U.S. EDUCATORS DISCOVER REALITY OF TURKMEN

C O N F I D E N T I A L SECTION 01 OF 02 ASHGABAT 001280

SIPDIS

STATE FOR SCA/CEN; EUR/ACE; SCA/PPD

E.O. 12958: DECL: 10/08/2019
TAGS: PREL SCUL SOCI TX
SUBJECT: U.S. EDUCATORS DISCOVER REALITY OF TURKMEN
EDUCATION

Classified By: Charge Sylvia Reed Curran, reasons 1.4 (B) and (D).


1. (C) SUMMARY: Nine professors and professional educators
from different institutions of higher learning in the United
States attended the International Education Conference held
in Turkmenistan during September 8-10. Several met with
Turkmen governmental officials or spoke with their
counterparts about education in Turkmenistan. Through their
interaction with local educators, the Americans noted severe
deficiencies in the curricula, materials, training and
standards in the Turkmen education system. END SUMMARY.

AMERICANS COME TO TURKMENISTAN WITH NO USG INVOLVEMENT

2. (C) A group of nine U.S. educators were invited by the
Government of Turkmenistan to participate in the recent
International Education Conference and Exhibition. Most of
the educators were identified through their close contact
with the higher education system in Turkey. The Turkish
Vice-Rector of the Turkmen-Turkish University had recently
visited several of the U.S. universities and personally
invited the attendees. Most of the U.S. educators had come
with the hope of expanding Turkmen student admission at their
schools.
LACK OF PROFESSIONAL STANDARDS

3. (C) Despite the special treatment given to the U.S.
professors, they uncovered a reality that starkly contrasted
with the conference,s lofty goals. Several of the U.S.
educators spoke with local educators and reviewed curricula
and invariably found it greatly lacking. One professor said
he analyzed the university level chemistry curriculum and
determined it to be comparable to a junior high curriculum in
the U.S. Another said that a university English language
teacher was unable to have a simple conversation with a
native English speaker.

4. (C) On repeated occasions, the U.S. educators were told
by local teachers that there were not enough books or
instructional materials for all the students. This was also
noted by one observer who said that students appeared to be
either unfamiliar with text books or unable to read them. As
a recommendation, the U.S. professors suggested an increase
in the number of faculty exchange programs. Several were
told that some universities were in particular need of
English speaking instructors.
TECHNICAL SPECIALISTS LACKING

5. (C) A few U.S. professors remarked on the massive
construction activity in Ashgabat and found that the
engineers and architects were generally foreigners (Turkish
or French). The professors expressed a sense from their
Turkmen hosts that the Turkmen feel the need to train their
own technical workforce rather than provide liberal arts
education.
STUDENTS MUST ATTEND CLASSES, BUT THAT DOES NOT FORCE THEM TO
PAY ATTENTION

6. (C) A recent Junior Faculty Training Program alumni
commented that since his return to the Turkmen university
system, he has been embarrassed by the inattention of his
students. In a culture rife with bribery, the professor
commented that while students are required by law to attend
lectures, they simply do not pay attention. As he described
it, students are reading, listening to music, or sleeping,
but are not engaged in learning. (COMMENT: The culture of
bribery creates an environment whereby the students pay for a
slot at the university and can pay for their degree, so they
feel no need to study. END COMMENT.) Interestingly, one
government official assured one of the visiting U.S. scholars
that the education system in Turkmenistan is free, and places
at university are not bought. (COMMENT: Embassy sources say
that slots can cost from $5,000 to $50,000. We have heard
figures as high as $100,00 quoted for places in the very
popular law departments. There are university positions
available for only 3% of graduating high school students due
to a lack of universities and colleges. END COMMENT)
ROLE OF TECHNOLOGY

7. (C) Several professors commented on the juxtaposition of
Turkmen educators, desire to institute computer distance

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learning with the lack of technology, including reliable
Internet. One also questioned the actual demand for this
method. He said there seemed to be grandiose plans for
technology, but little action to realize them. One example
was that teachers throughout the country are unwilling to use
the new Smart Boards provided in classrooms, because they
could lose their jobs if the equipment breaks.
UNQUALIFIED FOR EXCHANGE PROGRAM

8. (C) Romanian Ambassador Homula (protect),whose country
has a bilateral MOU on education with Turkmenistan, told us
that the students in the exchange program are woefully
unprepared for university study. Students are recruited
exclusively by the Turkmen government for up to 20 slots
primarily in oil and gas studies, engineering, and
international affairs. The students did not know how to use
a textbook, and despite choosing to study engineering or
energy studies, they were unable to read a graph or
understand basic principles of Algebra, let alone higher
math. Homula said his country had been prepared to give the
students a preparatory year of language study to learn
Romanian before starting university, but not a full high
school curriculum. The Romanians are now considering
providing technical training in Ashgabat to clear up math and
science deficiencies before sending the students to Romania
for language training.

9. (C) COMMENT: The visit by U.S. educators shone more light
on the massive deficiencies in the Turkmen education system.
While high-level education officials are pushing for the
Internet and Smart Boards, teachers and professors are
unfamiliar with textbooks and material. The Niyazov era
dealt a vicious blow to Turkmenistan,s education system and
the current culture of investing in bricks and mortar is
doing little to rectify the many underlying substantive
weaknesses. END COMMENT.
CURRAN