfer information about religion in a post-secular society? What textbooks are using for teaching and educating young people in the spirit of religious tolerance? Comparing secular and religious educational institutions, how students did perceive this subject? In this context, I seek to take a closer look at the position of teaching world religions in Islamic religious institutions in Uzbekistan.
Ainur Almukhambetova (Nazarbayev University)
Paper short abstract:
The purpose of this research is to analyze how women university graduates in science, technology, engineering, and mathematics (STEM) transition from university to employment in Kazakhstan.
Paper long abstract:
Despite the shrinking gaps in STEM educational attainments worldwide, women and men still have different experiences at the start of their careers in STEM. In order to address the problem of underrepresentation of women in STEM occupations, it is important to understand what experiences women have compared to men as they are prepared for jobs and which factors determine whether they continue into STEM-related employment or leave the profession after graduation; and what unique barriers and challenges they face when employed in STEM jobs (Michelmore and Sassler, 2016). This study focuses, in particular, on the understanding of the process of transition of women in STEM majors to first employment.
The study will enhance policy understanding of the key factors as well as the barriers and enablers for the successful transition of women university graduates to STEM employment in Kazakhstan. This understanding will help the policymakers to create policies supporting women’s transition and retention in STEM occupations. The key lessons from the study will be useful for practitioners working in the higher education field, and decision-makers in educational and employing organizations to develop a set of policies and measures facilitating women’s enrollment in and graduation from STEM programs, as well as their successful transition, retention, and performance in STEM jobs.
Fariza Tolesh (Astana IT University)
Paper short abstract:
This paper aims to understand the linguistic shifts that have occurred in Kazakhstan between 2010 and 2020, and how has the role of the languages as part of human capital changed over the last decades in the country in terms of educational and socio-economic indicators.
Paper long abstract:
After 30 years of independence, there is still a considerable proportion of Russian-speaking population in Kazakhstan. After gaining independence, Kazakh was declared as the state language and Russian as the language of interethnic communication. During the Soviet era, the proficiency in Russian was important for educational and professional success in labour markets of socialist republics. This paper aims to understand the linguistic shifts that have occurred in Kazakhstan between 2010 and 2020, and how has the role of the languages as part of human capital changed over the last decades in the country in terms of educational and socio-economic indicators. The analysis are based on the official education statistics and online survey. The findings indicate that people who speak only Kazakh and attended the Kazakh language schools are more likely to be in disadvantage both educationally and economically. These people generally have lower educational levels compared to attendees of schools where several languages were used and developed; they earn less and have lower knowledge of the languages of wider communication such as English. Such people tend to be more inclined to raise and educate their children in the local language, whereas, multilingual people seem to prefer to also give multilingual upbringing and education to their children.