Educational relations between Kazakhstan and Turkey

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Educational relations between Kazakhstan and Turkey

Soltanzade Aygun Nizami

ОСВІТНІ ВІДНОСИНИ МІЖ КАЗАХСТАНОМ І ТУРЕЧЧИНОЮ Солтанзаде Айгюн Нізамі, докторант кафедра «Історії тюркських народів», Бакинський державний університет (Азербайджан, Баку),

Метою і завданнями дослідження вплив освітніх відносин на відносини між Казахстаном і Туреччиною і розуміння того, хто грає важливу роль в підвищенні рівня освіти в цих двох країнах.

Методи дослідження включає в себе використання дедуктивного, порівняльного аналізу, вторинних методів аналізу даних і синтезу Крім того використання якісних методів, включаючи контент-аналіз, аналіз документів використовуються в цьому дослідженні.

Наукова новизна дослідження - полягає у визначенні історичних зв'язків, виявленні важливості освітніх відносин у відносинах двох держав.

Висновок. Постійна співпраця в галузі освіти і культури - важливий аспект відносин між двома країнами. Реалізовано економічні, торгові, технічні, освітні, соціальні та культурні двосторонні і багатосторонні проекти і заходи TIKA. В рамках даних проектів і заходів було забезпечено участь близько тисячі казахстанських фахівців в освітніх програмах з різних напрямків, організованих в Туреччині, і сто фахівців з Туреччини були направленні до Казахстану для надання освітніх та консультаційних послуг [9, р. 747].

Вплив політики з часом може змінитися, але культурні зв'язки тривають довше і досягають сили, яка впливає на зовнішню політику. Коли ми дивимося на освітні та культурні установи, що діють в Казахстані, стає ясно, наскільки важливими є зусилля і матеріальна цінність в цій області. Зокрема, інвестиції Туреччини в освіту в Казахстані надали значну підтримку і переваги в появі зрілої людської сили в цій країні.

Ключові слова: Туреччина, освітні відносини, Казахстан, університети.

Soltanzade Aygun Nizami, doctoral student of general history the department of «History of the Turkic peoples», Baku State University (Azerbaijan, Baku).

The purpose and objectives of the study the impact of educational relations on the relationship between Kazakhstan and Turkey and to understand who plays part in progress in the improvement of the education level of these 2 countries.

Research Methods of deductive, comparative analysis, secondary data analysis methods, and synthesis were used. It also involves using qualitative methods including content analysis, analysis of documents, research papers.

The scientific novelty of the research is to determine historical connections, bring the importance of educational relationships in the relations between the two states.

Conclusion. On going cooperation in the field of education and culture is an important aspect of relations between the two countries. TIKA's economic, trade, technical, educational, social and cultural bilateral and multilateral projects and activities have been implemented. Within the framework of these projects and activities, the participation of about a thousand Kazakh specialists in educational programs in various fields organized in Turkey was ensured, and one hundred specialists from Turkey were assigned to Kazakhstan to provide education and consulting services [9, p. 747].

The influence of politics may change over time, but cultural ties are longer lasting and reach a force that influences foreign policy. When we look at the educational and cultural institutions operating in Kazakhstan, it is clear how important effort and material value are in this area. In particular, Turkey's investment in education in Kazakhstan has provided significant support and benefits in the emergence of a mature human force in this country.

Keywords: Turkey, education relations, Kazakhstan, universities.

Introduction

Since the 1990s, agreements have been reached in Almaty to develop relations and cooperate in the field of education between the two countries. In 1992, a memorandum of understanding was signed between the Ministers of Education. Education relations in 1997, a protocol on cooperation in the field of education and science was signed with the Ministry of Education of Kazakhstan. Standing commissions have been set up to implement the decisions made in the agreements and to resolve problems arising during the implementation [10, p. 11].

Kazakhstan became the most trusty strategic partner of Turkey in the region. Education relations comprise an important part of twosided relations. There are governmental and non-governmental organizations of Turkey are playing a part in progress in the improvement of the education level of Kazakhstan. The Kazakh leadership did not ask the genesis of the Turkish initiatives, consequently Kazakhstan appreciates the Turkish attempts consequence the results of the invented institutions. Turkish plan of education in Kazakhstan increases its exictence in the country. The result is that Kazakh-Turkish relations get more stronger [5, p. 195].

The degree to which the subject was studied

While researching educational relations between Turkey and Kazakhstan of, there were studied books, scientific articles, reports published in Turkish, and English languages, as well as the information reflected in various Internet resources. M. Tlebaldiyeva “The Outcomes of Cooperation of Kazakhstan and Turkey in the Field of Education” in the research paper described the history of relations, which started in 1990, and “Turkey's closer relations to Kazakhstan on cultural, religious and linguistic issues” (2017) [2]. According to Bostanci M., Luleci A., “At the beginning of the 21st century Turkey- Kazakhstan Relations” in their research paper defined that in the field of education and culture, Turkey-Kazakhstan relations, which have gained a good momentum. 25 years of cultural activism, student exchanges and scientific research bring the two countries closer together (2019) [9, p. 721]. Gencler A., Akba§ A., Gomec S., Ametbek D., Amirbek A., Turumbetova J. played a major role in the study of this problem.

Method

In trying to understand the educational relations between these two countries, a number of scientific methods were used in this article. Such as, comparative analysis, deductive, secondary data analysis methods, and synthesis were used. It also involves using qualitative methods including content analysis, analysis of documents, research papers were used. Using these methods we tried to understand what is the role of education between Turkey and Kazakhstan. Also, we tried to analyze of existing data collected by others.

Presentation of the main content

In 1991 Kazakhstan gained its independence and great successful works have been made in the sphere of education system [7]. The first relations between Kazakhstan and Turkey began in May 1992 in the fields of education, culture and sports [9, p. 746].

It is possible to collect the institutions taught in Turkish in Kazakhstan under the following headings: In 1991, it was opened as a department in the Faculty of Oriental at Al-Farabi Kazakh National University. The Department of Turkish Language and Literature was opened within the Faculty of Philology at Abay Kazakh National Pedagogy University, and since 1993, Turkish was taught at the International Relations and Alem Languages University at the level of a second foreign language, and later Turkish Philology departments were opened in these universities. Later, in many other universities: Hoca Ahmet Yesevi University, Suleyman Demirel University, International Foreign Languages and Vocational Career University, Girls' Pedagogy University, Kazakh American University, Central Asia University, Turan University Turkish was taught as a second foreign language [6, p. 191].

During the AK Party, Turkey wants to develop relations with the Turkish republics on the basis of language, and sees culture as a historical necessity in the development of relations. In addition, Turkey, which thinks that relations are based on brotherhood, common language, beliefs and race, which is a common area of interest on both sides, wants to develop relations with the Turkish republics [9, p. 746].

Turkey and Kazakhstan had official relations since December 1990. They opened embassies and improved cultural ties between the Kazakhstan Turkey country [2, p. 97].

Education relations occupied take place at a higher level in bilateral relations. In the 1990 Koksal Toptan, said that they decided that the toughest, the longeval project would be an investment in the sphere of education. Education relations developed in Turkish foreign strategy on the way to the region [5, p. 192].

In 1993 Turkey and Azerbaijan accepted the Turkish alphabet. Turkish communities joined to the admitted of the Turkish alphabet with 34 letters. There are also efforts to write common Turkish history. Through the Turcology Project carried out by TIKA, activities have been in question since the 1990s in order to spread the use of Turkish language in many Turkish Republics and autonomous regions and to teach Turkish history and culture. In particular, TIKA's agriculture, finance, industry, health, tourism, etc. and cultivating experts on the subject, as well as by given Turkey's financial support, it understood that Turkey is admirable for their actions [1, p. 6].

The Great Student Project was directed to confirm scholarship to 10.000 students from Turkic republics and to provide them chance to study in Turkish universities since 1992. The main purpose was to develop the level of education in Turkic Republics, to help to meet the need of qualified specialists, to bring up a generation, and build a durable bridge of friendship in the Turkic world. Turkish scholarships were considered an important opportunity to increase the level of education in Kazakhstan. Until 2011 Turkey was the country that provided the most number of scholarships for Kazakh citizens. 954 Kazakh citizens graduated from Turkish universities within the Great Student Project till 2013. These numbers only give us those who graduated. Many people came to Turkey to study and could not graduate from universities. 3150 Kazakh citizens studied in Turkey since 1992. The statistics show that only 30% of students finish their education [5, p. 193].

The Great Student Project sent 5,095 higher education quotas to Kazakhstan from 1992-1993 to 2011, of which 3,625 were used, and 1,049 students graduated. According to Kazakh President Nursultan Nazarbayev, this situation has warmed relations between the two countries. One of the promising branches of bilateral human and cultural ties was the establishment of fraternal relations between different regions and provinces of the country. Within the framework of educational relations, the MEB provides state-funded students with monthly stipends, contributions to the university, the cost of residence permits, accommodation in university dormitories to cover medical expenses, books and clothing. The Ministry meets the educational needs of educational institutions in Kazakhstan with textbooks and culture books. Kazakh teachers and students also took part in special days and holidays in Turkey. As a result of the introduction of sister schools, 39 schools of the same type and level were equated in Turkey and Kazakhstan. The decision was made at the Second Conference of the Turkic Peoples to establish a commission to develop a joint program on literature and history, and a joint Turkish literature textbook was prepared by TIKA under the title “Turkic World Literature”. He was sent to Kazakhstan. There is a Turkish-Turkish educational center in Almaty and a Shymkent General Vocational Training Center opened in Kazakhstan [10, p. 11].

Kazakh-Turkish High Schools formed in 1992. Education was in these languages: Kazakh, English, Russian, and Turkish [4].

In the field of education and culture, Turkey- Kazakhstan relations, which have gained a good momentum, reached their peak with the opening of Ahmed Yesevi University, a Turkish-Kazakh university. However, Kazakh students come to Turkey for educational purposes and study at Turkish universities. Among the cultural developments are the Summit of Turkic-speaking countries, TIKA, ILESAM and TURKSOY activities. 25 years of cultural activism, student exchanges and scientific research bring the two countries closer together [9, p. 721].

This University was invented in 1991 and based on the agreement between Kazakhstan and Turkey prepare this university highly skilled scholars from young Turkic-speaking countries, Turkestan. This university is the first university that admitted the status of an international institution of higher education. These 2 country signed the Agreement on October 31, 1992. Khoja Akhmet Yassawi International Kazakh-Turkish University was created. The legation is to become a leader among Turkic-speaking states and communities in the sphere of modern education and research [8].

Suleyman Demirel University was established in 1996 in Almaty, Kazakhstan. In 2009, as a result of the efforts of TIKA (Turkish International Cooperation and Development Agency), a Turkish language and computer class was opened at Al-Farabi University in Almaty [10, p. 14].

70.000 students graduated from university until 2013. The university is situated in the Turkistan (Yassi) city where the monument of Akhmet Yas- sawi, the moral leader of the Turkic world, is located [5, p. 194].

Turkish Cooperation and Coordination Agency (TIKA) was created to help first of all Turkic Republics in the education sphere there are `Great

Students Project' and `the establishment of common universities' in our case `Khoja Akhmet Yas- sawi International Kazakh-Turkish University.

The `Bolashak' (Future) program was launched in 1993 by Kazakhstan. It was about to train young students, Turkey stayed as one of the main appointment of Kazakh youth. Kazakhstan's leadership did not limit its citizen from studying abroad. Turkey was preferred by Kazakh families with middle income [5, p. 194].

Kazakh teachers came to Istanbul University in 2005. It was organized to teach the language of youth. There were some difficulties related to different Alphabet graphics. Books brought from Kazakhstan were written in the Cyrillic alphabet. There is a lack of specialists who can teach language in these graphics. This statement made the delivery of Cyrillic written books from Kazakhstan senseless [2, p. 99].

However, there is a decrease in students studying in other fields (pre-high school, high school, high school). During a visit to Turkey in 2007, the Kazakh Minister of Education listened to the problems of Kazakh students studying in the country and had some requests from the Turkish Minister of Education, Huseyin Celik. He said that the amount of scholarships for students studying in Turkey should be increased and once a year these students should be provided with a plane ticket to go home [10, p. 16]. turkey kazakhstan education interstate

The signing of the Strategic Partnership Agreement during the visit of the President of Kazakhstan Nursultan Nazarbayev to Turkey on October 23, 2009 was an important step in taking Turkish-Kazakh cooperation to a new and higher level. Of the agreement; aims to raise existing ties to a strategic level and to implement joint and coordinated cooperation in all areas, especially in the fields of politics, economics, defense, culture, science and technology, education, ecology, information, health [9, p. 749].

In the 2010-2011 academic year, the IEB allocated a contingent of 150 students studying in Kazakhstan on the basis of a state order. The Farabi Student Transformation Project in Turkey, like the EU's Socrates Student Transformation Project, can be comprehensive in this context to address the problems faced by students. Farabi student exchange project financial support can be obtained with the support of the private sector. In 2011, there were 51 students studying for a doctorate [10, p. 12].

For the 2011-2012 academic year, 175 higher education scholarships were established in Turkey and Kazakhstan. Astana Yunus Emre Turkish Cultural Center started operating in May 2010. This center also offers Turkish courses [9, p. 747].

46 Kazakh universities have had a chance to improve their teaching and research skills programs in European universities under the Erasmus Mundus and Tempus Programs, over 300 faculty members. In 2014 over 600 Kazakh teachers went abroad for lecturing [3, p. 24].

As of 2015, more than 3,000 Kazakh students have graduated from Turkish universities, and more than 700 young Kazakhs are still studying. Relations between the two countries are developing not only in official positions, but in many directions. Non-governmental organizations are also actively involved in the development of bilateral relations. Relations between the local governments of the two countries are also strengthening. More than 10 provinces and provincial centers of Kazakhstan have established fraternal relations with cities in Turkey. Direct flights have been launched between many cities in the two countries.

According to the information of the Presidium of Kazakhstan on March 5, 2017, Abzal Sapar- bekuli was appointed Ambassador of Kazakhstan to Ankara. Given that the ambassador is a METU graduate, this appointment will be important for bilateral relations. From Turkey's point of view, the appointment of a Turkish university graduate as ambassador to Kazakhstan is undoubtedly a very positive development. It is also an indicator of the success of the “Great Student Project”, which began in the 1990s and continues despite Turkey's economic difficulties [9, p. 748].

“The Khoja Akhmet Yassawi International Kazakh-Turkish University had 71 doctors, 282 candidates of science, 67 Ph.D. doctors, 5% are foreign teachers from Turkey, and other countries during the 2018-2019 years” [8].

5. Conclusion. Every year, students come to Turkey from Kazakhstan to study, either on the basis of a state order or on their own. Turkey regularly informs about this every year. Over the years, the number of Kazakh students coming to Turkey on the basis of state orders is decreasing. However, this figure was expected to increase. The number of people coming to Turkey only to get a doctorate continues to grow.

Some of the problems of Kazakh students are still unresolved. As the state does not have such a policy, such aspirations are met by various communities. Several students have not been able to see their families for 2-3 years and have many financial problems. Some of them worked as salesmen in big cities like Istanbul. The presence of students in such a situation is an indication of a contradictory environment in Central Asian politics [10, p. 16].

The influence of politics may change over time, but cultural ties are longer lasting and reach a force that influences foreign policy. It is clear how important Turkey's investment in education in Kazakhstan has provided significant support and benefits in the emergence of a mature human force in this country.

References

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