Abstract

Two decades ago, Kyrgyzstan, Tajikistan and Uzbekistan emerged as new independent states in the territory of post-Soviet Central Asia. During the 1990s these countries transformed themselves from constituent republics of the Soviet Union into independent states. This transformational process was accompanied by the establishment of national education systems in all former Soviet states. According to the World Bank assistance strategies and reform recommendations institutional reforms aimed at decentralization were introduced across all three states. The extent to which these developments actually promoted a significant ‘break through’ in greater school autonomy (as opposed to representing a symbolic desire for change) is examined in this thesis. This study is empirically driven, and contributes to the body of literature seeking to explore and explain institutional transformation in public schooling in the former Soviet countries. The primary objective of this study is to explore and compare the patterns in public schooling management in three post-soviet countries concerned, and, drawing on the premises of institutional theory, to explain the educational changes observed.

The seminar can also be attended online via http://collab8.adobeconnect.com/kazakhstan_seminars