TVET reforms in Central Asia: why digital divide matters?

• In Event: Changes in in higher education and TVET

Proposal

This research addresses the digital divide issues in technical and vocational education and training (TVET) systems in the Central Asian countries of Kazakhstan and Uzbekistan, neighboring states with the area's biggest territory and population, respectively. Based on a mixed methodology of systematic literature review and policy analysis combined with insights from semi-structured interviews conducted with stakeholders in both countries, the author argues that the digital divide has become a critical challenge in achieving SDG 4 on providing quality TVET to all. Previous research on TVET in Central Asia mainly consists of reports from international organizations such as OECD, UNESCO-UNEVOC, ADB, WB, and JICA, and it provides rather overviews of policies and reform challenges. This research aims to fill the gap by chronologically comparing TVET reforms implemented in two countries from independence to modern days to identify similarities and differences between these reforms. The comparison shows that countries share common challenges of outdated curricula, the shortage of educators, gender, and regional disparities in access and quality of education, and these challenges multiply in the circumstances of the digital divide. However, it also highlights the potential for positive change, as addressing this challenge is a vital condition for eliminating inequalities in access to quality vocational education for various vulnerable groups such as women, people with special needs, ethnic minorities, and migrants.
With the populations of Kazakhstan and Uzbekistan proliferating, the ongoing TVET reforms in these countries are of paramount importance. Both nations are thriving, with approximately half of their populations being younger than 30 years old. After the dissolution of the Soviet Union in 1991, both countries embarked on educational reforms to enhance their economic international competitiveness, leading to significant changes in primary and secondary general education (compulsory education stage) and higher education. However, there was a clear divergence in the approaches to reforms of secondary vocational education. While Kazakhstan, in the first decade after independence, placed less emphasis on the TVET system compared to general secondary and higher education, Uzbekistan made it the foremost priority. This difference significantly impacted the further development of the TVET system in the two countries.
In Kazakhstan, the TVET reforms began in real terms in the 2000s, and the pillar of these reforms was the large-scale privatization of educational institutions. This research systematizes all reforms into three phases, with the 1990s, when there were no substantial reforms, as Phase 0, Phase 1: 2000-2012, Phase 2: 2012-2017, and Phase 3: 2017-present.
　Uzbekistan has undergone two phases of TVET reforms since independence: 1997-2016 and 2017-present. Phase 1, 1997-2016, is characterized by transforming the primary and secondary general education system from an 8+2-year system formed in the Soviet era to a 9+3-year system. This reform was launched by the "National Program for Human Resources Development." Of these, the three years of the later secondary education took the form of a two-line compulsory education with an academic lycée of a university track and a vocational college with labor market participation to enable the increasing number of young people to acquire a vocational qualification at the end of secondary education and to prevent crime and delinquency. As a result, by 2017, nine out of every ten students enrolled in post-secondary education were enrolled in vocational colleges. This situation started to change drastically under the new government when new educational reforms were started in 2017, which led to the introduction of a 9+2-year primary and secondary regular compulsory education system. This reform has allowed secondary vocational education to be offered as an option.
As the analysis shows, while taking different paths in TVET reforms, both countries continuously face challenges such as the gap between the TVET curriculum and labor market needs, outdated teaching and training approaches, shortages of qualified educators, regional disparities in access, and gender disparities by field of training.
Furthermore, the widely acknowledged urgent need for transitioning to the digital economy requires speedy digitalization of education, and TVET is no exception. However, several factors hinder this process.
Limited infrastructure: In both countries, predominantly rural areas lack adequate digital infrastructure, such as internet connectivity, reliable electricity, and modern digital tools, making it challenging to integrate digital learning into TVET programs.
Lack of digital skills: Both students and educators often lack the necessary digital literacy. In both countries, while urban TVET institutions usually have more resources and access to digital tools, many rural TVET institutions struggle to implement digital learning platforms due to insufficient training.
Curriculum Gaps: As mentioned above, TVET curricula in both countries still need to meet international standards and align with the needs of the digital economy.
Teacher Training: Educators in TVET programs often lack access to professional development that would enable them to use digital tools and incorporate them into teaching effectively. Without this, the digital transformation of TVET is slow and uneven.
Policy and Coordination: While governments recognize the need for digital transformation in education, policy implementation needs to be more consistent. Coordination between government bodies, the private sector, and educational institutions is necessary to create a cohesive strategy for digitalizing TVET.
Funding and Resources: Both countries face budgetary constraints that limit investment in the necessary infrastructure and digital resources. International organizations, such as the ADB and WB, have provided support, but funding remains insufficient to digitalize TVET programs fully.
Gender and Socioeconomic Barriers: Digitalization in TVET also exacerbates existing inequalities, particularly for women, people with special needs, ethnic minorities, migrants, and those from lower socioeconomic backgrounds. These groups are less likely to have access to the digital tools needed for learning, further widening the skills gap.
Despite these challenges, both countries have started active initiatives to digitalize TVET. For instance, Kazakhstan has made strides in incorporating e-learning platforms and improving digital infrastructure, and Uzbekistan is also exploring similar reforms. International collaborations and public-private partnerships are also being leveraged to accelerate the digital transformation of TVET.
This research summarizes lessons that can be learned from TVET reforms in Kazakhstan and Uzbekistan by other countries in the region and worldwide.

Author

• Kuanysh Tastanbekova, University of Tsukuba