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Introduction People rarely think of economy and education as of the concepts that go hand in hand. On the contrary, for the most part, people are prone to drawing a clear line between these concepts. However, as the recent events in Central Asia, namely, Kazakhstan, Tajikistan, and other Central Asian states, show, the changes within the state economy trigger the necessity to adjust the educational system to the new requirements (Brown 2005, p. 61). Because of the lack of competent workforce, the Central Asian countries are forced to reconsider their system of education, which presupposes aligning the current one with the ones accepted in Europe and the U.S., so that Asia could train its students in order to acquire competent staff for its private and public companies and, thus, raise the state’s economic performance. Thesis statement Despite the fact that the introduction of new education principles and restructuring of the current Central Asian educational system will require much time, money and effort, which may possibly trigger even greater economical and financial concerns within the state, taking its current position within the realm of the world market a few notches down, in order to create the basis for the economic growth of such states as Tajikistan, Kazakhstan, and many others, it is necessary to provide the states with highly qualified workforce that will allow for better industrial, economical and financial performance of the private and public companies in Central Asia, which can only be possible if the current educational system is shaped so that the students are able to acquire up-to-date knowledge, train their professional skills and be able to cooperate with the West educational establishments, as well as get access to the latest academic researches, which will be much easier once Central Asia start cooperating with the West and accepts the Western educational model. Premises for the Change: A Little of Back Story While there is definitely nothing wrong with asking other states for support in education, it still must be admitted that Central Asia has been known for its independence and the lack of initiative regarding international cooperation, which begs the question why the governments of the Asian states seem to have agreed on resorting to accepting the Western concept of education, as well as restructuring their entire principle of education. True, the fact that the Asian specialists are getting out of touch with the progressive West and its academic and scientific innovations; however, in a standard situation, enhancing the cooperation between the Asian companies and the ones belonging to the Western states, as well as locating Asian companies in the West, might do the trick. Therefore, it seems that the situation is far more drastic than it might seem to an outsider. According to the recent statistics on Central Asian education, the following results call for immediate actions to be taken: Basic Methods and their Efficiency: What the Western Educational Strategies Can Offer Flaws and possible obstacles When it comes to defining the issues that the Central Asian people are most likely to face when the educational principles of America and/or Europe are applied to the state educational establishments, from schools to universities, one must mention the fact that not all teachers, let alone students, are able to adjust to rapid changes regarding the education process. As a result, a slight downgrade in the students’ performance can be expected. In addition, since the grading system adopted in Europe and USA is strikingly different from the one, which is traditionally used in Central Asia, teachers are also expected to face certain complexities in evaluating the students’ performance. The lack of understanding of how the new system works and what is demanded from them might affect the students’ and teachers’ motivation in a most negative way. Benefits and positive effects It would be wrong, however, to claim that the introduction of the European and, mainly, American system of education, as well as opening the Asian academic field to the outside researches and the ability to discuss the American and European innovations can only make the Asian states bump into new difficulties. One of the basic advantages of the academic cooperation between the states concerns the possibility of advancing communication issues, which can be achieved by helping the Asian students improve their English skills or even start learning English from the very beginning, which, in most cases, will be the most reasonable option, seeing how in Central Asia, little to no effort is put into advancing the English language as the language of international communication. As the recent research results show, the current state of English language learning leaves much to be desired in most parts of Central Asia, which can be explained by the lack of cooperation between the U.S. and Central Asia. The recent studies show that in the past decade, the command of the English language among the residents of Central Asia was rather low (Liu 2011, p. 77).The changes within the given field must affect the process of learning so that it could be adjusted to the needs of the Central Asian students. For example, the lessons could be conducted outdoors, claiming that for Central Asian students, “clarifying and rehearsing information is an activity done outside of class with friends, not inside with the lecturer whose time is valuable” (Larsom, Rancombe
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