Ethiopia and Kazakhstan share many similarities in culture and economy. They are accordingly beefing up their diplomatic relations and multilateral cooperation to further upscale their relations. Among the major areas of cooperation that has not been exploited so far is education. Samson Dawit Bekele, 3rd year undergraduate Computer Science student at Al-Farabi Kazakh National University explains his breathtaking experience as a University Student in Kazakhstan and reflects on how the two countries should uphold exchanges in education, culture and public diplomacy. Enjoy reading!
What inspired you to choose Kazakhstan for your studies, and what were your initial impressions of the country?
As a high school student, I was determined to pursue my studies at a top research university. Naturally, I turned to platforms like QS Rankings and Times Higher Education, searching for highly-ranked institutions. After graduating during the pandemic—a time when opportunities were scarce—I was fortunate to spend that period in Turkey studying the Turkish language. While I had the option to continue my education there, I found myself yearning for a more compelling opportunity. If one didn’t present itself, I was prepared to return to Ethiopia to continue my studies.
Just as my time in Turkey was coming to an end, I came across Al-Farabi Kazakh National University, a research university ranked 150th on the QS World University Rankings in 2022. Intrigued, I delved deeper and was thrilled to discover that they offered scholarships. Upon consulting my Kazakh friends, I learned about the university’s prestigious reputation and how competitive admission could be. Without hesitation, I applied as an undergraduate Computer Science student through the Bologna Process scholarship program.
After passing a psychology test and interview, I was accepted into the scholarship program, which waived my tuition fees and provided a monthly stipend. While the stipend is modest and I am responsible for covering most of my expenses, the opportunity was invaluable—especially given the university’s reputation and my aspiration to become a research scientist.
Though life as an international student has its challenges, my experience in Kazakhstan has been overwhelmingly positive. The people are warm and welcoming, and Almaty, with its lush greenery and stunning mountain views, is nothing short of breathtaking. It felt like stepping into a scene from a movie, and I immediately sensed that I would thrive in this environment.
How have the cultural differences between Ethiopia and Kazakhstan influenced your study and life experiences here? What commonalities have you found between the two cultures?
The cultural differences between Ethiopia and Kazakhstan are fascinating, and they have significantly shaped my personal and academic experiences. Coming from Ethiopia, where communal living, family values, and hospitality are deeply cherished, I was struck by the similarities in Kazakh culture. In Kazakhstan, hospitality is equally central to daily life. People are incredibly warm and welcoming, often eager to assist, especially when they realize you are an international student.
What impressed me the most was the mutual respect that permeates social interactions. Professors, regardless of their status, greet students with warmth and respect, often shaking hands—a gesture that is not as common in Ethiopia. There’s a profound humility in the way people interact, both academically and socially. This is also reflected in the respectful terms used in everyday conversations, such as “agai” (older brother) and “apai” (older sister), which convey not just age but a deep sense of respect and closeness. This dynamic feels more pronounced than what I experienced back home, giving a special significance to interactions in Kazakhstan.
However, some cultural differences posed challenges. The language barrier has been the most significant, as Kazakh and Russian are the dominant languages. Although this initially made communication difficult, it became a valuable opportunity to develop new language skills, enhancing my ability to navigate cross-cultural situations. I have learned enough Kazakh to get me by in my day-to-day routines. This experience has encouraged me to become more independent, especially in my studies and daily routines.
Another noticeable difference is the approach to family life. In Kazakhstan, it is common for people to marry and start families earlier, often around the ages of 22 or 23, striking a balance between family and career. In Ethiopia’s big cities, however, marriage typically happens later, closer to 30, as people focus more on personal and career development before settling down. Despite this difference in timing, the importance of family is a common thread in both cultures, influencing how I view relationships and balance personal and academic life here.
One of the most remarkable aspects of Kazakh society is its meritocratic nature, at least from my experience. In Kazakhstan, your skills and knowledge are what matter most, and I have never faced discrimination or bias based on my background. This merit-based environment has been incredibly refreshing, especially after living in other countries where challenges like racism were more prevalent. This culture of meritocracy was a key for me to join my department’s scientific institute laboratory, where I’ve had the chance to engage in real-world research and contribute to research. This opportunity has been transformative, reinforcing my belief that hard work and ability are genuinely valued here.
Are there any aspects of the Kazakhstani education system that you believe could be beneficial to implement in Ethiopia? Which Kazakhstani approaches to learning do you particularly appreciate?
One of the standout features of the Kazakhstani education system is how personal and practical the lessons are. Given that I attend a public university, I was pleasantly surprised by the small class sizes, which have made the lessons far more interactive, thorough, and effective. The classes are divided into three main types: lectures, seminars, and labs, each serving a specific role in the learning process.
In lectures, the focus is primarily on theoretical knowledge, with professors presenting the fundamental concepts of the subject. This is followed by seminars, where students are divided into smaller groups for more interactive discussions. In these seminars, students ask questions, engage in debates, and give presentations on topics from the previous lectures. The intimate setting fosters confidence, encourages participation, and strengthens understanding. It also allows students to receive immediate feedback, building a solid foundation for their learning.
The third and perhaps most important type of class is the laboratory session, where theory meets practice. Here, students are given challenging tasks to test their comprehension of the lecture and seminar materials. Whether it’s coding, experimenting, or presenting, these lab sessions ensure that students not only understand theoretical concepts but also know how to apply them to real-world problems. Depending on the complexity of the task, lab sessions can range from 20 minutes to several hours, giving students the time they need to fully grasp the material. Additionally, students are encouraged to take supplementary courses from Massive open online course (MOOC) platforms like Coursera, which broadens their understanding of the course material through diverse perspectives.
One aspect of the Kazakhstani education system that I believe could be immensely beneficial for Ethiopia is this balance between theoretical knowledge and practical application. The integration of lectures, seminars, and lab sessions promotes active participation, critical thinking, and hands-on learning—all crucial skills for fields like computer science. In Ethiopia, the education system is often more theoretical, with fewer opportunities for students to apply their knowledge in practical settings. Adopting a similar approach to smaller class sizes and hands-on lab sessions in Ethiopia could lead to a more engaged and better-prepared student body. This would also help address the issue of high student-to-teacher ratios by allowing for more focused, personalized instruction.
Additionally, Kazakhstan’s approach to research is another area that could benefit Ethiopia. Even as an undergraduate student, I was able to join research groups and work in well-equipped laboratories, experiences usually reserved for postgraduate students in many other countries. The accessibility of these research facilities to students who demonstrate initiative and academic excellence is something I deeply appreciate. I’ve had the honor of winning national competitions, such as the National Republican Competition of Undergraduate Student Works, thanks to this meritocratic and supportive environment.
Moreover, the research opportunities available in Kazakhstan are exceptional. Kazakhstan’s significant investment in research and innovation is also a model that Ethiopia could follow. Each year, Kazakhstan allocates over 300 million dollars towards research grants, fostering an environment that encourages scientific and technological advancement. Programs like grant funding, mega-projects, and competitions for young scientists’ funding create a fertile ground for research. Such initiatives could greatly benefit Ethiopia by nurturing local talent and supporting innovative projects in fields like technology, agriculture, and public health. These investments would help Ethiopia build a robust research culture and connect its academic community to the global scientific arena.
Additionally, Kazakhstan’s Bolashak program stands out as an exemplary initiative. This government-sponsored program supports graduate students and postdoctoral researchers to study abroad at over 400 top-tier institutions worldwide. Besides covering tuition and travel costs, Bolashak provides a generous stipend, ensuring students can focus on their studies. Upon returning home, they contribute to the development of Kazakhstan, a model Ethiopia could emulate to promote brain power and global collaboration.
Another feature of the Kazakhstani education system that I think would benefit Ethiopia is the practice of assigning academic advisors to undergraduate students. These advisors help with academic-related issues and guide students through their educational journey. This personal connection ensures that students have support when they face academic or administrative challenges, which can significantly reduce stress and help students focus on their learning.
Lastly, for PhD students in Kazakhstan, there’s a unique requirement to have two supervisors: one local and one from a reputable foreign university. This ensures students receive high-quality, well-rounded mentorship and engage with global scientific communities. In addition, Kazakhstan offers a multitude of exchange programs at all academic levels, allowing students to gain international exposure and broaden their academic horizons. This approach will undoubtedly pay off in the long run, positioning Kazakhstan as a global leader in science and technology, producing a new generation of scientists. Introducing similar structures in Ethiopia could enhance the quality of postgraduate education and research, while fostering international collaboration.
How has your experience in Kazakhstan changed your worldview and influenced your understanding of global citizenship?
Studying in Kazakhstan has dramatically broadened my perspective on global citizenship. I now understand that being a global citizen means more than just interacting with people from different countries—it involves appreciating and respecting their histories, values, and worldviews. It has made me more adaptable, open-minded, and conscious of the interconnectedness of our world.
Before coming to Kazakhstan, I had already lived in two different foreign countries, which gave me some exposure to global issues. However, my time here has further deepened this understanding. Interacting with students from all over the world, experiencing the education system firsthand, and engaging with diverse cultures have provided me with a more nuanced perspective. I’ve gained a deeper appreciation for how global cooperation, cross-cultural exchanges, and education can shape the future and tackle shared challenges. Kazakhstan’s multicultural environment, situated at the crossroads of Europe and Asia, has also reinforced my belief in the importance of inclusivity and diversity of thought in fostering meaningful connections.
I now realize that global citizenship is not just about recognizing diversity but also about fostering an environment where different ideas, cultures, and knowledge systems can coexist and collaborate. Kazakhstan, being at the crossroads of Europe and Asia, exemplifies this blend of cultures and traditions, which has significantly influenced my worldview.
What projects or initiatives related to international cooperation would you like to implement upon your return to Ethiopia?
When I return to Ethiopia, my primary goal is to apply the knowledge and experience I’ve gained in Kazakhstan to foster international cooperation, particularly in the fields of education, research, and technology. One of the key initiatives I would like to implement is establishing partnerships between Ethiopian universities and prestigious international institutions like Al-Farabi Kazakh National University, Nazerbayev University, and Kazakh-British Technical University, to name a few. These partnerships could facilitate student and faculty exchange programs, joint research initiatives, and collaborative projects that would enable Ethiopian students and scholars to gain global exposure and enhance their academic and research capabilities.
In particular, I believe that adopting Kazakhstan’s model of investment in research and innovation could be transformative for Ethiopia. Kazakhstan allocates significant funding toward scientific research, providing opportunities through grants, mega-projects, and competitions aimed at young scientists. This system promotes a culture of research and development that Ethiopia could greatly benefit from. By creating similar programs in Ethiopia, we can support local researchers and encourage innovative projects that address the country’s unique challenges in areas like technology, agriculture, and public health. These investments would not only nurture local talent but also create opportunities for Ethiopian researchers to collaborate with global experts and institutions, ensuring that Ethiopia contributes to and benefits from the global scientific community.
Additionally, I would like to introduce a Bolashak-inspired program in Ethiopia. Kazakhstan’s Bolashak program, which sponsors graduate students and postdoctoral researchers to study abroad at top-tier institutions, is an incredible initiative that invests in brainpower and strengthens the country’s future. Ethiopia could benefit from a similar program that would provide full scholarships to promising students, covering tuition, travel, and a stipend. Upon returning, these students would be equipped to contribute significantly to Ethiopia’s development in science, technology, and education. By investing in its brightest minds, Ethiopia could accelerate its progress in various fields.
Beyond higher education, I am also passionate about promoting the adoption of online learning platforms and digital education in Ethiopia, similar to Kazakhstan’s integration of MOOC platforms like Coursera. In Ethiopia, access to quality education, especially in remote or underserved areas, remains a significant challenge. By implementing government-supported programs that provide widespread access to online courses and resources, we can bridge the educational gap and offer students a wider array of learning opportunities. This initiative could also help local educators integrate international teaching methods and cutting-edge content into their curricula, which as a result raises the overall quality of education in Ethiopia.
Furthermore, I would love to work on initiatives that foster cultural exchange programs between Ethiopia and Kazakhstan. These programs could allow students from both countries to experience each other’s cultures, gain insights into different educational systems, and develop a deeper understanding of global citizenship. By promoting cross-cultural learning, these programs would not only enrich students academically but also encourage tolerance, cooperation, and a sense of shared responsibility in addressing global challenges. Such exchanges would be a powerful tool in strengthening diplomatic and cultural ties between our two nations.
Finally, I plan to advocate for Ethiopia to implement dual-supervision programs for PhD students, similar to Kazakhstan’s requirement for having both a local and an international supervisor. This would ensure that Ethiopian postgraduate students receive well-rounded mentorship and are exposed to diverse perspectives from global academic communities. These initiatives, alongside expanding exchange programs for students at all academic levels, would foster stronger international collaborations, enabling Ethiopia to play a more active role in global research and knowledge exchange.
By implementing these projects, I hope to contribute to the development of Ethiopia’s educational and research infrastructure, helping to nurture the next generation of thinkers, innovators, and global citizens.
Thank you for your time!
Thank you!
BY STAFF REPORTER
THE ETHIOPIAN HERALD SATURDAY 30 NOVEMBER 2024
