Turkish Universities in Ottoman Army Boots

Turkey’s new Foreign Minister, Mr. Ahmet Davutoğlu, is known to be one of the masterminds of the country’s so-called neo-Ottoman foreign policy.

The new policy relies on several premises such as: Considering the countries and lands that once composed the Ottoman Empire as the natural zone of Turkey’s influence; reliance on cultural, religious, diplomatic and economic relations and resources –“soft power” – to exercise influence; in contrast to the traditional Kemalist doctrine, taking a more positive stance on the Ottoman past.

An important component of the “soft power” is education. Turkish public and private institutions of higher education, with the benediction and support of the government, have been very active in neighboring countries and regions in the past few years. Many Turkish owned or affiliated HEIs, particularly private ones, have sprung up in Georgia, Kurdistan region of Iraq, Turkish occupied northern Cyprus, Azerbaijan, etc.

This is, of course, in sharp contrast to what we witness in Armenia. No Armenian public or private HEI has even been able to establish a reasonable presence outside Armenia including in Armenian populated regions such as Artsakh, Jakhaveti region of Georgia, Southern Russia, etc. Inside the country, one gets the impression that the Ministry of Education and Science is doing all it can to weaken and even eliminate the private sector. The public institutions are not in a better shape; plagued by insufficient funding and corruption. With shaky grounds in the home market, no HEI can naturally venture abroad.

Turkey the Savior

During his visit to Azerbaijan at the end of May 2009, Mr. Davutoğlu made a speech at Qavqaz University; an institution affiliated to some Turkish private interests and an NGO called Çağ Öğretim. Were present: Çağ Öğretim Chairman Mr. Enver Özeren, Rector Mr. Ahmet Saniç, faculty members, and some students.

Azerbaijan has, of course, never been part of the Ottoman Empire, and has historically been part of the Iranian civilization before being annexed by Russia. There was only the short episode of Ottoman adventurism in the South Caucasus 1918-1919, motivated mainly by Baku’s energy resources.

As diplomat, Mr. Davutoğlu can naturally tell the story differently, or even reinvent history to fit his neo-Ottoman doctrine. Portraying a “big brother – little brother” scenario (Turkey is of course the big one) and playing on Azerbaijani paranoia, Davutoğlu’s speech is an interesting text. The speech was reported by Zaman Turkish daily; I am in []:

The descendents of Nuri Paşa the Ottoman General

Noting that Turkey and Azerbaijan were brother countries and strategic partners, the foreign affairs minister said this was the reason he had made his second official overseas visit to Baku after Cyprus.

He highlighted the importance of the schools opened by Turkish entrepreneurs in Azerbaijan and said: “There may be people who are working to create problems between the two countries. But as long as there are good institutions like the Caucasus [Qavqaz] University where Turkish and Azeri brothers work together, ill-intentioned people can never reach their goals.”

Stating that Turkey and Azerbaijan have shared the same fate for a very long time [?], the minister highlighted that the educators who came from different parts of Anatolia to volunteer in Azerbaijan have the same goal as the people that came under the command of the Ottoman General Nuri Paşa in 1918 to save Azerbaijan from occupation [?].

Davutoğlu went on to say, “Look at the irony of fate. The grandchildren of those who came a century ago from Konya, Trabzon, Diyarbakır, Van and Zonguldak and who fought together with their brothers from Gence, Şeki, Nakhichevan and Karabakh are now here to establish educational facilities on these lands. I believe they have the same fate. They fought on the frontlines to protect Azerbaijan and you educators are sharing your knowledge with your brothers to protect Azerbaijan [protect from what/who?]. Your grandparents fought to make this country their native land [it wasn’t their native land? So who was exactly occupying what?] and you here are sharing knowledge to give strength to this country, and increase its population in the world [!? Does one need university education for this?].”

The Ottoman Turkish army under the command of Nuri Paşa fought to protect Baku from Russian, English and Armenian occupation in 1918 and lost 130,000 soldiers in the battle. The soldiers were buried in the Hiyabani Martyrs' Cemetery in Baku. After the Turkish army liberated Baku and Azerbaijan declared its independence, military teachers set up a school in Gence, where they trained Azeri youth.

Sharing his advice with the students, Davutoğlu said an ideal university student should have 3 important goals: finding a good job [!], learning international values very well [international values?] and adhering to national and spiritual values.

He explained that Caucasus [Qavqaz] University graduates, regardless of where they go, would encounter a Turkish population of 100 million in the world and added that the outside world needs to learn about this culture “sometimes from the verses of Fuzuli, sometimes from Mesnevi and sometimes from the works of Mimar Sinan.” [Intriguing but revealing choice by Mr. Davutoğlu as 2 out of these 3 representatives of Turkish culture were not Turks: Mesnevi was written by Mevlana Rumi, a Persian poet, Mimar Sinan was an Armenian architect serving the Ottoman Court.]

Foreign Universities Target Turkish Students

According to a report published by the Turkish Ministry of Education, via Zaman Turkish daily, European, American and some Asian universities that are facing decreasing numbers of applicants due to the ongoing global economic crisis are trying to attract Turkish applicants.

According to the report, 150 universities from 22 countries are now offering special incentives to attract Turkish students. The universities are trying to compensate for their losses by attracting a fraction of the 1.5 million Turkish students who were not accepted into university in Turkey -- only 300,000 out of the approximately 1.8 million students who take the Student Selection Examination (ÖSS) are accepted into a university in Turkey.

Universities based in the US, Britain and France are offering extra incentives and scholarships, some covering up to 80 percent of tuition costs. A number of language schools are also offering an extra week of lessons, free of charge, for every four weeks of paid classes.

The report says over 150 international universities and language schools have contacted the Turkish Ministry of Education's General Directorate of Study Abroad. Countries whose universities are currently seeking Turkish students reportedly include the UK, the US, the Netherlands, France, Estonia, Hungary, Italy, Germany, Austria, Australia, Denmark, Sweden, Malta, Lithuania, South Africa, Spain, Canada, Switzerland, and Qatar. The Turkish Ministry of Education closely monitors the offers of international universities and informs students about the opportunities available to them.

Degrees at Bargain Prices

The University of Reading in England offers scholarships of up to 7,000 pounds (4,200,000 AMD), Greenwich University offers scholarships of 1,000 pounds, Coventry University offers 1,500 pounds and the University of East Anglia offers scholarships of 1,000 to 1,500 pounds. The University of Bristol offers a scholarship covering up to 50 percent of tuition for those who apply by 31 July.

According to data provided by Turkish Ministry of Education's General Directorate of Study Abroad, there are currently 44,204 Turkish students studying abroad, while 16,656 international students study in Turkey.

The first choice of Turkish students seeking to study abroad is Germany, followed by the US and the UK. Approximately 27,000 Turkish students attend German universities, 12,000 attend universities in the US and 1,600 attend British universities.

According to the directorate, despite the ongoing global financial crisis, there has been a gradual increase in the number of Turkish students interested in studying in the US. They numbered 12,030 last year; a 4.6 percent increase compared to the previous year.

UNESCO World Conference 2009: Matsuura Speech

The UNESCO World Conference on Higher Education entitled “The New Dynamics of Higher Education and Research for Societal Change and Development”, was held 4-8 July 2009 in Paris, the 2nd such gathering convened by the organization (the first was in 1998), with more than 1,000 participants, including about 100 ministers and vice ministers of education, from around 150 countries.

The conference provided the participants with an opportunity to discuss and reflect upon the global trends in higher education including globalization, the increasing demand for higher education, impacts of information and communication technologies on education and research, and issues of massification, access and equity.

In his opening speech Mr. Koïchiro Matsuura, General Director of UNESCO, outlined the major trends of our times. Excerpts follow:

Excellencies, Ladies and Gentlemen,

The title of this World Conference reflects two beliefs.

First: that new forces are transforming higher education at a speed that could not have been foreseen 10 years ago.

Second: that an ethical purpose underpins the mission of higher education. As such, certain values must guide the ways in which we grapple and respond to these forces.

Let me briefly outline four main dynamics and their implications. I shall then offer some reflections on higher education’s role in today’s world ….

The first dynamic is the accelerating demand for higher education. Since 2000, an additional 51 million new students have enrolled in tertiary education worldwide. This is very good news, pointing to the expansion of secondary education and the perception that advanced degrees are essential for participating in our knowledge-driven societies. Furthermore, higher education must now be viewed from a lifelong perspective, as growing numbers of adults seek to enrol in courses to upgrade their skills and acquire new competences.

Stemming from this, the second dynamic is diversification because public funding alone cannot meet student demand. Public expenditure per student is much higher in tertiary education than at primary and secondary levels. The imbalance is especially dramatic in developing countries. As a result, we are witnessing the emergence of more complex, competitive systems with a variety of institutions and providers.

Private higher education has been the fastest growing component, accounting for more than 30 percent of enrolments worldwide and up to 70 percent in some countries. The boundaries between public and private are blurred, with hybrid entities evolving and cross border operations developing rapidly.

A third key dynamic relates to the impact of information and communication technologies (ICTs) on all aspects of learning, from delivering courses and knowledge sharing to collaboration on research projects and facilitating access to educational resources free of charge, as exemplified by the open resources community.

A fourth dynamic that closely relates to all the above is globalization. It is manifest in how we teach, learn, study, research and communicate. To cite just a few examples, globalization is reflected in the growing number of students studying outside of their home countries, in universities establishing branch campuses and off-shore academic programmes, and partnering with universities in other countries to set up degree programmes.

Excellencies, Ladies and Gentlemen,

Let me now turn to the implications of these trends and some of the policy tensions and challenges they are creating in the fields of equity, quality and institutional cooperation.

First, the equity challenge. Despite the explosive growth in student numbers, mass higher education is far from being a reality. Tertiary enrolments remain relatively low across the developing world: 6 percent in Africa; 11 percent in South and West Asia; 23 percent in the Arab States; and 26 percent in East Asia and the Pacific. Despite improvements, women still face considerable barriers when pursuing higher education in Africa and South and West Asia.

OECD estimates that participation rates of 40 to 50 percent in higher education are considered vital to strong economic growth. Most regions are a long way from this, but trends show that enrolments will continue to increase. This poses considerable challenges in terms of providing enough places, ensuring that students are not discriminated against on account of wealth, gender, ethnicity or other factors, and maintaining high quality standards.

The 1948 Universal Declaration of Human Rights states that higher education “shall be equally accessible to all on the basis of merit.” But as participants at all regional conferences have pointed out, not all social groups are benefiting from the expansion of higher education. Cost remains an enormous barrier to access.

Even in countries where enrolment is high, inequalities persist. Like at all levels of education, special measures are required to enable more disadvantaged students to participate in higher education. From Mexico and Brazil to Uganda and India, there is evidence of efforts to open higher learning to aspiring students from more marginalized groups. These efforts should be supported and scaled up.

The second challenge is to assure quality in today’s global and diversified context, where some 2.5 million students study outside their home country and cross-border provision is on the rise. Quality assurance has as much to do with protecting students from fraudulent providers as with recognizing qualifications across borders and ensuring that students successfully graduate.

International cooperation in this field has been intense. The Bologna Process, a landmark in the past ten years, has led to the creation of a European area of higher education and research and a common degree structure. Similar areas are emerging in other regions.

UNESCO has established six regional conventions on the recognition of qualifications that have been ratified by over 100 member states. We are in the process of updating two of these Conventions – for the Africa and Asia-Pacific regions – to reflect the new dynamics I have just mentioned.

In 2002, UNESCO launched a Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications. This has generated a number of partnerships.

With the OECD, it has led to the establishment of guidelines for quality provision in cross-border higher education; with the European Union and the Council of Europe to the creation of networks of information centres for the recognition of qualifications; with Hewlett Packard to a project on reversing brain drain; and with the World Bank to a global initiative for building capacity in quality assurance in developing countries. We are also setting up an information portal on higher education institutions to help students make informed decisions and protect them from misleading information.

Another central aspect of quality assurance is the staffing of higher education institutions. Average qualifications for academics in many countries are declining; many universities employ part-time professors who have full time appointments in other institutions. Qualified academics in developing countries are attracted by higher salaries abroad, contributing to the “brain drain”.

Policies must be developed to provide adequate working conditions for academic staff, in line with the 1997 Recommendation Concerning the Status of Higher Education Teaching Personnel. Trust in the value of higher education will be deeply eroded if institutions are unable to attract and retain qualified staff, and offer them adequate conditions to pursue teaching and research.

This leads to my third point – the importance of institutional cooperation and networking in research, knowledge creation and sharing. Higher education cannot prosper without the sharing of knowledge. UNESCO Chairs and UNITWIN networks are instrumental in encouraging this process.

All our regional conferences have underlined the importance of regional areas for higher education and research inspired by the Bologna model, but responding to regional specificities. These knowledge hubs are emerging in all regions and have the potential to encourage mobility and communication among students, scholars and researchers. They also have the potential to reduce inequalities between countries, regions and groups by strengthening regional centres of excellence.

Such cooperation is likewise crucial for fostering a sense of shared social responsibility, a specific theme of this Conference.

As I stated above, higher education institutions play a strategic role in finding solutions to today’s leading challenges in the fields of health, science, education, renewable energies, water management, food security and the environment.

The world needs the engagement of higher education institutions to achieve internationally-agreed development goals, including the Millennium Development Goals aimed at eradicating extreme poverty and the goals of Education for All.

We need higher education institutions to train teachers and planners, to conduct pedagogical research and develop relevant curricula that integrate the values of sustainable development.

Higher education offers diverse paths to learning, but all must be grounded in a sense of civic engagement and social responsibility.

Because we live in a globally interdependent world, part of our cooperation must aim to strengthen higher education systems in least developed regions…

Excellencies, Ladies and Gentlemen,

There is no question that governments face very tough policy choices. They are under enormous pressure in developing regions to expand all levels of the education system. They are now grappling with the financial and economic crisis that could lead to cuts in education and research budgets and put pressure on institutions to increase fees. This is the time to advocate for counter cyclical spending in education. Past financial crises have actually led to increased demand for tertiary education.

Speaking at Cairo University last month, US President Barack Obama defined education and innovation as the currency of the 21st century. Several governments in Asia have already expressed their determination to continue investing in research because they know it is a key to being competitive when the recovery sets in.

Participants in today’s conference come from governments, higher education institutions, civil society groups, the private sector, and bilateral and multilateral agencies. We share a mutual interest in developing vibrant inclusive higher education systems. Such systems have the potential to promote peace, international understanding and cooperation. They are a key to nation- building and to productive engagement in regional and global research arenas.

The role of international cooperation is imperative because no institution can function in isolation. Governments must work with national objectives in mind, to ensure access on the basis of merit and to promote quality standards and stimulate innovation and research. But they must do so with a global outlook. It is through sharing ideas and knowledge that our societies will become more prosperous and sustainable.

Excellencies, Ladies and Gentlemen,

The 1998 conference led to the establishment of two networks: the UNESCO Forum on Higher Education, Research and Knowledge, and the Global University Network for Innovation. Both have generated research and policy debate on issues related to globalization and higher education.

I am confident that this 2009 World Conference will lead to a dedicated and dynamic association of major partners and donors to guide and support the development of higher education, with particular attention to increasing opportunities and stimulating innovation in low-income countries.

We must be careful of ideological divides: of pitting public against private, national sovereignty against integration, globalization against cultural diversity. We are here to encourage innovative thinking in terms of complementarities and synergies. We must strike a balance between cooperation and competition with a view to promoting excellence for the largest numbers.

Throughout the ages, higher education institutions have stood as beacons of learning, intellectual debate, critical thinking and innovation. Those who were in high school when we held our last World Conference in 1998 have now reached university age. For them and for the next generations, we must ensure that higher education opens horizons and responds to individual and national aspirations. This Conference offers us a landmark opportunity to put into action our collective responsibility and ambition to make higher education in all regions a driver of development and international understanding in this second decade of the 21st century.

Thank you

Videoconference Connects University Students on Many Levels

According to AGBU official blog, via Armenian Reporter, AGBU - Armenian Students Forum and the AGBU Young Professionals of Yerevan organized a video conference between Armenia-based and Diaspora students on 14 March 2009.

Armenia-based students numbered over 40 and were from 5 Yerevan universities: Yerevan State University, the French University in Armenia, the Russian-Armenian (Slavonic) University, Yerevan State Pedagogical University, and the Armenian State University of Economics.

The Diaspora students were from 6 universities in the greater New York area, U.S.A: Columbia University, Hofstra University, Hunter College, Nassau Community College, Queens College, and Rutgers University.

According to the AGBU report, the discussions concerned Armenian students today, with emphasis placed on the differences between student life in Armenia and the United States.

After a brief introduction, the U.S. students were able to familiarize themselves with the practices of higher education in Armenia directly from their peers and to relay to them their experiences of college learning.

Apart from the structure of education, the students also discussed less formal subjects such as gender perceptions, family roles, job prospects, the global economic crisis as well as the elections in Armenia and America, and their implications for Armenian students. Topics such as stereotypes of Diaspora Armenians and Armenia-based Armenians and cultural differences were made evident at some points and created some enlightening moments.

To read the report in full, please click here.

International School in Dilijan Project Launched

Arka news agency reports that the project to establish a major international school in Dilijan is under way.

Mr. Ruben Vardanian, Brand Chairman and CEO of Russia-based Troika Dialog Group, who is the initiator of the project met with Prime Minister, Mr. Tigran Sargsian, on 8 June 2009 to introduce him to the project.

The construction project is rather complex as the school will be in line with international standards. Some 550 secondary students are expected to study there under foreign specialists. The language of instruction will be English.

“The school graduates will acquire necessary knowledge and skills to enter universities,” the Government’s press service said. It added that the Premier hailed the project and said that it would be in the government’s spotlight.

Focus Pocus: Carolus Magnus

The Armenian website of the so-called European Carolus Magnus University (ECMU-Armenia) has a pop-up informing visitors that the “university” has discontinued offering courses in Armenia. Students can, however, continue their studies by distance learning “on the same conditions” for courses delivered at the “university” headquarters in Brussels.

Meanwhile, the university’s phone number has been already transferred to a new subscriber; a private individual.

ECMU entered the Armenian higher education market more than a year ago in association with a certain “European Economic Chamber of Trade, Commerce and Industry (EEIG)”.

Last year, thanks to its European appearance, an information session held in a famous Yerevan hotel, and a rather nicely done website, it managed to recruit few students as well as hire some local faculty for its Master of Business Administration (MBA) program. The 2-year program cost 3,800 Euros. ECMU claimed that “after graduation in two years the students will get MBA diploma from Belgian Carolus Magnus University” and that “in the fourth semester, the students will be given the opportunity to study by distance in one of the European Universities, which recognize the ECMU teaching programs and get their diplomas”.

I am not sufficiently informed of the reasons behind ECMU’s withdrawal from Armenia. I hope readers who are better informed will comment on this. What I have been able to find out is the interesting fact that such a university does not exist in Belgium at all! In other words, it seems that ECMU is, purely and simply, a diploma mill.

In an article dated 31 January 2008 in La Libre Belgian newspaper, Mr. Christophe Lamfalussy describes his visit to the “university headquarters”, the official address stated on the university website. No one in the building knew much about the “University”; they had only heard the name of a certain Austrian named Heinz Vejpustek (the founder of the “university”) who occasionally rents a conference room in that building.

Interestingly, the same Vejpustek is the founder and the chairman of the so-called European Economic Chamber of Trade, Commerce and Industry.

Christophe Lamfalussy goes on to reveal that ECMU is, in fact, registered in the state of Delaware, U.S.A., as family business. The Belgian as well as the other branches in Greece, Romania, Slovakia, Armenia, and China are simply subsidiaries of a non-existent institution that Vejpustek established thanks to certain flaws in local laws and regulations.

In French-speaking region of Belgium, for instance, the English word ‘university’ is not regulated and therefore a business can easily call itself as such without conforming with the licensing procedures of the Ministry of Education.


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Pictures via ECMU-Armenia website: Few misinformed but happy ECMU students who were “exploring the possibilities …, their future …, their world” (ECMU slogan) at a picnic in Dilijan last year.

World Bank Extends Credit for Education Project

According to Arka news agency, in its meeting dated 13 May 2009, the World Bank Board of Directors approved a 25 million USD credit for the Armenia 2nd Education Quality and Relevance Project.

The credit by the International Development Association (IDA) will assist Armenia in its efforts to improve the quality and relevance of its educational system, to ensure that students graduate with competitive skills. This is the 2nd phase of the 2nd education project supported by the World Bank over the past 12 years in Armenia.

The project will enhance the curriculum and teaching methods, the readiness of children entering primary schools, and the integration of the Armenian tertiary education system into the European Higher Education Area.

According to the WB, past projects in Armenia have accomplished “a great deal”: The National Curriculum Framework has been developed, a transparent examination system and enhanced capacity to assess student performance has been introduced, along with the creation of the Assessment and Testing Center, the National Center of Education Technology, and an effective Computer Revolving scheme which has allowed 85 percent of the schools in the country to set up computer labs.

“This new project builds on the achievements of Armenia’s reforms so far, while extending the agenda to encompass preschool and higher education,” said Juan Manuel Moreno, leader of the World Bank team for the project. “It will comprehensively support the Government’s efforts to accelerate the implementation of preschool, general and tertiary education reforms despite the adverse consequences of the global economic crisis.”

WB hopes that the project will help the Armenian Education system meet critical challenges that include reversing the current deterioration – in enrollments and in quality – of preschool education; supporting the implementation of the 12-year general education system; improving teacher quality through pre-service and in-service training; and, contributing to Armenia’s integration in the European Higher Education Area.

The 2nd Education Quality and Relevance project focuses on enhancing the Quality of General Education. Activities will aim to increase the readiness for general education of approximately 8,750 children, while 140 of the poorest communities will benefit from targeted grants to enhance the quality of preschool education. The quality of teaching will be improved through training of 2,750 secondary school teachers and 150 principals, and by creating a school improvement network. In addition, investments will ensure that all schools in Armenia are equipped with up-to-date technologies, that about 400 of the most remote schools are connected to the Internet, and that these technologies effectively enhance learning. Further, the curriculum and assessment of the 12-year general education system will be improved so that future graduates will be equipped with relevant and competitive knowledge and skills.

The project also aims at supporting higher education reforms to help achieve standards similar to education systems in Europe. The project will establish and strengthen the capacity of the National Quality Assurance system for higher education. An integrated Tertiary Education Management Information System (TEMIS) will be created to support policy planning, management, monitoring and evaluation of performance of education. The component will also support the design and piloting of a sustainable financing system for tertiary education, including student loans and a Competitive Innovation Fund for the financing of Universities.

The Credit will be provided to Armenia on standard IDA terms, including 20 years maturity and a 10-year grace period.

Since joining the World Bank in 1992 and the International Development Association in 1993, Armenia has received approximately 1,187 million USD.