Similarities and DifferencesThe first group was tasked with identifying similarities and differences among Central Asian universities, as well as pinpointing opportunities for partnership and potential challenges — key aspects in forming a Central Asian University Alliance.
Key Similarities:

• Ministerial dependency of universities often results in excessive regulation and limited academic freedom.
• Shared historical background and academic legacy of the Soviet Union, reflected in:
• Quota-based access to higher education,
• Massification,
• Demographic growth.
• Russian language continues to function as a lingua franca in the region.
• However, English proficiency is increasing more rapidly among faculty in Kyrgyzstan and Uzbekistan compared to Kazakhstan and Tajikistan.

Key Differences:

• Varying degrees of involvement in the Bologna Process, creating major barriers to joint program development.
• Differences in gender equality and quality of school education — in some countries, these factors remain obstacles to the development of quality higher education.
• Varying levels of digitalization — for instance, only Kazakhstan has digital quality control systems like EPVO and the Educational Programs Registry.
• Main Challenges:Ongoing demographic growth requiring expanded access to higher education.
• Development and impact of artificial intelligence in the region and globally.
• Migration barriers that hinder academic mobility between Central Asian countries.
• Shortage of qualified higher education managers.
• Brain drain among the younger generation.
• Weak representation of the region’s universities in international rankings.
• Lack of understanding of the “fourth mission” of universities — engaging in positive societal transformation and meaning-making through educational programs and projects.
• Proposed Solutions for Central Asian University Partnerships:Creation of a unified knowledge platform — a portal of regional universities’ online courses, open to students across Central Asia.
• Establishment of a regional HR hub for job postings and enhanced faculty/management mobility.
• Promotion of academic mobility through harmonization of educational programs and standards (OPs and GOSOs) across the region.
• Implementation of joint research projects supported by intergovernmental grants — with a proposal to create a Central Asian equivalent of Erasmus+.
• Barriers and Opportunities for Partnership:A key barrier identified is the limited financial and academic autonomy of universities.
• Development requires support from governments and civil society.
• A proposed idea: granting preferences and automatic recognition of educational documents for universities participating in Central Asian alliances.

Key Idea: From Standards to MeaningCentral Asian universities should not only meet formal standards but also become agents of positive change, generating values and meaning through education.

What Would Joint Recognition of Qualifications and Educational Documents Bring to Central Asian Universities and the Region as a Whole?Facilitation of employment and reduction of skilled labor shortages in specific professions through mutual recognition of qualifications across countries.

• Development of high-quality academic mobility by introducing lifelong learning models: mutual credit transfer, implementation of joint academic programs, and more.
• Reduction of bureaucratic barriers.
• The current diploma nostrification system complicates life for graduates. Instead of creating new associations and recognition bodies—which may add more bureaucracy—it is necessary to simplify existing mechanisms.
• Important to note: intergovernmental agreements already exist among Central Asian countries. However, the nostrification process is increasingly seen as a "disunifying instrument" among universities.
• Unification of qualification standards strengthens scientific cooperation and enables joint research initiatives.
• Transparency in university operations.
• Joint qualification recognition must be based on trust in educational quality, which requires universities to be more open and transparent in their activities.

What Hinders Joint Recognition of Qualifications and Degrees?Participants identified several key barriers:

• Lack of unified evaluation mechanisms.
• Universities in the region are poorly represented in international rankings, and national accreditation systems apply different standards and methods of assessment.
• Differences in school education quality, which affect student preparedness and performance.
• Lack of analysis on the need for nostrification.
• In some countries, no research has been done to assess whether this procedure is genuinely necessary.

How Should the Joint Recognition System Be Structured?Key principle:

• Unified qualification requirements and harmonized quality assurance standards, achievable through:
• Equal representation of regional universities in international accreditation systems.
• Compliance with shared standards.

Additional factors to consider:

• Employer demand for jointly recognized qualifications.
• Alignment with UN Sustainable Development Goals (SDGs) as indicators of program quality and relevance.
• Priority Sectors for Implementing Degree and Diploma Recognition Mechanisms:Innovation and Technology
• Land Management
• Engineering and Construction
• Agriculture
• Healthcare

Suggested Solution:Creation of a single digital platform/database for automated diploma recognition issued by Central Asian universities.
Such a system would allow employers to:

• Quickly verify the authenticity of documents,
• Align hiring with real labor market demands.

Key Idea:"Bring globality down to the human level within universities."
Rankings and accreditations should not be a system-to-system transaction, but a university-to-individual agreement focused on real human needs and impact.

Unified Quality Standards as a Key Element in the Development of Higher Education in Central AsiaAccording to the participants of the discussion, one of the key elements for advancing higher education in Central Asia is the establishment of common criteria and tools for quality assessment.

• Indicators of High-Quality Higher Education:Commitment to SDG (Sustainable Development Goals) and ESG (Environmental, Social, and Governance) principles
• Academic integrity and ethics
• Human-centered learning and support for both students and faculty
• Focus on synergy and fulfilling the “fourth mission” of universities — contributing to societal development
• Tools Adapted to the Central Asian Context:Accreditation of educational programs with consideration of regional characteristics
• Reform of regulatory frameworks — current laws often impose obligations on universities but do not clearly define their rights
• Adoption of a Higher Education Law (or a dedicated University Law)
• Creation of an Ombudsman for Higher Education to protect the rights of all participants in the educational process

These steps would allow universities to transition from merely delivering technical knowledge to creating values and meaning.
Engagement of All StakeholdersHigh-quality education can only be achieved through equal and constructive involvement of key stakeholders:

• Students,
• Parents,
• Businesses,
• Employers

This requires a sustainable culture of engagement, with both formal and informal platforms for dialogue.
Shared Values and System IntegrationThe discussion highlighted that developing shared values within educational programs is fundamental for sustainable quality.
However, current regulatory frameworks often promote partnerships only with top global universities, overlooking opportunities for regional collaboration.
There is also a lack of awareness among Central Asian universities about each other, limiting cooperation.
Proposed solutions include:

• Development of a regional Erasmus+ analogue to support academic exchange, mobility, and joint educational projects
• Launch of large-scale transformative initiatives aimed at integrating higher education systems across Central Asia
• Creation of a “Study in Central Asia” portal to promote regional education opportunities

Joint Quality Monitoring and AssessmentA proposal was made to establish a university network to conduct joint monitoring of educational activities across the region.
This approach would:

• Enhance transparency
• Develop shared standards
• Launch a new model of integration between higher education and the region's economy through alliances and joint projects

Key Idea: Creating a common space of education quality based on trust, regional values, and cooperation

• as a foundation for the sustainable development of Central Asian universities.

Student Alliance of Central Asia: A Platform for Youth Unity and Regional IntegrationParticipants of the discussion explored the idea of creating a Central Asia Student Alliance as a mechanism for uniting the region’s youth, launching joint initiatives, and strengthening cultural and academic ties.

• Proposed Student Initiatives:Young Researchers’ Club: Central Asia+
• A club for young researchers focusing on priority topics such as climate change, water resource management, and sustainable development.
• Central Asian Cultural Hub “Nauryz Fest”
• The idea of creating a shared academic calendar that would allow students from across the region to celebrate Nauryz/Nowruz together and travel during spring breaks.
• Central Asia+ Students’ Government (Council)
• A platform for joint student governance. Students from different countries can discuss and make decisions on matters concerning student life and academic cooperation.
• Networked Academic Programs with a Social Focus (e.g., Service Learning)
• These programs would strengthen educational ties while addressing regional social challenges and contribute to developing shared regulatory frameworks.
• Central Asia+ Business Incubator
• A regional incubator for student-led entrepreneurial and innovation projects.

1. Key Challenges and Possible SolutionsLanguage Barrier
2. Russian language proficiency varies across countries. Proposed solutions:

• Promote English as a common working language
• Expand English-medium programs at universities
• Establish English Clubs within institutions

1. Cultural Differences
2. Some countries are hesitant about deep integration. To address this:

• Organize joint cultural festivals and camps (e.g., Culture Camps)
• Create a Central Asia Student Tourism Association

1. Educational Barriers
2. Variations in education systems and credit transfer due to uneven Bologna Process participation.
3. Solution: Harmonize education systems and promote standardization through the Bologna Process.
4. Economic Barriers
5. Differences in GDP across countries affect exchange program accessibility.
6. Solution: Provide government and international funding, grants, and scholarships to support student initiatives.

Key Idea: The creation of a Central Asia Student Alliance can serve as a platform to unite the region’s youth through shared education, cultural exchange, and collaborative projects.

• This is a vital step toward nurturing a new generation of leaders focused on cooperation, sustainable development, and regional integration.