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3rd Esruc Proceedings English - Eurasian Silk Road Universities
PROCEEDINGS OF ESRUC 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” ATATÜRK UNIVERSITY PUBLICATIONS : 1026 # PUBLISHER ON BEHALF OF ATATÜRK UNIVERSITY Prof.Dr. Hikmet KOÇAK President, Atatürk University EDITED BY : Prof.Dr. Sebahattin TÜZEMEN Vice-President, Atatürk University Asst.Prof. Ali Çağlar GÜLLÜCE Open Education Faculty, Atatürk University PREPARED BY : Prof.Dr. Sebahattin TÜZEMEN Vice-President, Atatürk University Asst.Prof. Ali Çağlar GÜLLÜCE Open Education Faculty, Atatürk University Zeki KOTAN Lecturer, Atatürk University DESIGNED BY : Muhammet S. KARACA Printed in Erzurum/Turkey by Atatürk University Publication Date - March 2013 ISBN: 978-975-442-200-9 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Honorary Committee Prof. Dr. Gökhan ÇETİNSAYA Prof. Dr. Hikmet KOÇAK President, The Council of Higher Education President, Atatürk University Organization Committee Prof.Dr. Sebahattin TÜZEMEN Vice-President, Atatürk University Prof.Dr. Nurinisa ESENBUĞA Head, Faculty of Tourism and Hotel Management Assoc.Prof. Mustafa ARIK Secretary-General of Atatürk University Assoc.Prof. Mahmut Sinan TAŞPINAR Faculty of Agriculture Assoc.Prof. Cahit AKSU Faculty of Fine Arts Asst.Prof. Ali Çağlar GÜLLÜCE Open Education Faculty Hadi GERGİT Asst. Secretary-General of Atatürk University Erkut S.KARATOPRAK Personal Secretary to President Zeki KOTAN Lecturer, Office Director to the Secretariat-General Mehmet CANCAN Application and Research Center for Computer Science Aysel ÇATAL Lecturer, School of Foreign Languages Birgül AKDAĞ Lecturer, School of Foreign Languages Copyright C 2013 by Atatürk University All rights reserved. No parts of this publication shall be processed/adapted, reproduced, stored in a retrieval system, circulated, recorded, transmitted, with cord/cordless or any technical, digital and/or electronic devices without prior written permission from Atatürk University. Contents were reproduced from author-provided text and presentation materials. Any costs incurred are the sole responsibility of the authors. Available electronically at : www.atauni.edu.tr/ESRUC Prof. Dr. Hikmet KOÇAK President of Atatürk University & ESRUC Consortium Foreword It is with deep satisfaction that I write this Foreword to the Proceedings of the 3rd Eurasian Silk Road Universities Convention (ESRUC) held in Erzurum, Turkey, October 10-13, 2012. This third conference is a continuation of a very successful past two ESRUC Conventions. This year’s proceedings provide an overview of the “Most Successful Projects in Your Administration”. The high quality of the papers and the discussion represent the thinking and experience of the experts in their particular fields.Their contributions helped to make the Conference as outstanding as it has been. It gives me much pleasure to witness a major milestone for all the participants to give a chance to start new relations and cooperation for the participated universities and institutions. Let me thank the university management, conference organizers, sponsors, participants, and all other stakeholders for their valuable contributions towards the success of the conventions. These Proceedings will furnish to scientific groups the world over an excellent reference book. I trust also that this will be an impetus to stimulate further study and research in all the related areas. The papers in this convention proceedings comprise over 30 articles. This year’s convention was convened in conjunction with Mimar Sinan International Olympics held in Trabzon Province/Turkey, October 15-18, 2012. Both events proved a real challenge to try and catch sessions in all of the various venues of interest. Membership in the ESRUC Consortium is open to all interested institutions. Additional copies of the current proceedings and all back issues can be obtained at: http://www.esruc.atauni.edu.tr. With this, it is also my prayer to gather enough strength to steer the ESRUC Consortium to greater heights. Prof. Dr. Hikmet KOÇAK President of Atatürk University & ESRUC Consortium BOŞ Professor Dr. Hikmet KOÇAK President of Atatürk University and ESRUC Consortium requests the honor of your presence at a Conference titled “1st Winter Summit at the Anatolian Summit (WISAS): Collaborative Projects on Tourism, Sports, Bio-Diversity and Global Changes.” Date: February 23 -26, 2012 Venue: Atatürk University, Erzurum Province/Türkiye. Please RSVP by email to [email protected] 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” ESRUC CONSORTIUM MEMBER INSTITUTIONS Afganistan Afganistan Afganistan Afganistan Arnavutluk Arnavutluk Arnavutluk Arnavutluk Azerbaycan Azerbaycan Azerbaycan Azerbaycan Azerbaycan Azerbaycan Azerbaycan Bangladeş Bangladeş Bangladeş Başkurdistan Başkurdistan Başkurdistan Bosna Hersek Fas Fransa Fransa Gürcistan Gürcistan Gürcistan Gürcistan Gürcistan Gürcistan Gürcistan Hindistan İran İran İran İran İran İran Irak Irak Irak Irak Irak İtalya İtalya Kazakistan Kazakistan Kazakistan Khurasan Institute of Higher Education Bakhter Institute of Higher Education Kabul Polytechnic University University of Bakhter Epoka University Agricultural University of Tirana Vlora University Tirana University of Tirana Azerbaijan Qafqaz University Azerbaijan Tourism Institute Azerbaijan State Agrarian University Nakhchivan State University Azerbaijan State Oil Academy Azerbaijan Medical University Azerbaijan Teachers Institute University of Information Technology and Sciences American International University Southeast University Zeynep Biyişeva Sterlitamak State Pedagogical Academy Bashkir State University Bashkir State Agrarian University International Burch University Abdelmalek Essaadi University University of Rouen FISU-International University Sports Federation Akhaltsikhe State Education University Akhalkalaki State Higher Educational Institution International Black Sea University Tbilisi State University Tbilisi State Medical University Shota Rustaveli State University Ilia State University KIIT University University of Tabriz Islamic Azad University Salmas Branch University of Tehran Payam Noor University Sufi Razi University Shiraz University Ishik University University of Baghdad University of Mosul Ministry of Higher Education University of Al Quadisiya University of Padua Magna Charta Observatory Academy of Civil Aviation Automobile Road Goncharov Institute Karaganda University-Bolashak Kazakhstan Kazakhstan Kazakhstan Kazakhstan Kyrgyzstan Kyrgyzstan Kyrgyzstan Kyrgyzstan Kyrgyzstan Macedonia Malaysia Malaysia Mongolia Morocco Pakistan Pakistan Pakistan Pakistan Pakistan Pakistan Romania Saudi Arabia Tajikistan Ukraine Yemen Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Automobile Road Goncharov Institute Karaganda University-Bolashak Al-Farabi Kazakh National University Gumilyov Eurasian National University Talas State University Academy of Governance Kyrgyzstan -Turkey Manas University International University of Kyrgyzstan Osh State University FON University International Islamic University Universiti Putra Malaysia National University of Mongolia Abdelmalek Essaadi University Higher Education Commission, Islamabad Karachi University Quaid-i- Azam University,Islamabad International Islamic University Preston Institute of Management, Science and Technology Institute of Southern Punjab Lumina University King Fahad Medical City Tajik Agrarian University Kherson State University University of Science & Technology Council of Higher Education TUBITAK The Turkish International Cooperation and Development Agency (TIKA) Atatürk University Abant Izzet Baysal University Afyon Kocatepe University Ağrı İbrahim Çeçen University Ahi Evran University Akdeniz University Ardahan University Bartın University Bayburt University Bitlis Eren University Bingöl University Celal Bayar University Cumhuriyet University Çanakkale Onsekiz Mart University Dicle University Düzce University Erzincan University Erzurum Technical University Fatih University Fırat University Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Türkiye Gazikent University Giresun University Gümüşhane University Hitit University Igdır University International Antalya University İnönü University Istanbul University Kars Kafkas University Kırıkkale University Kilis 7 Aralık University Kocaeli University Marmara University Medeniyet University Melikşah University Mevlana University Pamukkale University Rize University Tunceli University Trakya University Uşak University Yalova University Yunus Emre Institute Yüzüncü Yıl University Zirve University EXECUTIVE BOARD MEMBERS Prof.Dr. Hikmet KOCAK Atatürk University, Erzurum-Turkey President of ESRUC Consortium Prof.Dr. Mumtaz AHMAD International Islamic University, Pakistan Prof.Dr. Alessandro MARTIN University of Padua, Italy Prof.Dr.Timur-Ochir SANJBERG National University of Mongolia Prof.Dr. Asılbek AYDARALIEV International University of Kyrgyzstan, Kyrgyzstan Prof.Dr. Jajar JAFAROV Azarbaijan Tourism Institute, Azarbaijan Prof.Dr. Mohd. Saleh JAAFAR University Putra Malaysia, Malaysia Prof.Dr. Zurab VADACHKORIA Tbilisi State Medical University, Georgia Prof.Dr. Satyendra PATNAIK KIIT University, Bhubaneswar, INDIA Prof.Dr. Sebahattin TÜZEMEN Atatürk University, Turkey 3rd Eurasian Silk Road Universities Convention (ESRUC) 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” TABLE OF CONTENTS Foreword.................................................................................................................................................... 5 Proceedings ..............................................................................................................................................15 BUILDING A NEW STRUCTURE OF RESEARCH UNIVERSITY IN MONGOLIA: CASE OF NATIONAL UNIVERISITY OF MONGOLIA........................................................................... 16 Prof. Dr. Sanjbegz Tumur-Ochir, President, National University of Mongolia, Mongolia TOWARD BUILDING LINKAGES BETWEEN UNIVERSITIES AND LOCAL COMMUNITIES: THE IRD MODEL .................................................................................................................................. 19 Prof. Dr. Mumtaz Ahmad, Vice President, International Islamic University, Islamabad - Pakistan EXPERIENCE OF INTERNATIONAL UNIVERSITY OF KYRGYZSTAN (IUK) IN REALIZATION OF PROJECTS FOR TEMPUS PROGRAM OF EUROPEAN UNION .............................. 22 Aidaraliev A.A., President of IUK, Academician of NAS KR, Bekboeva R.R., Rector of Higher School of Magistracy, Docent Akylbekova B.J., Vice-president of International Relations THE RESEARCH ON TOURISM POTENTIAL OF THE WESTERN REGION OF AZERBAIJAN............. 24 Dr. Jafar Jafarov, Rector of the Azerbaijan Tourism Institute THE MOST SUCCESSFUL PROJECT TOWARDS BOLOGNA PROCESS: “CREATIVE AND INNOVATIVA THINKING AND THEIR INCORPORATION IN SYLLABI” ............... 27 Prof.Dr. Tina Gelashvili, Rector, Akhaltsikhe State University, Mary Sakhamberidze, Dean, Akhaltsikhe State University THE SPECIFIC OF TEACHING METHODS IN NATIONAL SCHOOLS .................................................. 29 S. S. Salavatova, L. M. Sandulova, M. H. Salavatov, Sterlitamak Branch of Bashkir State University, Bashkortostan ICT IN UNIVERSITY AUTOMATION: CASE OF DAFFODIL INTERNATIONAL UNIVERSITY ............ 34 M. Lutfar Rahman, Vice-Chancellor, Daffodil International University, Dhaka, Bangladesh KISS - GENESIS, RELEVANCE AND IMPACT........................................................................................ 39 Prof.Dr. Satyendra PATNAIK, Rector, KIIT University, Bhubaneswar, INDIA DISTANCE EDUCATION IN THE SYSTEM OF THE HIGHER EDUCATION OF THE KYRGYZ REPUBLIC .............................................................................................................................. 51 Dzhylkichiev Askar Isaevich, Talas State University, Kyrgyzstan THE PHOENIX PROJECT ............................................................................................................................ 53 Prof.Dr. Ahmad Kamal, Rector, Khurasan Institute of Higher Education, Afghanistan THE SPECIFIC OF TEACHING METHODS IN NATIONAL SCHOOLS .................................................. 58 K.A. Isakov, T.T. Zhumabaeva, Osh State University, Kyrgyzstan KHERSON STATE UNIVERSITY--- THE WAY OF SUCCESS FROM TEACHERS’ TRAINING COLLEGE TO CLASSICAL UNIVERSITY ........................................................................... 64 Dr., Prof. Khodosovtsev Olexandr, President of Kherson State University, Ukraine, Dr., Prof. Demetska Vladyslava Dean of Translational Study Department, Kherson State University, Ukraine, PhD, docent Pylypenko Ihor, Dean of the Department of Biology, Geography and Ecology, Kherson State University, Ukraine ON THE VIRTUAL EDUCATION........................................................................................................... 66 Prof. Alain Hoodashtian, Ph.D., The Management Institute of Canada (Canada) and The Delta International University of New Orleans (USA) CEO ACHIEVING COMPETITIVE ADVANTAGE THROUGH CUSTOMIZING ACADEMIC PROGRAMS TO CLIENT NEEDS ....................................................................................... 68 Professor Dr. ANM Meshquat Uddin, Vice Chancellor (Acting), Southeast University, Bangladesh Camellia Ahmad, American International University, Bangladesh ENSURING THE SAFETY OF DRINKING WATER AS AN IMPORTANT FACTOR IN FOOD SAFETY AND THE ENVIRONMENT OF THE REPUBLIC OF TAJIKISTAN............ 75 Prof. Dr. Zarif Sharifov, Head of the Department of Accounting and Audit, Tajik Agrarian University TRAINING OF THE MEDICAL STUDENTS IN GOVERNMENTAL HOSPITAL AND HEALTH CENTERS: YEMEN EXPERIENCE.......................................................................................................... 78 Prof. Dr. Husni Al-Goshae, College of Medicine, UST University, Yemen 12 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” TABLE OF CONTENTS COMPARISON STATUS ON DISASTER PREPAREDNESS FOR NATURAL HAZARDS IN AFGHANISTAN AND SLOVAKIA................................................................................... 80 Dr. Said Agha Tarakhal, Mohammad Qasim ANDREJ, SOLTESZ, Islamic Republic of Afghanistan-Bakhtar University Faculty of Construction, Department of Civil Engineering PERFORMANCE OF QUALITY ASSURANCE SYSTEM AT THE COLLEGE OF EDUCATION, UNIVERSITY OF SALAHADDIN, ERBIL, IRAQ..................................................................................... 88 Prof. Dr. Nabil A. Fakhre, University of Salahalddin, Erbil, Iraq. INTERNATIONAL YOUTH CENTER AT THE CRIMEAN ENGINEERING PEDAGOGICAL UNIVERSITY ............................................................................................................... 91 Fevzi Yakupov, Rector, Crimean Engineering Pedagogical University, Crimea SCIENTIFIC EXPERTISE OF DRAFT NORMATIVE LEGAL ACTS IN THE FIELD OF FINANCE WITHIN THE FRAMEWORK OF IMPLEMENTATION OF THE LEGAL POLICY OF KAZAKHSTAN... 93 Yuliya S.Lokteva, Ph.D, Deputy Director, Institute of State and Law, Al-Farabi Kazakh National University, Kazakhstan INTER UNIVERSITY RELATIONS: ARCHITECTURAL RESEARCH POSSIBILITIES OF MUSLIM MONUMENTS IN EASTERN ANATOLIA PROVINCES OF TURKEY AND NAHKCHIVAN REGION.... 101 Prof.Dr. Mammad Rzayev, Vice-Rector, Nakhchivan State University, Prof.Dr. Anar Kazimov, Vice-Rector, Nakhchivan State University PECULIARITIES OF THE TRAINING SYSTEM OF NATIVE LANGUAGE SPECIALISTS IN EDUCATIONAL ESTABLISHMENTS OF THE REPUBLIC OF BASHKORTOSTAN ................................ 104 Prof.Dr. Ilshat Sahiatullovich NASIPOV, Sterlitamak State Pedagogical Academy, Bashkortostan ISSUES ON THE STUDENTS’ EVALUATION SYSTEM IN ALBANIAN UNIVERSITIES ........................ 107 Dr. Rregjina Gokaj, Head of Foreign Languages Department, Dr. Sokol Pacukaj, Head of Psychology Department Msc. Anita Muho, Member of Foreign Languages Department, Msc. Ermira Kthupi, Member of Foreign Languages Department THE OPINION OF ALBANIAN HIGH SCHOOL STUDENTS ABOUT PHYSICAL EDUCATION AND SPORT ..................................................................................................................... 112 Dr. Robert Çitozi, Sport University of Tirana, Albania ELECTRONIC LEARNING...................................................................................................................... 119 Prof.Dr. Abdul Latif ROSHAN, Chancellor, Bakhtar University, Afghanistan SUPPORTING A STARTING OUT TEACHER......................................................................................... 121 Ágnes N. TÓTH Ph.D., University of West Hungary, Campus Savaria, Department of Education THE QUALITY OF IMPLEMENTING MODERN STRUCTURES IN THE COURSE OF IRANIAN CONTEMPORARY ARCHITECTURE...................................................................................................... 126 Nora Haeri, Senior Expert in Architecture, A Faculty Member of Sama Training Center, Abhar Mona Kaabian, Senior Expert in Architecture, Azizeh Khanchobani, PhD.Islamic Azad University EDUCATION QUALITY MANAGEMENT IN TAJIK AGRARIAN UNIVERSITY NAMED AFTER SH. SHOTEMUR IN CONDITION OF TRANSITION TO THE BOLOGNA TRAINING SYSTEM ............ 134 B.R. Akhmadov, K.M. Kurbonov, Tajik Agrarian University named after Sh.Shotemur, Dushanbe NEW PROJECTS OF TBILISI STATE MEDICAL UNIVERSITY .............................................................. 137 Giorgi Abesadze, Deputy Rector of TSMU, Georgia USING OF HISTORICAL MATERIAL IN THE STUDY OF MATHEMATICS .......................................... 139 Assoc.Prof. Dr. Liliya Abdullina, Sterlitamak Branch of Bashkir State University, Sterlitamak, Bashkortostan, Russia CONTRIBUTION OF RENEWABLE ENERGIES IN THE DEVELOPMENT OF ECOLOGICAL TOURISM IN ALBANIA......................................................................................................................... 150 Mirela Tase, University Moses Alexander, Durres, Albania, Manjola Xhaferri, University Moses Alexander, Durres, Albania DISTANCE LEARNING IN GONCHAROV KAZAKH AUTO-ROAD ACADEMY: CONDITION AND DEVELOPMENT PROSPECTS................................................................................................................ 159 Z.Yekeyeva, Vice Rector, Goncharov Kazakh Auto-Road Academy, Kazakhstan, A.Kabashev, Vice Rector, Goncharov Kazakh Auto-Road Academy, Kazakhstan Atatürk University October 13,15 2012 • Erzurum/TURKEY 13 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” PROCEEDINGS Atatürk University October 13,15 2012 • Erzurum/TURKEY 15 1st Winter Summit at the Anatolian Summit (WISAS): “Collaborative Projects on Tourism, Sports, Bio-Diversity and Global Changes” Prof. Dr. Sanjbegz Tumur-Ochir President, National University of Mongolia, Mongolia BUILDING A NEW STRUCTURE OF RESEARCH UNIVERSITY IN MONGOLIA: CASE OF NATIONAL UNIVERISITY OF MONGOLIA In the last 20 years, Mongolia has made tremendous progress in its transition from a centrally-planned state to a democratic, market economy. The transition has been successful overall with the private sector currently constituting over 70 percent of the nation’s GDP. Despite initial challenges, Mongolia’s economy grew rapidly largely thanks to the rising prices of natural resources. From 2004 to 2008, growth averaged nearly 9 percent per year. Like much of the world, Mongolian experienced a down year in 2009, during which its economy contracted by 1.6 percent, but it is expected to grow by an annual average of 7 percent between 2010 and 2011, indicating that Mongolia’s economy is rebounding strongly. Nowdays Mongolia is more concerned to knowledge based high technology industry since it is becoming the key issue to world economy, and industrial development of new century. Respective articles are reflected in state policy and government national programs about developing natural resources-based or/and knowledge-based high technology industry sectors. The Mongolian Government has made the National Program on Promoting Innovation System in Mongolia (2007-2015) for creating new technologies and industries as an important policy for revitalizing Mongolian economy. It aims at both achieving academic excellence and creating innovative industrial applications through the establishment of common core facilities and educational and research programs. Its structure in the strategy follows the National Programs/Initiatives in the U.S., Europe, and Asia. The State Policy for developing high technology industry (2010) and its National Program/Initiatives (2011) are more recently implemented in Mongolia. The leading international universities around the world have started playing an invaluable role in the social and economic developments of their country and region through vying academic knowledge focused on sustainable development with business thinking. These financially able and independent schools are defined as “entrepreneurial universities”. A world-wide trend can be observed among universities, where they, after transforming from teaching based institutions into research based institutions through the first academic revolution, are now going through the second academic revolution by transforming from research based institutions into financially motivated entrepreneurial universities. As seen from experience of world leading universities, they are responsible for teaching and research in conjunction with technology transfer with intellectual property rights. It is obvious that National University of Mongolia (NUM) budget is collected mainly from tuition fee that means NUM carries out teaching mostly, on contrary research accounts still for relatively minor portion. NUM sets objectives of strategic plan (2011-2020) to be a research-oriented university 16 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” and makes efforts to shift to professorship and set up graduate school framework along with establishing national, interdisciplinary and dedicated open research institutes/centres and key laboratories and creating intellectual property, technology transfer, and start-ups or spin-offs as well as innovation system. Figure 1. Evolution trends of universities. To establish intellectual property and technology transfer framework, Technology Transfer Office (TTO) was established at NUM in March, 2011, in the same year, we concluded “NUM Policy on Intellectual Property”, “NUM Procedures to Technology Transfer”. TTO is obliged to protect intellectual property of NUM research outcomes and results and transfer proprietary technology to industry. As a result, universities established TTO, TLO and started taking actions to progress patent licensing, research related contracts and start-up support. According to the new law, the Innovation Law (June 2012), university researchers were given opportunities to not only collaborate with the private sector but even receive part of the profit made from their findings and maintain stable partnerships with collaboration organizations with well regulated profit and ownership rights. Currently, protecting intellectual property of NUM research results is being commenced, for instance, we have sent application forms of an invention to Intellectual Property Organization. Furthermore, we will work in coherence toward transfer the high technology, which is created and developed by NUM to industry; establishing proprietary based startup and spin-off companies. For universities, favourable legislative and financial environment are necessary for becoming a research-oriented university, contributing to development of high technology industry and fostering university-initiated universityindustry collaboration. Therefore, passing Innovation law and venture capital law; raising state budget for research to a great degree; giving industries the incentives to invest to university are needed to such an extent, in essence, passing innovation law is vital for transferring state funded research results to industry. NUM is the largest academic community in the country with over 1000 faculty members and researchers, 18975 undergraduate students in 146 bachelor programs, and over 3000 graduate students in 177 master and doctoral programs. Currently, the NUM is paying attention on the forming a new structure of entrepreneurial research university Atatürk University October 13,15 2012 • Erzurum/TURKEY 17 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” which contributes to the development of the national economy and the policy for coming 10 years will be focused on this aspect. The importance of implementing the university-industry collaboration can be seen from the experience of the developed countries, where it was crucial in: 1. Capitalizing the knowledge generated by universities as national wealth; 2. Developing the driving force of knowledge-based economies-entrepreneurial research universities. According to the research results the following elements have been identified as crucial for successful adoption of entrepreneurial university model and stimulation of university/industry collaboration: 1) Research infrastructure like open research centres and laboratories at universities; 2) Body responsible for analysis of the research results and the succeeding process of protecting the intellectual properties; 3) Body responsible for transmission of the intellectual properties into the industry, connecting universities and the industry and licensing (Technology Management Office); 4) Technological incubator that will develop the new technological results from the university to match the market demand; 5) Financial mechanism for investment necessary for start-ups and spin-offs based on technological innovation from the universities (venture capital, government investment fund); and 6) Structure for educating and preparing entrepreneurs able to found and operate start-up and spin-off companies. While transferring from teaching based university to a research university, the NUM is aiming to learn from the experience of the international universities especially the Asian universities, and bring its international relations to the new level. I strongly believe in that it will be one of the development keys for our university. 18 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof. Dr. Mumtaz Ahmad Vice President International Islamic University, Islamabad - Pakistan TOWARD BUILDING LINKAGES BETWEEN UNIVERSITIES AND LOCAL COMMUNITIES: THE IRD MODEL While thinking about my presentation this morning at this critical juncture Pakistan is passing through, I wondered on what could be the subject of my talk that deals with to some interesting developments in Pakistan in the midst of highly negative portrayal of Pakistani society in the global media. I thought I must share something that brings hope and radiates optimism in the given conditions of my country, especially in view of a biased media campaign to represent Pakistan nothing but an hotbed of extremism. While there could be – and there are many interesting developments taking place in Pakistan one can reflect on- the subject of my talk is one very exceptional and unique experience of its kind that has taken roots in the academic environment of Pakistan. It is about the establishment and the activities of an institution called Iqbal International Institute for Research & Dialogue (IRD), a constituent unit of the International Islamic University, (IIU) Islamabad that promotes research, debate, dialogue and public awareness on pertinent issues like democracy, pluralism, tolerance, human rights, women rights, peace building, rights and concerns of minorities, social justice, globalization and the role of youth. The IRD subscribes to the spirit of moral – philosophical ideas expounded by the eminent poet-philosopher, thinker and Sufi Dr Muhammad Iqbal whose works and thoughts are most well known to the intellectuals of the Muslim societies. The Iqbal International Institute for Research & Dialogue (IRD) is an autonomous unit of the International Islamic University Islamabad which was established during President Pervez Musharraf’s period in 2005 in Lahore. The main aim of the institute at the time of its establishment was to provide intellectual foundations to what he described as “Enlightened Moderation.” In 2006, the institute was transferred to IIUI and since then I have the privilege to contribute to the revival and reinvigoration of research, training, conferences, seminars and outreach programs of the institute as its executive head. The diverse research and training activities conducted at the IRD derive inspiration from the reconstructionist and reformist vision of Muhammad Iqbal, a mureed (spiritual disciple) of Mawlana Jalal uddin Rumi. In his poetry, Muhammad Iqbal invites Muslims for self-reflection and also restores their confidence in their own culture, values, civilization and history. His simultaneous immanent critique and admiration of Islamic Thought culture, society and civilization places him as the most cherished intellectual of modern times throughout the Muslim world. Unfortunately as a result of certain local and global conditions, Pakistan has become deeply divided society on multiple grounds and thus lacks institutional arrangements to translate Iqbal's vision of an ideal human being and an ideal society. The IRD credits to its name that it dwells on Iqbal's teachings on tolerance, accommodation, harmony, compassion and pluralist ideals and, at the same time, seeks to advance his ideas of ijtihad and reconstruction of intellectual and religious thought. Atatürk University October 13,15 2012 • Erzurum/TURKEY 19 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” The main hallmark of the IRD is not that it promotes research, training and debate at the level of intellectual discourse but also outreaching to a larger public of Pakistani society through its National Outreach Program. Right after taking the charge of the IRD as its Executive Director. I focused on facilitating workshops, seminars and discussion forums to bring an elite intelligentsia closer to each other in order to dilate on issues of local, regional and global importance. However, I soon realized that instead of engaging only a body of intellectual elite, privileged scholarship and “the usual suspects” of the urban educated class, the IRD should interact with and create awareness at the grass-roots levels of society. This realization gave impetus to initiating public lectures, interactive sessions, workshops for school and college students, teachers, small businessmen, small town journalists and religious leaders, and civil society activists. By conducting hundreds of such activities, we were able to reach out to larger and wider publics of not only comparatively more developed and urbanized territory of Punjab but also to provinces of Baluchistan and the Pukhtoonkhwah on the Afghan frontier. The scope of our outreach program reached to far-flung regions like the FATA and some regions in the North-West still in conflict situation. The modus operandi of these activities is such that we facilitate and provide funding for organizing seminars, public lectures and debates whereas local population is encouraged to bring in its own resources to participate. Our research fellows, both local and foreign, give lectures on issues like tolerance, peace building, human rights and culture of dialogue in the light of the vision, values and ideals expounded by Mohammad Iqbal. With the passage of time, these interactions have turned out to be most fruitful in reaching out to sections of society who had been mostly neglected in the flow of information. It is also important to note that our outreach activities in small towns and cities are always co-sponsored by some local groups, such as schools, colleges, madrasas, lawyers’ and journalists’ guilds, associations of local merchants. The topics of discussion however, are always of global concers. Another distinguishing feature of the IRD is that it is generating intellectual debates by inviting foreign scholars, researchers and students from the Western universities and other parts of the globe to join our short term fellowship program with a provision of modest stipend as well as office and residential facilities. Up till now, tens of visiting scholars have participated in our fellowship program from countries such as the United States, Germany, United Kingdom, South Africa, Turkey, Malaysia, Bangladesh, Australia, Italy and Indonesia and other parts of the world. Apart from working on their own research projects, these scholars contribute to teaching in various departments of the International Islamic University Islamabad. In this way, following a low cost model of benefiting from foreign academic expertise, the university students as well as faculty members are provided with an opportunity of interacting and learning from international scholars in various disciplines. A series of such interactions has generated tremendous research activity intellectual energy and has boosted up passion for fresh thinking. A number of graduate students enrolled in top class US and European universities who were also working on issues related to Pakistan and Islam were invited to deliver interactive lectures on writing research proposals, academic writing and other such topics. The most distinguishing feature of IRD has been organizing International conferences and workshops at the IRD, IIU in Islamabad. In a series of such international events organized and mostly funded by the IRD we were able to invite eminent scholars from abroad despite the lingering security concerns. During the past two years only we have organized five international conferences on ”Gobalization and Indigenous Cultures”, “Cultures of Everyday Practice in the Muslim world: Art and Literature” , “Governance and Socio-Political and Economic Issues of Pakistan and South Asia.” The IRD has introduced some new features in holding international conferences: instead of closed door intellectual activity, our conferences are attended by a large number of our students. The number of students attending and taking interest in organizing and participating in these events has been amazing. The previous three of our five international conferences were attended by more than 600 students in almost every session. For a number of scholars coming from abroad, the enthusiasm and active participation of IIU students was unprecedented. This inclusive approach adopted by the IRD which is normally not followed in international conferences, keeps the conference environment so lively and interactive. Finally and by way conclusion, my life-long experience as academician in the discipline of political science and, in that capacity, the multifarious interactions with diverse communities, social groups and institutions, my humble submission before the learned audience would be to ponder over the possibility of emulating our experience in other Muslim societies as well. Given the social, political and economic conditions of most of the Eurasian region as well as given the global challenges, I think the responsibility of intellectuals and academic community must exceed the boundaries of working as arm–chair intellectuals only. There is an urgent need for our universities to outreach to a larger audience of our respective societies, especially in smaller towns and cities in order to create linkages between the academia and the communities. The experiment of IRD just shows that without indulging into partisan politics and factionalism, academic institutions can serve as a linchpin connecting the so-called “high culture” with the masses. Allama 20 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Muhammad Iqbal and his reformist vision of the state and society could be a guide which can further strengthen and enhance discussion and dialogue on some of the key issues like strengthening democracy, expanding political, economic and social freedoms, protecting rights of minorities and weaker sections of society and promoting peace, harmony, compassion and tolerance. In his celebrated poetic work in Persian “Javed Namey”, Muhammad Iqbal takes Maulana Rumi as his spiritual guide during his imaginary journey to seven heavens. At one point Iqbal asks Rumi, what is religion. Here is Rumi’s reply to Iqbal: My heart has become capable of every form, It is a pasture for gazelles and a convent for Christian monks, And a temple for idols and the pilgrim’s Ka’aba And the tables of the Tora and the Quran I follow the religion of love, whatever way Love’s camel takes, that is my religion, that my faith. Atatürk University October 13,15 2012 • Erzurum/TURKEY 21 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Aidaraliev A.A. President of IUK, Academician of NAS KR, Bekboeva R.R. Rector of Higher School of Magistracy, Docent Akylbekova B.J. Vice-president of International Relations EXPERIENCE OF INTERNATIONAL UNIVERSITY OF KYRGYZSTAN (IUK) IN REALIZATION OF PROJECTS FOR TEMPUS PROGRAM OF EUROPEAN UNION The International University of Kyrgyzstan was established by Decree of the President of Kyrgyz Republic from March 11 1993. The founders of IUK are The Ministry of Education and Science of Kyrgyz Republic, National Academy of Science of Kyrgyz Republic, Ministry of International Affairs of Kyrgyz Republic and San-Francisco State University. After gaining the independence, universities of Kyrgyz Republic faced with question: to train students by soviet model of education or start the process of integration to world educational space. As IUK, since its foundation, declared the intention to follow the education and teaching standards in the best traditions of the world, IUK started its activity from introducing credit technology according the education system of USA. The principal and fundamental purpose of the university is the preparation of the high qualified specialists who are possessing complex of theoretical and practical skills in the field of economics, finance, low, international relations, medicine, new information technologies. The mission of IUK obliges to develop international relations, to investigate the practice of foreign universities and provide the quality of education for entry into the world educational space. Annually IUK holds the workshops and conferences with the participation of heads and leading professors of universities of Central Asia, America and Europe for introducing the modern educational technologies. In what follows, one of the most principal guideline of IUK is the entry in Bologna Process and pan-European area of higher education. IUK signed the Magna Charta Universitatum Worldwide in September 2002, Bologna (Italy ), that entitles the entry in Bologna process. Since 2002, European System of Credit Transformation has been implemented to university, that allows the diploma issued to graduates of IUK to be recognized in countries. of European Union. IUK was initiators of practical internalization of Kyrgyz Republic higher education. Taking in accordance the IUK success in realization principles of Bologna Process, Ministry of Education and Science of Kyrgyz Republic allowed university to issue “Diploma Supplement”, that will help our graduates to continue education and finding work abroad. 22 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” The faculty staff of the university participates actively in international educational projects (USA, Europe e.g.). In the frameworks of the project EU TEMPUS –TO12BO04 “Creating of National information center on Bologna process” in 2006 there was created the National information Center (NIC) on the base of IUK. The primary aim of the creating of NIC is supporting the initiatives the President Administration, Government and Ministry of Education and Science of Kyrgyz Republic to reform the higher education in accordance with Bologna process, also promotion and adaptation of Bologna Process in Institutes of Higher Education of Kyrgyz Republic. In the frameworks of the project EU TEMPUS , NIC united in consortium 13 universities from Kyrgyz Republic and 2 universities from Europe. They are Universities of Pisa (Italy) and Gent ( Belgium). It was created the ECTS working group. In 2007 in the frameworks of the projects Tempus SCM TO 57AO6-KYR “The Expansion of the centers on Bologna Process and support of tuning teams of Kyrgyz Republic” , that was continue of the project “Creating of National information center on Bologna process”. There were created 4 centers on promoting and adopting principles of Bologna Process in regional universities of Kyrgyz Republic. The centers activity aimed on: - Bologna Process understanding assistance and its importance for reforming higher education in Kyrgyz Republic. - Holding the trainings and workshops on actual issues of Bologna Process - Creating website and constant updating of it. NIC coordinates the activity of the ECTS working group, holds regularly workshops on issues of : ensuring quality of higher education , accreditation of universities. In the frameworks of the project “Tuning Educational Structures in Europe” there was conducted the tuning of education program. Working groups of ECTS had been developing new educational training programs on the base of competitive approach in 11 fields, during the existence of NIC. • Business Administration • Tourism • Architecture • Management • Agriculture • Informatics • Mathematics • History of Kyrgyzstan • Ecology • Engineering Since 2008, educational programs had been successfully introduced to educational process of universities of Kyrgyz Republic. The experiment showed that, students who were educated by following programs get needed skills and technique on labor-market. In connection with successful promotion of Bologna Processes in Kyrgyz Republic, it is supposed the extension of the consortium with the including universities of the Kazakhstan, Tajikistan, Uzbekistan and Turkmenistan. Atatürk University October 13,15 2012 • Erzurum/TURKEY 23 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Dr. Jafar Jafarov Rector of the Azerbaijan Tourism Institute THE RESEARCH ON TOURISM POTENTIAL OF THE WESTERN REGION OF AZERBAIJAN Established by the decree of the President of the Republic of Azerbaijan and corresponding decision of the Cabinet of Ministers the Azerbaijan Tourism Institute was incorporated in educational system of the country seven years ago. As a public higher educational establishment functioning under the Ministry of Culture and Tourism ATI is the sole tourismoriented institute which also serves as research and training center. Initially introducing 3 specializations in 2006, at present ATI offers 11 specialities to 1500 students at Bachelor level. Education process in the Azerbaijan Tourism Institute is conducted in Azerbaijani, English and Russian languages. Over the past years ATI has been listed among top ten the most prestigious institutes of our country. Over 3 years the number of ATI graduates reached 500. It should be specially emphasized that of them 57 were awarded with double degree Bachelor diplomas of the Azerbaijan Tourism Institute and Austrian IMC Krems University of Applied Sciences, which was conditioned in the Academic Agreement signed by both higher education establishments. At present our graduates work for newly opened “Hilton Baku”, “Four Season”, “Jumeirah Bilgah Beach”, “Marriotte Absheron”, “Fairmont”, “Kempinski Badamdar” situated in our country occupying various positions. Some graduates chose to work in popular tourism destinations like Maldive Islands, the United Arab Emirates; some chose to continue their education in Scotland, Turkey, Germany. I would also like to underline that ATI doesn’t confine itself to preparing only Bachelor degree cadres. For the time being ATI runs second education program engaging Mastering and Doctorate courses. Currently 85 masters and 16 PhD students attend ATI studies. At the same time joint Mastering courses in frames of the program of IMC Krems University of Applied Sciences is run in ATI. Last year there started functioning Vocational Education School under ATI. Around 500 students are involved in vocational activities of varied directions. Simultaneously regional tourism vocational schools net is being built in the country. Being a party to International Association of Austrian Universities, Scientific, Research and Technological Consorsium of Russian Higher Educational Schools on Services, Association of Caspian State Universities, Association of the Countries of the Black Sea Basin, Euroasian Silk Road Universities’ Convention (ESRUC), Union of Universities for Democracy (AUDEM), in 2011 ATI became an affiliate member of UNWTO. As I mentioned earlier as a higher educational establishment our goal also is to turn into highly professional research center in the region. To this end Research and Development Center was opened in ATI in frames of colaboration between 24 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Ministry of Culture and Tourism and UNDP. The Center which has been successfully functioning since 2007 mainly aims at researching tourism potential of regions and towns eliciting problems and opportunities and forward proposals to the government, investors and other interested parties. In this direction the Center has realized over 20 projects. Despite the fact that the research on tourism potential of the western regions of Azerbaijan lasted only 3 moths it was one of the most successful. The project jointly realized with German International Cooperation GmBH (GİZ) aimed at to develop tourism and its different types in the western regions of Azerbaijan at the same time identifying the needs for local and foreign investors. With this purpose it was envisaged to do inventary work of infrastructure in Agstafa, Dashkesan, Gedabey, Goygol, Qazakh, Shamkir and Tovus as well in their villages and districts which are included in Ganja-Gazakh economic region of Azerbaijan in order to research tourism potential of the mentioned region. Agstafa, Dashkesan, Gedabey, Goygol, Qazakh, Shamkir and Tovuz administrative districts included in Ganja-Gazakh economic region are situated in the west of Azerbaijan. The region has very favorable economic and geographic positioning. The region in total covers the territory of 12,49 km2 which makes up 14,4 % of the territory of Azerbaijan. With a view of relief peculiarities the region is divided into 4 areas: sloppy plains, foothills, middle mountains (1000-2000 m. high from the sea level), high mountains (2000 m. high from the sea level). Climate in these zones is diverse. Favorable natural conditions of the economic regions and geographical position played important role in population concentration. Total population that constitutes 1103,3 thousand makes up 13,6% of the country’s population. 47% of population lives in the villages and 53% - in towns in the given economic region. Density of population per km2 makes 88 which is a little less with the view of the average country level (94). The density of population in plain areas is higher (100-120). This region is one of the most significant in the country in terms of excavation. The main excavation sites can be found in foothill areas of the region. Iron, ore, aluminium, limestones, marble, gyps, zeolite, concrete constitute the main underground reserves. Iron ore of Dashkesan, aluminium of Zeylik, lime stones of Koshbulaq are of industrial importance. The part of Kura river which runs through the region is rich in hydroenergy reserves. The region also possesses natural recreation reserves. According to economic importance the region is ranked as the second in the country. The second industrial region of the country produces 12-13% of industry products. Industry of the economic region is represented by processing and production. Ganja and Dashkesan are famous with black and color metallurgy raw materials with initial processing places. Heavy industry occupies a certain place in the economy of the region. Machine-building industry of the region includes instrument-making, production of communication equipments, the centers for repairing cars and agricultural machines. Light industry of the region (raw cotton in Dalimammadli, cotton and fabric, wool, stockinet products in Ganja and carpet weaving products of Qazakh and Dashkesan) depend on local raw materials. Agricultural products which are bound to processing – wine, milk and meat, confectionery, canned products primarily meet demands of local population. The main centers of construction industry are plants involved with large-scale panel buildings, iron concrete, brickceromite, and marble plants. The total all-country share of agricultural products which makes 13-14%, potato – 80-85%, grapes- 28%, cattle breeding 15% falls to this very region. The main agricultural fields of Ganja-Qazakh economic region are potato, grapes, grain growing. Qazakh, Aqstafa, Shamkir and Samukh regions are famous with grape growing, Gedabey, Shamkir and Tovuz regions – with potato growing and Goranboy with grain and cotton production. At the same time melon plantation, vegetable planting, fruit-growing and cattle breeding are well developed in this region. Atatürk University October 13,15 2012 • Erzurum/TURKEY 25 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Transport system is very important in complex development of economic region. Railway roads and motorways which connect Azerbaijan and Georgia and seashores of the Black Sea divide the region into two parts. Pipeline constructed to extract oil and gas from the Caspian Sea in order to deliver it to the global market runs through this region. Favorable natural conditions, mild climate, picturesque landscape, mineral waters with healing effect may serve as a good source to create resort centers. The region has Goy Gol being 1566 m. above sea level and Hajikend rest places as well as Naftalan treatment complex of international importance. Special importance is also attached to social infrastructure of the region in social and economic development of the region, meeting social and cultural demands of the local population (health, culture, science, education). Ganja Scientific Center and scientific and research centers under the National Academy of Science of Azerbaijan function in this region. Ganja Agricultural Academy, Technological University and Ganja State University deal with training specialists. Libraries, museums, theatres, hospitals and other infrastructural objects can be found in this region. Therefore the region is very favorable for development of various types of tourism. Social infrastructure of the region plays a significant role in social and economic development of north-west region of Azerbaijan and in meeting numerous social and cultural demands of population of the region (health care, scientific and cultural, educational). Ganja Scientific Center of the National Academy of Science, scientific research centers are functioning in the region. Agricultural Academy, Technological University in Ganja and Ganja State University are involved with educating and training highly-qualified cadres. Large libraries, museums, theatres, hospitals and other social infrastructural objects are available in the region under consideration. In short economic region is very suitable for development of multy-faceted tourism. After termination of the project detailed information about historical, cultural and natural monuments and touristic objects of Ganja-Qazakh economic region was collected. Tourism potential of 93 villages in seven regions of Ganja-Gazakh region was thoroughly researched. According to research 453 objects were studied with 8500 photoes of those having various shapes and forms being taken. Of these objects there are 10 historical monument complexes, 51 historical buildings, 113 historical constructions, 180 historical objects and 99 natural monuments. GPS information of the objects was collected. The above information was brought to the line with special electron database and web application. As result of research information about identified historical monuments was submitted to the Ministry of Culture and Tourism, the Ministry in turn included the names of the objects into the list of historical monuments protected by state. At the same time, outcomes gained as a result of the project realization were inserted in special naviagtor system of the Ministry of Culture and Toursim (http://gomap.az/info/bwp_map/hpages/) in a way that tourists will be able to familiarize themselves with photoes of the region before travelling there (based on GPS) This project was used as prototype and within the next project the similar researches were made in parks of Altiagaj, Shirvan, Samur-Yalama and neighbouring areas. In addition foundings which constituted the project in question played a crucial role in formation of such international and cultural touristic routes as “Siemens Tour” in Gedebey region, major “Wine routes” and “German traces in Azerbaijan”. 26 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof.Dr. Tina Gelashvili Rector, Akhaltsikhe State University, Georgia Mary Sakhamberidze Dean, Akhaltsikhe State University, Georgia THE MOST SUCCESSFUL PROJECT TOWARDS BOLOGNA PROCESS: “CREATIVE AND INNOVATIVA THINKING AND THEIR INCORPORATION IN SYLLABI” Civic Development Institute and Akhalkalaki Higher Education Institution-College and Akhaltsikhe State University implemented the project “Towards the Bologna Process”. It was planned to prepare and conduct 4 day training module about critical and creative thinking strategies: - The introduction of critical and creative thinking; - The critical thinking strategies; - Creative thinking strategies; - How to integrate the critical and creative thinking approaches into the syllabus. - The selected materials reviewed and discussed together with the University staff. After the discussion the selected materials were translated into Georgian. - The trainings has delivered by the education experts, who earned their MA degree in most distinguished western Universities and currently are working in Georgia as Professors/Assistant professors and local education expert with experience of student oriented teaching methods development. - Training delivery for the University Staff; The Education specialists delivered training for 20 participants from Batumi, Kutaisi, Telavi, Akhaltsikhe and Akhalkalaki Higher Education Institutions. Atatürk University October 13,15 2012 • Erzurum/TURKEY 27 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 28 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” S. S. Salavatova, L. M. Sandulova, M. H. Salavatov Sterlitamak Branch of Bashkir State University, Bashkortostan THE SPECIFIC OF TEACHING METHODS IN NATIONAL SCHOOLS1 As we know, in the 90th years of the last century in our country great social and political changes took place. Those changes, of course, concerned educational sphere too. Among the known significant changes in the educational sector is the growing of the role and the increase, in the number of national schools. This fact was already characteristic to Russia in the 20th post-revolutionary years. But in the period from 70th till 80th years the popularity of the national schools decreased sig-nificantly. It was due with many reasons: low national consciousness, the desire of people to receive education in Russian, and other reasons . But the basis of all this was the government policy, aimed at creating a great community, called "Soviet people". Together with the collapse of the Soviet Union this superconcept “Soviet people" disappeared too. Much can be said about the positive and the negative consequences of this process. We will focus on one of the positive aspect of perestroika reforms, namely, regionalization. Regionalization in education sphere allows the use of national regional mate-rial in schooling. In schools children are taught the history, literature and culture of the people who live in this region. But regionalization should not be a oneway process in a coherent state. Regionalization is a two-way process. On the one hand educational schools are created and implement education programs with ethno-cultural component, with teaching in native (non-Russian) language, consisting liberal education, built on a different, non-Russian culture. On the other hand, this kind of education should provide inner stability of society and unite society with common civil values. In multinational republic of Bashkortostan a fairly large number of national schools operate. Nowadays teaching at the primary level is conducted in six lan-guages (Russian, Bashkir, Tatar, Chuvash, Mari, Udmurt). The primary level is 4 years. In our republic adopted two state languages – Russian and Bashkir. The Ed-ucation Law of the Russian Federation provides the possibility to study in native (non-Russian) language in primary school (up to the 9th grade including). And the law of the republic of Bashkortostan expands these possibilities: that means that it allows to teach children in native language up to the11th grade. However, the implementation of teaching of pupils in their native (non-Russian) language is accompanied by a number of problems. There are problems of organization nature, there are problems of methodological nature. ____________________________________________________________________________ A study is executed with the financial support of Grant by Russian Foundation for Humanities in 2011-2012: Regional contest “Ural: history, economy, culture” within the framework of scientific research project «Ethno-cultural component in teaching mathematics in the national school and the intensification of professional- systematic training of teachers for its realization: development and introduction” № of 11-16-02008a/12. Atatürk University October 13,15 2012 • Erzurum/TURKEY 29 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” The analysis of the state of educational systems of Bashkortostan Republik revealed, that the number of national schools is increasing but the special training for teachers is not conducted. The interrogation of teachers, who work (or worked) in national schools, showed that for learning mathematics in the native language the knowledge of everyday Bashkir language is not enough. Teachers, who were being trained in Russian in VUZ (Institute of Higher Education), have great difficulties with teaching of this discipline in native (not Russian) language, in connection with the absence of either special methodological preparing in the walls of the university or scientific and methodological literature in the native (non-Russian) language, which is often cause their failure to work at schools and return to the Russian-language schools. There are some problems for pupils of national schools too. One of these problems is that if children are taught only in their native (non-Russian) language of the mathematics, physics, chemistry and other subjects, in which way they can study at higher education institution in Russian language? In addition, graduated school pupils must pass the unified state examination in mathematics and other disciplines. This exam is in Russian. It is the same for all schools in Russia. It should be noted that we have spent long-term study to clarify the people’s attitude of different nationalities to study in native language. More than 3 thousand respondents were interviewed. Among them are pupils and their parents, teachers from national schools, students from different colleges. Three approaches were marked out. The first approach is “children should be taught to all subjects only in native (non-Russian) language”. These respondents are not more than 7%. The second approach is in school only native language should be studied, but the process of study should be realised in Russian. These respondents are about 20%. A third approach asserts the following: children should be taught in native language only in the elementary school (not more than 4 years), and then they should gradually move to study in Russian. In higher education institutes specific training of national schools should be created for future teachers. In our research we adhere to the third approach. The solution of language problems of pupils in national schools we see in the bilingual education. However, method of bilingual education of students in national schools has not developed completely yet. Our research is devoted to development of specific method of bilingual teaching of mathematics in the national school. Besides, we construct the system of training of teachers of physical and mathematical sciences for national schools. In 2011-2012 years the study is executed with the financial support of Grant by Russian Foundation for Humanities: Regional contest “Ural: history, economy, culture” within the framework of scientific research project «Ethno-cultural com-ponent in teaching mathematics in the national school and the intensification of professional- systematic training of teachers for its realization: development and introduction” № of 11-16-02008a/12. The main methodological basis of our research are systematic and structural approaches. The investigated by us system “teaching mathematics in national schools” is, first of all, the subsystem of the system of Russian school mathemati-cal formation. So it must preserve the qualities of its system as an invariant com-ponent. From the other side, the system “teaching mathematics in national schools” is also a subsystem of the system: “education and teaching process in national schools”, and therefore it must reflect its properties. These properties form the specific character of teaching mathematics for the concrete conditions of national schools, i.e., variative component of teaching mathematics. For the development of the latter let us turn to the essence of national school. In the understanding of the modern national schools, we maintain to a dictionary interpretation, according to which it is defined as "a bilingual school, and most importantly – bicultural, with a fairly high proportion of the native language and culture in the content of education, with a wide range of formation of ethnic identity. Determining changes (variative component) in the elements of the systematic system of instruction in mathematics, connected with the special features national school, we proceed from the fact that purposeful of the components of system is her system-forming component, which determines the properties of all remaining components of system. In this case, the target component "enriched" as follows: in its composition are included additionally such tasks as 1) formation of the written and oral mathematical language in a 30 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” native (non-Russian) 2) contribution by the means of object to formation and to the development of national culture as the parts of Russian and world culture. These new tasks, of course, affect the nature of the content, methods, forms and means of teaching mathematics in the national school. The first task is to formate a mathematical language in their native language. It requires good presentation of the content of mathematics in their native lan-guage. As it was noted above, in our republic pupils have mathematics in their na-tive language not only in junior classes, but also in primery and even high school. One ought not to consider that the requirement of the competent idea of the content is the matter simple. The quality of translated textbooks of mathematics today is not good enough, there are numerous significant mistakes there, misprints. The analysis of the conversion school textbooks of mathematics, dictionary of mathematical terms, scientific methods articles makes it possible to argue about the lack of conceptual elaboration of the mathematical apparatus for non-Russian schools. Often authors translate the same mathematical terms differently. We also have different attitudes to the necessity of translation of specific terms in the national languages. All this creates the specific confusion for the teachers and schoolboys. Taking all this into account, and also that the national school functions as the subsystem of Russian school, it is necessary to use the originals of textbooks in the Russian language in the addition to their conversion versions. Work with mathematical concepts is one of the basic meaningful compo-nents in teaching mathematics. The invariant part (required component independ-ent of the type of school and language) of this work includes developed in the procedure of teaching mathematics methods and the technologies, which require the presence of skills of teacher to carry out the logic-mathematical analysis (iso-lation of essential and unessential properties, the development of the form of definition, checking the fulfilling requirements for the definition, the analysis of term, volume of concept, etc) and the systematic analysis (methods of the introduction of the concept: concrete- inductive or deductive, the use of visual and other didactic means, etc). Accept invariant part it is necessary to teacher to perform additional work- the correlation of concepts in two languages. In the stage of a piloting study high efficiency showed such methods of instruction as the composition of terminological crosswords, from the means of instruction – use of bilingual posters, from the methods of instruction - use of terminological games, bilingual mathematical dictations, composition by the students of terminological dictionaries with the isolation of translatable and untranslatable mathematical terms. So, for example, compiled on the basis of a textbook of mathematics in Bashkir "Dictionary of mathematical terms for students 5th grade" individually identifiable 1) untranslatable terms, which have the foreign language origin (abacus, arithmetic, yard and other), 2) untranslated terms, which have the Russian origin (numerator; denominator; discharge; sphere and other); 3) terеms, translated into Bashkir language 4) combined terms, comprised of the untranslatable terms and the words of Bashkir language. The analysis of the textbook of mathematics for 5 classes in the Bashkir lan-guage revealed, that only 46 (29,5%) out of 156 mathematical terms and termino-logical word combinations are untranslatable, i.e., uderstandable to students inde-pendently of language of teaching. The rest 110 mathematical terms and termino-logical combinations can be unclear to people, which do not speak fluent Russian. By the way, already this one fact serves as the refutation of the fact that “on the lessons of mathematics the language of instruction is not important, since there are many universal terms, symbols” When teaching mathematical concepts in national schools, as noted above, the use of bilingual posters is also effective. When you print certain figures on the poster there should be done overhead terms, which can be removed, if necessary, leaving the term in Russian or in the national language. Figure 1-2 shows examples of posters used on bilingual mathematics lessons by the author of this work, where mathematical terms are given in two languages: Russian and Bashkir. Atatürk University October 13,15 2012 • Erzurum/TURKEY 31 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Figure 1. A poster on "Pyramid" using terms in Russian Figure 2. Poster with the use of terms in the Bashkir language As the second specific additional task ( variative component) in a system of teaching mathematics in national schools we isolated the task of formation and de-velopment by the means of the object of national culture as the parts of the Russian and world culture. Indeed, no one doubts that every school subject, including mathematics, have to solve, together with specific and educational tasks also educational problems. On the international level the problems of social questions of mathematical disciplines raised several decades ago: the participants of VI-th International Congress on Mathematical Education, investigating causes of the fall of interest of students (in the world) in mathematics, isolated among the number of basic claims, presented by society to the teaching of mathematics the following: school mathematics does not use, moreover, deliberately ignoring the elements of common culture, which have a mathematical basis ; there are no connections with cultural traditions, the technical and spiritual creation of people, radical in this territory. At this congress was affirmed the new direction of the studies, which was called name etnomatematiks. Analysis of transferable math textbooks in the Bashkir language shows that the attempt to adapt to local conditions is still only in the direction of changing in tasks Russian proper names and common names by national titles of Russian vil-lages and names specific to Bashkortostan Republik. During the piloting experi-ment, we have developed and successfully tested a series of problems with the use of local history, local material on the various topics of the mathematics 5-9th grade. Some of these tasks are additions to the existing in textbooks tasks, some are of an independent nature, but each carries a certain cultural potential. Original problems on local material are variable part of school mathematics in the national school. With them, the solvation of the problem of mathematical language formation is continuing: students have the opportunity to use two languages simultaneously. We also create training materials both in two languages: Russian and native. Below is a snippet in two languages: 32 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” As the results of a piloting study showed high efficiency they ensure with the instruction in mathematics in national schools on the subjects of people epos, fairy tales. The teacher should use the cognitive and educational potential of such problems. As the variant forms of training in the structure of education in mathematics we call integrated math lessons with the objects of the regional component of the content of education (history, culture, literature, geography, native land, etc.), as well as playing lessons on subjects of national games. Our research has continued. And today there are already some positive re-sults. These are the results of high mathematical achievements of pupils in national schools. And also their positive emotional state. Developed from an experimental guidance recommendations are successful-ly used in practice by either number of teachers in national schools of different re-gions of Bashkortostan or by future teachers of mathematics. Together with me-thodical service of selected areas by the author were organized zonal scientific conferences of mathematics teachers of national schools of Bashkortostan Repub-lik, in which teachers had received a high evaluation of the experimental work. Atatürk University October 13,15 2012 • Erzurum/TURKEY 33 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” M. Lutfar Rahman Vice-Chancellor, Daffodil International University, Dhaka, Bangladesh ICT IN UNIVERSITY AUTOMATION: CASE OF DAFFODIL INTERNATIONAL UNIVERSITY Abstract: The article presents use of ICT in administrative and teaching/learning activities in Daffodil International University (DIU). Established in 2002, DIU has significant achievements in applications of ICT in university automation in past ten years. Almost all of its administrative services and a significant part of academic activities are ICT oriented. It has a well developed Website presenting most of its activates through the Internet. According to recent Webomatrics ranking, based on Web presence in the Internet, DIU is ranked second among sixty two private universities in Bangladesh and it has 74th position among 500 universities in South Asia. 1. Introduction Daffodil International University (DIU), a leading private university in Bangladesh, conducts its activities following the Private University Act 2010. Established in 2002, DIU is fully aware of the requirements in higher education of the present society and provides quality education at moderate cost. The main objective of the university is to turn out broadly educated and technologically oriented graduates capable of attaining meaningful career and making positive contributions for the development of the nation. The University Grants Commission of Bangladesh rated the university in the top layer in its raking of private universities. In line with Vision 2021 and Digital Bangladesh, almost all academic and administrative services of the university have been digitized and the university has emerged as one of the prominent ICT oriented universities of the country. Main objectives of the article are to point out the uses of ICT in automating administrative, academic and other activities and the status of the university for using of ICT for management of the university. 2. Brief on Daffodil International University A brief outline on DIU, its campuses, academic programs and research programs, co-curricular and extracurricular activities etc are given below. Campuses: DIU conducts academic programs from a number of elegant campuses in Dhaka city and most of the establishments are owned by the university. The construction of the permanent campus is in progress on 20-acre land at Ashulia in Dhaka. Besides, DIU possesses lands at different places in and around Dhaka city. Life at the vibrant campuses of DIU is exiting and stimulating, but it is challenging at the same time. Academic Programs: Academic programs of DIU are organized under four faculties: Faculty of Business and Economics, Faculty of Science and Information Technology, Faculty of Humanities and Social Science and Faculty of Allied Health Sciences. At present twenty bachelors and nine masters programs are conducted in the university and over 8500 students are enrolled in undergraduate and postgraduate programs. 34 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” The university has over two hundred fifty full-time teachers and over sixty part-time teachers, most of them are trained abroad and are highly experienced. Over two hundred fifty officers and staff are engaged to provide services to students and teachers of the university. Research and Publications: The university runs three research centers. These are, Bureau of Business and Economic Research, Research Center for Science and Technology and Research Center for Humanities and Social Science. Research grants are provided through these centers to strengthen research activities of the teachers. Three journals, Journal of Business and Economics, Journal of Science and Technology, and Journal of Humanities and Social Science are being published from DIU twice a year. DIU regularly holds national and international conferences and seminars on contemporary issues. Co-curricular and Extracurricular Activities: DIU maintains a wide spectrum of co-curricular and extra-curricular activities for the students. The students participate in sports, cultural programs, debates, literary competitions, etc, in intra-university, inter-university and national levels. In order to generate competent and skilled human resources, DIU encourages students and provides facilities for certification of Microsoft IT Academy, CISCO Networking Academy, Sun Academic Initiative Program, Red Hat Academy, Oracle Academy, etc. The Prometric Testing Centre, Pearson VUE Testing Center and Career Development Center offer a range of services including online exam facilities, career counseling, workshops, part-time and casual employment services, etc. Academic Collaboration and Credit Transfer Facilities: The university maintains international academic collaboration with over 30 renowned universities outside Bangladesh. Besides, exchange of teachers and joint academic programs with credit transfer facilities for students are conducted with these universities. 4. ICT in Daffodil International University 4.1. Outline Use of ICT for administrative and teaching/learning activities in academic institutions is gradually expanding in Bangladesh. However, Daffodil International University made significant progress in the area. At present, activities of administration, such as, payroll system, leave, accounts, job tracking, etc, are automated. On the other hand, admission procedure, result submission, processing and publication of results, payment of tuition fees, teaching evaluation by students are also automated. By using Education ERP, Learning Feedback System, DIU Forum, DIU Blog and E-Library students get required information and interact with teachers and fellow mates for further understanding of their lessons and other affairs relating to their studentship. Students are provided with broadband Internet facilities, WiFi facilities and Internet browsing laboratory. The students are provided with laptops free of cost. DIU Website is very rich and it provides all sorts of information of the university. DIU established Campus Radio and Campus TV will be introduced in near future. Daffodil International University can boast of best platform for e-Education today in the country. DIU’s e-Library is rich and is advanced compared to the libraries of many other universities, its e-Class facilities is unique in the country, and through its Virtual University System students can access any information online. Most of the official services and part of academic services are available online. 4.2 DIU ICT Administrative Services Job Tracking System: Supervisors of jobs or conveners of committees create online jobs for their group members who are involved with the jobs. In this way different jobs are assigned and feedback is received online. Instructions, solutions, suggestions are provided online, if required and percentage of progress of jobs is displayed online. Workload of a particular employee at a point of time could easily be shown and in this way, works could be distributed evenly among employees. Top management can observe the activities of different groups and monitor progress. These records are saved for future reference. On the other hand, the performances of the workers are evaluated at the end of the year by assessing the records. Online Payment of Salary: Payment of salary bonus and other payments of the employees are fully automated. Online Leave System: The employees of the university apply for leave online and supervisors grant/recommend Atatürk University October 13,15 2012 • Erzurum/TURKEY 35 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” accordingly. The applicants can see records of leaves they enjoyed and the availability of leaves, categorically. This system has eliminated procedural flaws of paper based application and record keeping system. Online Attendance Records: By logging into the personal online accounts, employees can view their detailed monthly attendance records and the concerned departments use these records for assessing office attendances of employees and adopting decisions. HR Appraisal System: The University has implemented an effective online appraisal system for the employees. Inputs relating to annual confidential report, self-evaluation, records of good and bad performances, punishments, rewards, etc, of an employee are given into the personal pages of employees and at the end of the year the concerned department assesses these records for granting increments, promotions, rewards, incentives, etc. 4.3. Library automation DIU Central Library is fully digitized and being operated through automation systems where facilities available are: online e-books and e-journals, huge collection of textbooks, reference books, local and foreign journals, magazines, materials on CDs and DVDs. Users can access the library online any time from anywhere. The software resources of the library include Koha, Dspace, Voice Library, e-Book software and other support software resources. 4.4. Academic ICT Services Online Tuition Fee Status: A student, by logging into his/her account could easily see his/her tuition fee payment status. This system has clarified the relation between university authority and the students and, thus, students and their guardians could make plans for payments by logging into the accounts from anywhere. Online Students Registration System: By implementing an effective online students registration system, the volume of works per semester has been reduced and the university and the students enjoy benefits of ICT. This system has reduced the registration related flaws significantly. Online Teaching Evaluation: Students evaluate the performances of teachers online by logging into their accounts from anywhere. Their responses are compiled and reports of teaching performances of each semester are generated automatically. The university uses this information for improvement of quality of education. Web based Result Publication: The University publishes semester final results through its Website. Students can get their semester results by connecting to the website from every corner of the globe. Smart Class: Adoption of technology in the education systems has changed the learning and teaching dramatically. Smart class-rooms are being used for interactive teaching and learning and they have become very useful for enhancement of learning process. Interactive whiteboards replace the ordinary blackboards or whiteboards and are already known as the most effective tools for learning, teaching, presentation etc. The smart boards of DIU are built with latest design and technology unparallel in terms of services and features. It is promosing that Government has innitiated many projects to ensure digital learning and service delivery to achieve Digital Bangladesh and our efforts add to the national initiative. 4.5. Online Learning Feedback System Teaching methodology commonly used in the country is traditional using one-way lecture delivery. This method presents no problems to the students who are themselves highly motivated. However, such teaching method in some universities has created a “gap” between teaching and learning in the present time. The online Learning Feedback System of the university enables students to interact with teachers and benefits the students in several ways. A teacher can easily know how the students are learning and what they are learning inside and outside the institution, or in a greater sense whether the class is effective or not. The system benefits students in the following way: • Ensures effective learning and clear sense on topics • Improves the relation between students and teachers 36 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” • Encourages students to open discussion with teachers and students • Improve language skills of students • Peer can assist in finding solutions to learning problems • Previous data can be accessed on the same topics 4.6. Forum and Blog It is now widely accepted that the learners must be engaged in their own learning, constructing their own knowledge in authentic contexts and, wherever possible, in social contexts in collaboration with other learners. Online Forum and Blog are very effective in this aspect. Discussion forums offer significant pedagogical benefits and opportunities. Forum at Daffodil International University is a very unique feature and it is one of the richest discussion forums in the Internet. Students use them for whatever purpose they think useful to them. The discussion forums simply reduce teacher workload. It has several benefits, it eensures social presence, increases interaction, supports cognitive strategies, supports collaborative learning etc. We feel this feature should be available in all educational institutions. It can be an effective tool to ensure quality and confirm learning in an effective way. 4.6 DIU Information infrastructure DIU conducts its ICT activities through a well developed computer network connected to the Internet through its own Internet service provider. The campuses are covered by WiFi connections and laptop computers are given to the students free of cost. Network infrastructure and WiFi infrastructure are shown in Figures 1 and 2. The university uses Windows and Linux platforms for ICT services for students and other employees. Figure 1: Network infrastructure of DIU campus network Atatürk University October 13,15 2012 • Erzurum/TURKEY 37 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Figure 2: WiFi infrastructure in DIU 5. Status of DIU for ICT Applications At present administrative and academic support services have become dependent on ICT for effectiveness and timeliness and Bangladeshi universities have recently started to use ICT for such activities. Many of the universities still do not have well developed Websites to present them through the Internet. However, DIU has a well developed website (http://www.daffodilvarsity.edu.bd) presenting most of its administrative and academic activities and services. According to recent (July 2012) Webomatrics (http//webometrics.info/) ranking based on university Websites, DIU is ranked second among 62 private universities and fifth among over 100 universities and institutions of higher education in Bangladesh. Among about 500 South Asian universities, DIU’s current position is 74 based on its Web presence. According to Webomatics world listing, DIU’s position is 2333 among over 20000 universities of the world. Considering overall situation in Bangladesh, DIU’s achievements in delivery of university services using ICT is noticeable. 6. Conclusion This article presents uses of ICT in administrative and academic activities of the university. Starting from 2002, DIU has remarkable achievements in delivery of online services for administration, library automation, teaching/learning, social networking and other activities as opposed to most of the universities in the country and South Asia. The university has established a well developed Website presenting almost all services and activities of the university. Based on Web presence, the university has very high ranking in the country and South Asia. References 1. http:/www.daffodilvarsity.edu.bd/ 2. Vision 2021: Digital Bangladesh, National ICT Policy – 2009, Ministry of ICT, Government of Bangladesh (in Bengali) 3. “Improving Skills by Peer Learning through Web Technology” Subhenur Latif and M Lutfar Rahman, Proceedings of the National Conference on Tertiary level in Bangladesh, 30 December 2011, Daffodil International University, pp73-83. 4. http://webometrics.info/ 38 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof.Dr. Satyendra PATNAIK Rector, KIIT University Bhubaneswar, INDIA KISS - GENESIS, RELEVANCE AND IMPACT Preface The word KISS can evoke strong and mixed reaction from everyone. Though cultural connotation of the term vary, yet in every culture, KISS can express sentiments of love, passion, affection, respect, greeting, friendship, good luck and many other things. KISS is thus a universal expression of feeling of affection, love and veneration. KISS is also an acronym for many expressions like ‘Keep it Simple, Stupid’, ‘Keep it Simple and Short’, ‘Keep it Simple and Straight Forward’, ‘Keep it Simple and Sincere’. This KISS principle definition by MONASH Marketing Dictionary, speaks that most systems work best if they are kept simple. The KISS, about which, I attempt to discuss at length is also an acronym for Kalinga Institute of Social Sciences born out of love, passion and affection of one person Achyuta Samanta, the Founder of the University KIIT, I represent here. He has been doing everything for the last twenty five years to create an equitable world sans poverty and ignorance. For him, KISS is the expression of feeling of affection, love and veneration. Through his simple and straight forward means, he established KISS with all his sincerity to give a voice to the voiceless, to empower millions of under privileged aborigines and to provide sustainable livelihood to thousands living beyond the ‘horizon of civilization’. Born out of the passion to create a level playing field for the millions of poverty stricken hapless tribal who constitute nearly eight percent of India’s 1.2 billion strong population, KISS under the leadership of Achyuta Samanta has been doing everything to empower the tribal through education. Ever since its inception way back in 1992 KISS as an institution has been playing a very distinctive role in transforming the tribal children through education. KISS has thus become a sort of social revolution. As the Rector of KIIT University, it is my pleasure to inform the world about KISS – Kalinga Institute of Social Sciences but more than the information, my talks would aim at throwing considerable light on the necessity of an institution like KISS, its genesis, the relevance and what has been the impact of KISS, which has remained the most successful projects in KIIT and in our administration. Genesis It is said that Rome was not built in a day. So was KISS. Before finding out the genesis of KISS, it is pertinent to know how such an institution which turned into a social revolution was born. Looking at the smiling face of any child, it would be hard to think about a small boy without food for days together; think about the helplessness of a mother not being able to arrange something for seven hungry stomachs and think about a situation in which a family without anything substantial to keep it alive. Anybody would shudder to think about such a plight of a family having so much Atatürk University October 13,15 2012 • Erzurum/TURKEY 39 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” poverty around. Like diamonds coming out from dark coal mines, the small boy of yester years has become the jewel in the crown of humanity. In a world where material wealth determines the voice of the people and where money speaks louder, a young man’s attempt to call on the people to listen beyond their own prejudices, beliefs, prerogatives and convenience must seem to be a tirade against the mighty and brutal diktat of a crippled society. The feeble tone of a small child would have lost in the melee but the melancholy through his mellifluous voice created a megaton inside his skinny exterior. The child, despite being born poor in an obscure village in Odisha, one of the poorest states of India shaped himself to be the role model for many wealthy persons. The young man Achyuta Samanta never ever forgot his nightmares, his shattered childhood and his bitter experiences of neglect because of the untimely tragic demise of his father in an accident when he was only four. No amount of consolation, sympathy and help could negate his feelings of being uncared for. His poverty and hunger continued to be his companions till very late. He did not inherit any paternal property, for his father was only a small time worker in a steel plant. The only thing his father left for him was a Himalayan responsibility to look after the siblings he left behind. Without any property or regular income but seven mouths to be fed along with a widowed mother, life was not easy for the young boy who in the midst of abject poverty was trying hard to conquer hunger without any reflection of it on the face. Poverty was written everywhere on the walls. Words can never explain poverty nor is there any other means to explain how it feels being poor. Most are broken by it though only few leave their footprints on sand of time to be emulated by millions. With only some odd jobs Samanta’s mother was trying desperately to keep the family going while Samanta still baby-sitting his little sister continued to pretend having food without having taken it. Samanta’s little palms were not tired wiping his moist eyes in some remote corner of his house never did he complain about his discomfort. Poverty found a new definition in Samanta’s life. From an early date young Samanta learned the art of living by work. The fasting he is now undertaking twice a week even today is perhaps his ode to his bygone days. Adversities sometimes make people strong enough to combat difficulties. Acute poverty did not allow Samanta to burn kerosene for his study at night. It was difficult to keep pace with the lessons hence before the examination; Samanta had to stay in the Headmaster’s house for some days to make up the lost grounds. The result used to be a high percentage of marks because determination to win over adversities which made Samanta to forge ahead. Slowly but steadily Samanta was inching towards his goal of being educated first. His determination was on his side and his strong will to succeed fetched him the merit scholarship to study further. From the village school to a high school sixteen kms. away was not easy to commute everyday. He had to wake up early to walk down that distance. His sincerity got him another scholarship to study in the college situated in the district headquarter town. While walking up to the school, he was thinking as to how the school could be brought nearer to poor children like him. He was thinking all the way how poverty and hunger could be eradicated but he had no answer then nor did he have the means to address these issues. It was the habit of walking that distance helped him later in covering almost 30 kms. a day in the most difficult period of 1992 – 94, still struggling to shape up his dreams. It was sheer madness for anybody to run almost 200 kms daily in a bike to contact, to be refused and humiliated by people. But the ‘thick skinned’ young adult through this humiliation could see the world from very close quarters. Running from pillar to post without a full stomach perhaps kept the hunger inside him burning. The hunger for seeing a better world sans poverty, the hunger for transforming the society and the hunger for bringing a little cheer to the faces of thousand mothers who were bleeding inside yet putting up a brave face before their children. Samanta never forgot his early days and the promises he made to himself. He never forgot the pain his mother had to bear for not being able to give him a decent life. The bitter truths of his life made him to be strong and when he became capable, he translated his ideas to make his village Kalarabank a model village. His journey from a small college to a bigger one in Puri to study B.Sc on a scholarship and then to study M.Sc in Chemistry in Utkal University at Bhubaneswar were not smooth either. Staying in a private hostel and thinking about his mother and sisters at home forced him to remain half fed and to save whatever he could. It was at this time he started giving tuition to some students while still studying himself. It was in the university hostel, Samanta felt the poverty around him. He was all by himself with his worn out clothes but definitely not without his dreams in his eyes. 40 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Success comes with determination, strong will-power and selfless dedication for a cause. The memories of childhood, the agonies of being poor, the hunger in stomach and mind were hunting him. All his hardship seemed to have ended with the completion of M.Sc in a first class. He could have led a relatively comfortable life with the job of a Lecturer he got even before the publication of his final result but destiny had different plans for him. It was his experience that made him dream for a world where poverty would not stand as a hindrance to one’s education. He dreamed of a society where no one would ever cry out of desperation for not being able to achieve anything in life because of poverty. All that he had in 1992 from his savings was a paltry sum of US $100. With the help of some like minded friends and guidance of an elderly person, he ventured out to walk the path, angels feared to tread. The tremendous will-power, the self-confidence and the unquestionable integrity for a cause made him to give up the teaching job in the college and to work for the society. The commitments he made to himself and the will to stand as a solid rock beside the needy forced him to forego his personal comfort that might have come from his teaching job. He literally had to beg like a fakir for setting up an institution Kalinga Institute of Industrial Technology (KIIT), the first ever state-of-the-art University in private sector. He was even hailed as Madan Mohan Malaviya who created Benaras Hindu University without a penny in his pocket, of Orissa by the Union Minister of Human Resource Development, Government of India. His success in establishing KIIT with a meager capital of US $100 belied the notion that world class institution can only be created by opulence. What was just a beginning way back in 1992 has now grown substantially to be one of the finest universities of the country to be ranked 16th nationally. The transformation of one roomed ITI with 12 students to a world class university with more than 15,000 students in 15 fully convergent campuses spreading over 350 acres of prime land speaks for itself. This is perhaps one side of Samanta’s persona which can be bracketed under the caption ‘Social Entrepreneur par Excellence’. Samanta’s ability to make a turn around of the economy surrounding KIIT and providing direct and indirect employment to thousands of people has surprised even the most dynamic economists. The greatest achievement and the most satisfying of all is definitely Samanta’s effort in creating a level playing field for the most neglected, underprivileged tribals living outside the ‘civilized’ world waiting for untimely death either coming to them through deprivation of the minimum food or by denial of basic necessities by the unscrupulous money lenders and marginalization because of their ignorance. The sufferings caused by the abject poverty reminded Samanta, his days of hardship when his mother had to take up odd jobs to make both the ends meet for her seven siblings. Samanta has the most unique quality of turning his sufferings into advantages. His heart was bleeding for the poor and the uncared for. He strongly believed that hunger, malnutrition, ignorance of resource utilization and exploitation can be successfully dealt with empowerment through education and provision for sustainability. His conviction that ‘illiteracy causes poverty and literacy drives it away’ made him to establish ‘Kalinga Institute of Social Sciences (KISS). The small school started with just 125 tribal children in 1993 has now grown into the largest institution of Asia for 16,500 thousand tribal children culled from the poorest of the poor tribal families living in small hamlets inside the jungles away from the ‘civilized’ world. The children here are provided with food, accommodation, healthcare and education from Kindergarten to PostGraduation (KG to PG) absolutely free. KISS has been recognized as the largest institute exclusively for the tribal children by the Limca Book of Records. With quality education and training, KISS continues to secure hundred percent result in the High School Leaving Certificate examination conducted by the Board of Secondary Education, Odisha against the state average of 50-54% pass result. In the +2 (Higher Secondary) examination conducted by the State Council of Higher Secondary Education, KISS has also been achieving cent percent result. The logical expansion in academics for KISS was the introduction of Graduation and Post- Graduation courses in number of disciplines. Now KISS imparts education in Arts, Science and Commerce streams in Graduation and in eight disciplines of Post-Graduation courses. Atatürk University October 13,15 2012 • Erzurum/TURKEY 41 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Sometimes, it appears to be a very difficult task in creating a situation conducive to educate the tribal children. Crusade against poverty through well defined means has made it possible to make KISS the largest residential institute for the tribal children besides building it as a Centre of Learning for the poorest of the poor sections of the society having focus on sustainable livelihood. Whether it is the academic results or the sports arena, the children of KISS have shown that given scope, they can outshine everyone. Against the state average of 50 – 54% result in the Secondary Board and Higher Secondary Council examinations conducted by the state, the students of KISS have been securing cent percent result for the last seven years. Similarly the KISS team made the country proud by winning the World Championship in Rugby by defeating South Africa in London. The boys who never ever stepped outside their villages could go to London for playing Rugby sounds incredible but is truth not stranger than fiction. They have proved beyond any degree of doubt that given scope, they can be second to none. It is not the Rugby alone, in the Athletics, Football and Hockey, the children have been showing their excellence and no wonder in the coming years, they would find themselves achieving success in every sporting event both in and out of the country. The success story of KISS is being hailed by hundreds of dignitaries visiting it from all over the world. These visitors including Nobel Laureates, President, Vice-President, Governors, Parliamentarians, Ministers, Planners and Social Workers have equivocally advocate for replicating KISS in every part of the world. While the former President Dr. APJ Abdul Kalam who visited KISS twice described it as a wonder, Noble Winner Prof. Richard Ernst lauded Samanta as his role model. Padmavibhusan Magsaysay award winner and social activist Mahasweta Devi has gone on records to describe KISS as ‘Bapu’s dream realized’, a ‘Second Santiniketan’ and ‘Bharat Tirtha’, envisioned by Gurudev Rabindranath Tagore. As Prof. Yaspal rightly remarks about KISS and its Founder, ‘Samanta perhaps represents the most convincing argument that India will make it as India and not as a so-called developed country of some one else’s concept’. Though impossible to measure yet the success of KISS is distinctly visible. The tribal children who come to KISS, return with lot of confidence and an assured means of livelihood. Job guarantee after completion of study and adequate training to change the attitude of the family towards education make KISS unique. The child studying in KISS becomes a ‘Change Agent’ of his society. He helps in enlightening others in his family and the village. He helps transforming his society. There are unlimited scopes for a tribal child in KISS for there has been the provision for a five percent seat reserve for anyone from KISS to study in higher technical and professional course in KIIT. Relevance The World Education Forum held in April 2000 in Dakar, Senegal underscored the need to eradicate extreme poverty and gave commitment to work towards this aim through education. A commitment to poverty eradication was also one of the most important outcomes of the World Summit for Social Development held earlier in Copenhagen in 1995 where abject poverty was considered as a severe injustice and an abuse of Human Rights. Subsequently, the United Nations General Assembly declared the period 1997 to 2006 as the first UN decade for the eradication of poverty. The role of education in poverty eradication is indeed very crucial. Not only is education important in reducing poverty, it also is the key to wealth creation. The Dakar framework for action ‘Education for all’ speaks about ‘Promote EFA (Education For All) policies with a sustainable and well integrated sector framework’ [UNESCO Paper on Education & Poverty Eradication, 2001]. The report made by the Secretary General of the UN in context to the Decade for the eradication of poverty confirms that universal primary education is central to fight against poverty. Poverty can be categorized under two broad divisions, viz – Relative Poverty and Absolute Poverty. Relative poverty can only be alleviated while absolute poverty can be eradicated with proper care. The tribals of India are in absolute poverty and despite every possible step taken by the government, they continue to be in that state because without security, breaking the cycle of poverty becomes virtually impossible and as such it leads to the marginalization and alienation them from the society. It is rightly observed that the link between education and poverty elimination is a complex one. It is evident that the link between education and poverty is neither a linear nor a simple cause and effect relationship. With some degree of certainty it can be presumed that the lack of education is perhaps the most powerful reason for poverty. The Global Monitoring Report (GMR) has estimated that 77 million children who do not have access to education are not only poor but fundamentally suffer from lack of access because of the multi-dimensional nature of 42 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” poverty [Achieving Education For All, Geneva, UNESCO, 2007], Education as a Right, particularly in case of children has been highlighted in several important documents including UN Declaration on Human Rights (UN, 1959), the UN General Assembly’s Declaration of Rights of the Child in 1989 and the adaptation of the convention on the Rights of the Child by the UN Assembly in 1989. The Constitution of India has also accepted Right to Education as one of the Fundamental Rights. The period between late 1980s and 1990s witnessed a strong interest in paradigm of development which challenged previous narrow economist and reductionist approaches in which development was reduced to economic growth. The most significant thinker on this was Nobel Laureate Prof. Amartya Sen, who developed the theory of human capability. As a holistic approach to development, it emphasized the intrinsic value of education, as an opportunity, an entitlement and a means for improving life. Scholars are broadly divided in two groups, the one who views education as a ‘Means’ and the others who view education as an ‘End’. There is, however, another group which views education both as a ‘Means’ and also an ‘End’. It is pertinent to point out here that lifting people out of poverty is important not as an end in itself, but because it enables people to expand the real freedom they value. In order to understand poverty and its relation to education, one has to understand various strategies to fight poverty and the role of education in implementing those. There can never be any two opinions about the fact that educational quality is very significant for the growth and enhancement of learning. Micro level study has shown that poverty is virtually non- existent in educated household. There are numerous research evidences to show the effects and benefits of education. The schooling factors including availability and quality also make the learning experience very difficult. Another factor related more directly to poverty has been the low level of earning which prohibits entry into the schools. Poverty is also related to early childhood care and education which are important for health and nutrition. Besides, early childhood education has other benefits for later years of schooling. It is a fact that very poor do not have access to early childhood care and education. Perhaps that made the Nobel Laureate for Economics in 2000, James Heckman to opine that ‘It is a rare policy initiative that promotes fairness and social justice and at the same time promotes productivity in the economy and in society at large investing in disadvantaged young children is such a policy’ [Heckman, 2003, Evaluating Human Capital Policy .... Boston, Harvard University Press]. There is no denying of the fact that poverty reduction or eradication through education can never be achieved without the right mix of policies and strategy guided by a strong commitment to achieve that. The reduction and eradication of poverty requires a national development strategy in which poverty is addressed at all levels. Strategies for eradicating poverty through education require unrelenting attention to removing inequality. Quality education matters more for the poor than for any other group. In Indian context, any discussion on poverty eradication through education can never be complete without a study on the most deprived sections of the society called Scheduled Tribe. The term ‘tribe’ is defined as (sometimes offensive in developing countries) as a group of people of the same race and with the same customs, language and religion etc. living in a particular area and often led by a chief (Oxford Advanced Learner’s Dictionary, 2005). Modern scholars often link primitiveness and backwardness of a group of people with the term ‘tribe’ who are deliberately described as primordial and irrational. During the time of European colonial rule over most countries in Asia and Africa, theories of social evolution became enter-wined with racial status. Thus began the process of alienation by keeping a group of people oppressed. The rulers used the ‘tribal-non-tribal divide’ as a tool to ‘divide and rule’ strategy. The gradual indifference of the rulers and the ‘tribal-non-tribal’ divide have widened the gap between the tribal and the non-tribal. This alienation gradually came to be viewed in a manner that the very meaning of tribe implied primitive savagery. It was definitely a dangerous trend which resulted in the negation of gradual development that needed to be addressed to by both administrative measures and by academic exercises. It is rather unfortunate that the misnomer about the tribe still continues and despite several efforts, the tribals still remain isolated in their hamlets. Article 342 of the Indian Constitution prescribes the procedure to be followed in the manner of specification of Scheduled Tribe. Article 366 (25) of the Constitution defines the term ‘Scheduled Tribe’ as ‘such tribe or tribal communities or parts of or groups with in such tribe or tribal communities as deemed under Article 342 to be Scheduled Tribes for the purposes of this Constitution. Atatürk University October 13,15 2012 • Erzurum/TURKEY 43 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” While discussing the issues like empowerment and sustainable development of the tribes, it is pertinent to know that in today’s India, most tribals still remain in abject poverty being backward. The term ‘Backward’ is used here because as per the Annual Report of the Ministry of Tribal Affairs, Government of India, 2006-2007, the essential characteristics of any Scheduled Tribe is given as having : (1) Primitive Traits, (2) Distinctive Culture, (3) Shyness of contacts with community at large, (4) Geographical Isolation and (5) Backwardness – Social and Economic. This definition of the tribe makes it clear that the tribes in India possess primitive traits, live in geographical isolation being socially and economically backward. The tribes who live in about 15% of the country’s area in various ecological and geo-climatic conditions ranging from plains and forests to hills and inaccessible areas continue to live with : A pre-agriculture level of technology, A stagnant and mostly declining population with extremely low literacy and A subsistence level of economy. It is rather unfortunate that despite sixty-five years of Independence, these tribes continue to live in seclusion in difficult terrains devoid of even the basic necessities of life. As per the 2001 Census figures, 81.6% of the main workers from these communities were engaged in primary sector activities. These disparities are compounded by higher dropout rates in formal education resulting in disproportionately low representation in higher education. Not surprisingly, the cumulative effect has been that the proportion of STs below the poverty live is substantially higher than the national average. The tribals also suffer from poor health condition. This is the cumulative result of under nourishment compounded by several other factors which include incidence of chronic endemic diseases like Malaria, Filaria, Tuberculosis, Leprosy and veneral diseases etc. The infant mortality under - 5 child mortality and the percentage of children under weight in respect of Scheduled Tribes in higher than that of the overall population as well as of other disadvantaged socio-economic groups. While the ST population below poverty line in the rural areas stands at 47.2% in urban areas, it is 39.9% as per the report of the Planning Commission in 2005 - 2006. While the infant mortality rate per 1000 stands at 84.2 and the under- 5 mortality rate stands at 26.6, the percentage of children under weight stands at 55.9%. There are still other startling facts about the tribes of India. Most of the problems of the tribals are caused because of the absence of a sustainable livelihood. This sustainable livelihood is linked to education in which the tribals lack behind. Most of the problems faced by the tribals are because of low literacy rate and their ignorance as a result of which they become easy pray to the exploitation of unscrupulous businessmen and money lenders. The literacy rate of the Scheduled Tribe remained at 51.48% for the males and 23.37% for the females of their population as per the 2001 Census Report. The alarming rates of dropouts compound the misery substantially. Though Gross Enrollment Ratio for the elementary stage, Class I to VIII between the age of 6 to below 14 was at 88% in 2001 which has further grown to 93.5% in 2004 – 2005, yet the dropout rate has been calculated at more than fifty percent. The Draft National Tribal Policy prepared by the Ministry of Tribal Affairs (Annual Report (2007-2008/2008 – 2009 – Ministry of Tribal Affairs, New Delhi.) admits the fact that despite constitutional provisions, various protective legislations, considerable development initiatives, tribal sub- plan approach and the provisions of Panchayats (Extension to Scheduled Areas) Act of 1996, the socio- economic condition of the Scheduled Tribes have improved only marginally. The Human Development Index (HDI) of the tribes is much lower than the rest of the population. The gap in literacy level and the infant mortality rate speak about the condition of the tribal people. Besides, the low capacity of the tribal economy, poor infrastructure in tribal areas, unemployment, faulty forest policies creating the fear of eviction, gradual extinguishment of traditional rights and ownership of uplands going out of tribal possession, displacement are some of the issues that come in the way of development for the tribals. The draft policy further admits that despite several provisions for the protection and development of Scheduled Tribes and several other central and state Acts, instruments and pronouncements having similar objectives in existence, there 44 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” is no single policy which looks at the issue of protection and development of Scheduled Tribes in an integrated and holistic manner. How true is the statement can be judged from the very fact that the actual expenditure during the year 2007 – 2008 for tribal development stands at a staggering amount of more than 12 billion US$. A proper analysis of the facts at hand suggests that the reasons for such a sorry state of affairs are the lack of education amongst the tribes which leads them to all other problems. Education holds key to tribal empowerment and sustainable development. But educating tribals has remained a very difficult task because the older generation still continues to believe in their age old practices surrounded by superstitions and their reluctance to accept the change. Besides, most tribals consider an extra pair of hands means some extra income for the family; hence they do not encourage their children to go to school. Lack of confidence has remained another reason for the low literacy rate amongst the tribal. Unscrupulous moneylenders lure the children to lucrative employment which turn out to be untrue but by the time they realize it, they are already in the trap of a vicious circle that forces them to work as bonded labour with little or no wage. The picture of the Scheduled tribes is more or less similar in each state. Of the 700 tribes in India, the largest congregation of the tribal population is in Madhya Pradesh and Orissa. Like the rest of India, the tribals in these states suffer from poor health condition because of undernourishment, low literacy rate and numerous other problems. The state governments under the obligation of Article 46 of the Constitution of India are taking steps to promote with special care, the educational and economic interest of the weaker sections of the people. The article categorically states that “(the state) shall protect them from social injustice and all from the exploitation”. But the measures taken by the centre and the states prove inadequate because of the absence of creating a mindset to deal with care and a constant monitoring the progress and the drawbacks by any dedicated visionary. A note prepared by the UNICEF for the Ministerial Roundtable Breakfast on “Education for Poverty eradication: an approach to human resources development” on 3rd July 2002 speaks clearly that the poor often do not have choice over many things that affect them ranging from food, shelter, health and safety to the more complex needs that require them to be active participants in the economic system and members of the civil society (e.g. employment, purchasing power, civic rights etc.). This is what equates poverty to subsistence and a powerless existence. Yet the poor, like all others in society have much to offer in terms of human potential. They have the capacity to contribute to the economic, social and cultural development of their communities and the nation at large. We need to activate and nurture this capacity to benefit the individual and the society. It is through education that individuals realize their potential to contribute to production, wealth creation and execution of various roles that make for national development. It is also through education that they are able to benefit from the distribution of wealth in the economy have a political voice and access social goods and services to enhance their living standards. The report further adds, “These facts are well know in development circles. What is lacking is the ability to make use of the transforming power of education as one of the most important tools for eradicating poverty”. With this background, the relevance of an institution, a mechanism or a sort of social revolution has been felt by one man Achyuta Samanta whose Crusade against poverty through well defined means made it possible to make KISS the largest residential institute for the tribal children besides building it as a center of learning for the poorest of the poor sections of the society having a focus on sustainable livelihood, education and scope for all round development. KISS set before it the goals to provide maximum exposure to the tribal children by giving them opportunities to excel in their skills through education and several vocational training courses. Be it gardening or growing vegetables or drawing and painting or weaving or any other vocational training for a sustainable employment, children of KISS do it with ease and aplomb. It serves a dual purpose because with these activities the children remain connected to nature and the environment and the vocational training instills confidence in them. The novel scheme to be paid for their work is like ‘earning while still learning’ makes KISS unique. Since wealth creation is a significant aspect in education porgrammes intended to contribute to poverty eradication, KISS definitely fulfills it. It is definitely an answer to the planners who ponder over as to how can education assist learners to create wealth. Atatürk University October 13,15 2012 • Erzurum/TURKEY 45 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Achyuta Samanta with the children of KISS Impact The relevance of KISS with the background of its genesis can make an interesting reading which might appear unbelievable to anyone, who has not seen KISS. Truth is sometimes stranger than fiction and the success of KISS proves this diction. The success story of KISS is visible though it can not be quantified yet impact of KISS can be measured to a great extent. Starting from the middle of nowhere, KISS has reached a stage where it has become impossible for it to remain unnoticed. KISS has drawn the attention of the world. No wonder then that world organizations like United Nations Development Programme (UNDP), UNICEF, UNFPA and UNESCO have come forward to partner and support KISS. Besides, KISS amidst stiff competitions could bag the Micro Scholarship Programme from the Federal government of the United States of America. Through this scholarship, 200 children of KISS are learning English from the US certified teachers. Since, individuals realize their potential to contribute to production and wealth creation through education, the inmates of KISS are being trained through vocational training to earn while still learning. The students of KISS are now producing a whole lot of products including the paintings, dress materials and decorative handicrafts. These products are sold and a part of this sale proceeds is directly sent to the parents of the children making those. The parents of the children who once believed that an extra pair of hand could bring them some extra income are now realizing that through the process of getting education their children can also earn. Education and training to earn while still learning instill confidence in the tribal children to become useful citizens of the country. Ultras, no longer could tempt these children taking advantage of their poverty and hunger. KISS successfully put a halt to the menace of the tribal children joining disruptive forces. More and more children are now turning to education, for they have understood how important is education to drive their sufferings away. As a result of this realization, the perennial problem of ‘dropout’ has come down to zero. The increasing number of students applying to study in KISS is a case in point to prove the impact of KISS. Atatürk University October 13,15 2012 • Erzurum/TURKEY 46 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Visit of galaxy of luminaries in various fields from across the globe to the KISS clearly demonstrate the world wide impact, the institution has created. Though appreciations for KIIT by these great personalities can run into several volumes, yet some selected comments are given in the concluding pages of this volume. Distinguished visitors coming to KISS include President Dr. A P J Abdul Kalam (2006), President of Mauritius Sir Anerood Jagnauth, Vice-President Sri. B S Shekhawat (2006), Vice- President Sri. M Hamid Ansari (2010), Governors of several states, Chief Ministers of various states including Sri. Naveen Patnaik (Odisha), Ms. Sheila Dikshit (Delhi), Sri. Buddhadeva Bhattacharya (West Bengal in 2007), Sri. Arjun Munda (Jharkhand), Nobel Laureates including Prof. Richard R Ernst (Nobel for Chemistry 1991), Prof. Rolf Zinkernagel (Medicine, 1996), Ambassadors including Mr. Timothy J Roemer, US Ambassador to India, Chief Justice and Judges from Supreme Court of India, Supreme Court of UK, Chief Justices and Judges from various High Courts, host of Union Ministers, Member of Planning Commission, Social Activists and many others not only visited KISS but also expressed their awe in finding such an institution created for the poorest of the poor indigenous children. President of India Dr. APJ Abdul Kalam with children of KISS KISS has left an indelible mark on the writers and columnists of the world. While the US based ‘TIME’, ‘South China Morning Post’, ‘United News of Taiwan’, have brought out features on KISS, national magazines like The Week, India Today, Outlook, Society, Swagat, Discover India, Uday India, Tehelka, Education World have brought out features on KISS and its founder Dr. A. Samanta. It is also the impact of KISS that various international Universities of repute have conferred the Degree of Doctor on Dr. Samanta for his untiring effort in creating a level playing field for the thousands of indigenous children by establishing KISS. One Korean University, Hanseo University has been sending a team of volunteers every year to work in KISS while the National Formosa University in Taiwan has shown interest in sending its student volunteers to KISS. Through its well organized plans, KISS has been successfully responding to several Millennium Development Goals (MDG). Its efforts to eradicate extreme poverty and hunger have been showing results. The families, from where children have come to KISS, no longer spend their days in abject poverty and hunger. The children from these families are acting as Change Agents. The monthly remuneration earned by the child is sent to the family regularly which supplements their own income. Through KISS, all efforts are being made to achieve universal primary education. KISS has now become the catalyst to encourage education for all the tribal children. Because of the provisions of hygienic food, problem of malnutrition, health hazards have been arrested to a large extent. Atatürk University October 13,15 2012 • Erzurum/TURKEY 47 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 48 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Statistics available from the government and the facts gleaned from the Census Report 2011, leave no doubt whatsoever that tribals in Odisha are living in most deplorable state without adequate food and nourishment. Because of the state of their deprivation, they are unable to find an alternative to the allurement by the disruptive process. Because of KISS, the trend has been reversed. There has been some researches in the economics of education which show significant gains from education particularly for women. A co-relation can be drawn between increasing levels of education and a rise in the age of marriage. Education is regarded as the best ‘social vaccine’ for HIV prevention and improved nutritional well being. KISS has in a way arrested the child marriage prevalent in some tribal pockets. Education imparted in a residential campus made the girls and boys to be socially conscious of the evils of child marriage and the menace of HIV-AIDS. This also is a component of the MDG. Apart from the four important points in the MDG, like eradication of extreme poverty and hunger, achievement of universal primary education, promotion of gender equality, empowerment of women and ensuring environmental sustainability, KISS through its efforts is creating awareness in reducing child mortality and combating malaria and HIV/AIDS and other diseases among the tribals of Odisha who constitute 25% of the population of the state. In its own small way KISS is reaching out to the world through its global partnership with the goal for achieving development. Apart from the above, KISS also fulfills some very important segments of Vision 2020 proposed by former President of India and a great scientist Dr. A P J Abdul Kalam to make India a developed country by 2020. Vision 2020 explicitly states of a ‘Nation where education is not denied to any meritorious candidate because of societal or economic discrimination’. Besides, Vision 2020 also envisages jobs for all, peace, security and national unity, food and nutritional security through application of renewable energy amongst other things. KISS has been doing exactly that. Pedagogy in KISS is designed in such a way that after completion of education, a student not only passes out with a degree of higher education but also with an assured job through campus placement or through self-employment opportunity for a sustainable livelihood. No one ever thought that KISS would change the connotation of the term ‘tribal’. It has definitely brought a silent revolution in the lives of the ‘unreached’. Empowerment has now reached remote and inaccessible tribal dominated areas and transforming the socio-economic condition of them. It is not a small achievement. Because of the change, they are no more dependent on forest, neither they are reduced to daily wage earner. On the contrary, tribal youths are becoming Engineers, Doctors and joining other coveted positions. With the help of KISS they are now taking confident steps towards a better future. Atatürk University October 13,15 2012 • Erzurum/TURKEY 49 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” It is not for nothing that everyone who visits KISS describe it ‘incredible’. Each and every important individual think it to be replicable for the creation of an equitable world. The Minister of Social Justice from South Africa, Ms. Edna Molewa wanted to replicate in her country. Even the Union Minister of Tribal Affairs, Government of India, Shri Kantilal Bhuria during his visit to KISS announced without mincing a word that KISS should be the role model in India and it needed to be replicated in every state of India. The impact of KISS is so very much felt that the Government of Delhi through a cabinet decision gave a nod for establishment of a branch of KISS in Delhi. Similarly KISS has been provided with necessary infrastructure and financial support to run another branch in Kanker, Madhya Pradesh. If the ever increasing number of students in KISS is an indication, then there is no doubt that by the end of this decade KISS would be instrumental in transforming a million tribal children to be the assets instead of liabilities as they were thought be. To cope with the growing demands of educating tribal children, KISS has opened up ten branches out of its proposed twenty branches in various districts of Odisha.  Conclusion We need intellectuals and transformative activists who can articulate and precipitate a social movement. The cascading crisis that the society and the world is experiencing only underlines more emphatically the need to find new ways of redefining ourselves and understanding our problems before we can begin to respond to the situation. The Founder of KISS Dr. Samanta is definitely the most befitting and charismatic activist, the world is in need of. The world needs people like him who could bear the burden of a staggering loan of billions of Rupees not for his comfort but for transforming the world. The success of KISS without any substantial help from any quarter has made everyone to take a pause to think how it could be possible. The man behind all that, is an ordinary man from the next door who despite a troubled childhood could single handedly planned, executed and achieved what many could not have done. He could have led the life of luxury with the income from the University. He could have amassed huge wealth but he preferred to be in neck-deep of loan to give the poorest of the poor tribal children the much need hope to stand straight with everyone on the same platform. Samanta could muster the courage to transform the society which has been a stupendous task. He could transform his nightmarish childhood, poverty, hunger and all the disadvantages to his strength to brave everything for creating an equitable world sans poverty and ignorance. It is his Gandhian lifestyle that earned him the position of the General Secretary of the Gandhi Global Family. Being a bachelor, his simple living in a rented house and without much personal belongings speak for itself how much he detests luxury and opulence. No wonder then that he is being bestowed with honours from Universities abroad and positions by the government and is hailed as the harbinger of a new era. ‘Period before Independence was the time of Gandhi, Nehru, Maulana Azad and Subhash Chandra Bose and many others who had great love for the country and they sacrificed everything for it. Now sixty-five years after Independence we have Dr. Achyuta Samanta who has sacrificed everything for the society’, said Ghulam Nabi Azad, the President of GGF and an important Union Cabinet Minister. There is, however, no reason to disagree. Despite the success of KISS, there is always an apprehension whether this unique experiment could continue for ever without the financial help from others. KISS with the percent strength can sustain but with the ever increasing number of students from various states it would definitely be a challenge. To overcome this challenge, help and cooperation from every corner of the world is necessary. I would like to appeal to the global community through this forum to help us to create a world where each and every child irrespective of its socio-economic condition would get the scope and space to grow as a respectable human being. 50 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Dzhylkichiev Askar Isaevich Talas State University, Kyrgyzstan DISTANCE EDUCATION IN THE SYSTEM OF THE HIGHER EDUCATION OF THE KYRGYZ REPUBLIC Dear participants of conference! Before beginning the message, I want to express the gratitude dear to president Hikmet Kochak for the organization of such conference and for the invitation to take in it part. In recent years distance form of education gets wide application in system of the higher education of the Kyrgyz Republic. Moreover, from 2012-2013 academic years the Ministry of Education and Science of the Kirghiz Republic completely refused correspondence form of education and left in system of the higher education only internal and remote forms of education. Transition to new form of education it is dictated by many reasons. This rapid development of information and communication technologies, aspiration to eliminate shortcomings of correspondence form of education and to make education by continuous process, need of change of concept «training on all life» on «training throughout all life». In the long term further development of information and communication technologies should promote further development remote form of education and to become conclusive base for formation of world system of the distance learning which is beyond frontiers. As strategy of a development of education is around the world directed on integration, the system of the higher education in Kyrgyz Republic can't remain out of global changes in world educational space. From this point of view to distance learning heightened interest show not only educational institutions, but also trainees. Because distance learning meets the requirements of modern life, especially if to consider not only transportation costs, but expenses on the organization of all system of training. Distance learning allows realizing the individualized technology of training, satisfying need for educational services for that mode in which it is most convenient. For ensuring quality of training at distance learning licensing and certification procedures are carried out. At carrying out these procedures resources (personnel, information and library providing, material base and others) distance learning is estimated separately from other forms of education. The standard and legal base of distance learning is accepted at the state level. The educational system in Kyrgyz Republic consists of educational programs and the state educational standards realizing them of the educational organizations and governing bodies by education. Educational programs share the general and professional. In turn these programs consist of the main programs and additional. Programs of preschool education, the initial basic, the secondary general education and additional education belong to the general educational program. Professional programs consist of programs of primary, secondary, higher, postgraduate and additional Atatürk University October 13,15 2012 • Erzurum/TURKEY 51 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” professional education. The obligatory minimum of the contents and standard terms of development of each main general educational or main professional educational program are established by the corresponding state educational standards. Despite a wide circulation of remote form of education in the absence of the normative legal acts regulating distance learning, at remote training arises certain difficulties at realization of a professional educational program. The essence of these problems is that if distance learning is a form, instead of technology of training, this training is necessary for licensing. For carrying out license examination control and standard parameters on staffing, material base of the centers of distance learning, on providing with electronic educational complexes are necessary, etc. The specified resources should be separate of resources of internal and correspondence offices. Thus an important point is that shots serving distance learning consisted of the regular teachers who have scientific degrees, serving intramural and extramural offices of educational institution. The requirements shown to material base, to security with computers and Internet resources, and also existence of electronic training courses should be established. Control and standard requirements for realization of professional educational programs of distance learning should be will be defined proceeding from specifics of considered form of education, and will cause a stir from control and standard requirements of internal and correspondence form of education. Except staffing and the material base at remote form of education isn't present a consensus on such open questions as: reception of examinations, ensuring quality of training, mechanism of examination of students, mechanism of carrying out total control and total state certification of graduates. Thus, without watching complete transition from a correspondence form at remote form of education some more questions remain not solved. 52 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof.Dr. Ahmad Kamal Rector, Khurasan Institute of Higher Education, Afghanistan THE PHOENIX PROJECT Introduction Afghanistan is a country with three decades of long war, devastated citizens, stories of brutal violence and inhumanities. This three decade of long war gifted Afghans nothing but tears, fear, terror, destroyed economy, weak infrastructure, homelessness and worst of all illiteracy. Educated youth, particularly the academic cadre constitute the backbone of a prosperous and self-sustained society, but unfortunately Afghanistan still remains one of the least-educated country on earth with more than 70% of illiteracy ratio. Mass migration to neighboring countries left Afghan school, colleges and universities safe hide outs for invaders and militants. Since then the Afghan educational sector paralyzed and it was soon grounded and turned into dust leaving Afghanistan far behind in this run with no academic cadre and bleak educational outlook. International community together with the new Afghan government has committed itself to rebuilding Afghanistan. Since 2001, there have been massive amount of international support given to and investment made in social sector, security, economy, institutions building, health, agriculture, rural and urban development and education. People attached hopes to this last decade as reforms were made to almost every sector and the process of rehabilitation was started. This rehabilitation had many aspects, out of which the utmost important for Afghans was railing the derailed educational system. During this rehabilitation process the government universities were reopened, slowly and gradually schools in rural and urban parts of the country were built and rehabilitated and private higher educational institutes were warmly welcomed in the market. Khurasan Institute of Higher Education led by a dedicated team also plunged into this situation to help rebuild Afghan higher education system and let it rise from the ashes. KIHE at Launch In 2006, KIHE with the sole and basic aim to help rebuild the higher education system of Afghanistan started its operations from its main campus of Nangarhar Province Jalalabad city. At the very beginning KIHE was carving Afghan youth in Civil engineering and Computer sciences disciplines. Later on KIHE by its extensive market research and study of the ground realities observed complete new trends. These new trends emerged as Afghanistan also joined the pace of change and development all around the world. The efforts of rehabilitation process had started generating positive results. Government institutions were built, economic system was structured, investments across Afghanistan started getting higher and higher, private and commercial banking net stretched all over the country and the management style and approach in offices, companies and organizations began to overhauled. Atatürk University October 13,15 2012 • Erzurum/TURKEY 53 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” These changes and developments put forth an intense need of skilled Afghan nationals to work in these areas as at the start they were run and managed by foreigners. To respond in a proper manner and provide the market with skilled Afghan human resource, KIHE in particular deemed it appropriate to outfit Afghans with the necessary skills of management in order to actively play their role in every single sector to help rebuild this beautiful but terrified land of Afghans. Hereinafter the think-tank of KIHE decided to launch a new discipline - for the first time in the history of AfghanistanManagement sciences (BBA). The Challenge Since Khurasan Institute of Higher Education was the first higher education institute to offer BBA program in Eastern Afghanistan, there were a number of crucial issues emerged as overwhelming hurdles. The ministry of higher education Afghanistan did not have any guidelines and curriculum for such programs. Moreover study materials such as books were not available as well and there was total lack of knowledge about management studies programs and its importance. Worst of all overall Afghanistan was deprived of human resource i.e there was not any local faculty available for this particular project and hiring foreign faculty was way costly to launch the project. Launching this project with no books, no guidelines from the ministry of higher education, any local faculty, very poor educational background of the students and charging a very nominal fee that Afghans could afford posed a challenge that was almost impossible to cope with. KIHE Response to the situation KIHE had realized the intense market need of business administration graduates, sensing the situation accordingly; KIHE accepted this challenge and came up with the possible way of starting this indispensible program. With very scarce resources, harsh and hostile environment, short period of time, and with higher risk of failure, KIHE designed a comprehensive program to launch BBA in our local Language “Pashto”. This particular project was named as “The Phoenix” a mythical bird that re-born from its own ashes. KIHE and its dedicated team at the first step started translating international books into the local language both for students and teachers. After this hard and laborious task of translating respective books for this project and developing the necessary teaching materials, teaching faculty was hired from our neighboring country Pakistan. Since there was no awareness about the management sciences program and its importance amongst the students, KIHE initiated students awareness campaigns across the Eastern Zone. In the next step the hired faculty was provided with training sessions to overcome the cultural and dialectal differences. To strengthen the base of enrolled students for the program, foundation classes were offered for free including Diploma in English language and some other basic business subjects. In the full fledge program the students were taught the first four semesters in Pashto (local Language) and the last four semesters were offered in English. The students successfully got along with this program and were able to complete their degree courses in a very professional way. The graduates nowadays are competing at national as well as international level. Outcomes of the Project The project was a major success. Over a thousand of students were enrolled for the program at the very start of the project. There are still more than two thousands students currently engaged in studying this particular program. Till today KIHE has offered the market with 3 batches of business administration graduates whose employment percentage is above 90%. The graduates have been employed at top positions with government, semi government and non government organizations who are serving the nation in best the possible manner. This project had an immense impact on the overall higher education sector of Afghanistan. Looking at the results yielded by the project the ministry of higher education Afghanistan came into action and initiated BBA programs at Government universities. In Nangarhar Province, the expertise of KIHE were asked to train the professors and other faculty members, and to develop the necessary teaching material and course contents to launch this particular program at Nangarhar university- A renowned Afghan Public university. 54 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Following our foot prints more than a dozen of Public universities and Private higher education institutes also offered the same program. Success Stories Followings are a few of the top graduates of this auspicious project, who are definitely contributing towards a developed and self sustained Afghanistan. Sher Ahmad Business Advisor with Afghanistan Enterprise Development Advisory Program funded by US Government Qiam-u-Din Roohi Regional Manager Afghanistan International Bank Jalalabad, Nangarhar Afghanistan Ibrahim Shams Vice President AISA (Afghanistan Investment Support Agency) Ghulam-ur- Rahman Human Resource Officer DAYNCORP International, Afghanistan Jameel Ahmad Monitoring & Evaluation Advisor UNESCO, Afghanistan Atatürk University October 13,15 2012 • Erzurum/TURKEY 55 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Abdul Wali Mustafa Admin Finance Manager at Ministry of Counter Narcotics, Afghanistan Said Wali Ullah Finance Director HEALTH NET, Afghanistan Rafi Ullah Executive Director Afghanistan Industrial Association Haroon Shahab Provincial Assembly’s Regional Development Programs Specialist Nangarhar, Afghanistan Abdul Hameed Akbar Full Brighter placed at George Town University United States We have strong convictions that educated youth is the key to self sustained and developed Afghanistan. Academic projects like this without any doubt are contributing and will contribute towards the achievements of millennium objectives of international community that are but not limited to Educating Afghan youth, rehabilitating Afghanistan, creating job opportunities, capacity building, and preparing future potential & sincere leaders in Afghanistan. KIHE feels honored that it has been a part of the international community’s endeavors and contributing to the ultimate aims of international community in every possible manner at its part. 56 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” We here at KIHE, while being grateful for international community’s assistance and generous contributions, are of the view that investment and assistance in Afghan educational sector be given a top priority. Education regrettably, is the one area in Afghanistan that has not been paid the consideration it requires. Although, the number of Afghans (male and female) attending schools and other educational institutions has considerably increased, new private and public universities have been established, Afghanistan still remains one of the least-educated countries on earth with more than 70% of its people still illiterate. Investments in education sector especially in the area of higher education will provide Afghanistan with educated leaders and professionals who can best represent the wishes and aspirations of Afghan people and believe in living in harmony with the rest of the world. We believe that there is an urgent need of ESRUC member universities to work together with Afghan higher education institutions and forge partnerships to reform the higher education sector, make it in accordance with international standards and help Afghan society rise as a respected member of world body. KIHE, Afghanistan is keen to work with universities around the world and establish cooperative relations with academic institutions to help build Afghan higher education sector. KIHE is interested and will warmly welcome those institutes who are willing to support and help afghan higher education sector by working closely with us to launch Masters Degree, Research, students & Faculty exchange and other academic programs. Atatürk University October 13,15 2012 • Erzurum/TURKEY 57 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” K.A. Isakov, T.T. Zhumabaeva Osh State University, Kyrgyzstan THE SPECIFIC OF TEACHING METHODS IN NATIONAL SCHOOLS1 Higher education plays an important role in the development of each country. It should include all scientific, informational and technological achievements. Every specialist should be active, competent and decisive according to the situation in the period when information technology is growing rapidly. It requires from specialists who are getting higher education the following: - To be adaptable for changing; - To be independent and decisive, to develop critical thinking skills; - To be able to find updated information and use it; - To develop moral requirements, to work hard on developing intelligence; - To be tolerant. Osh State University works hard on implementing its future plans by developing education, science researching and strengthening the international relations in order to become one of the best universities in Kyrgyzstan. Adoption of the development conception and its realization for 2011-2015 academic years is a good motivation for university to prepare high qualified specialists in the future. It includes university’s main goals, duties, strategic directions of development, education management, organization and coordination of education and science research, social The dynamics of growth of number of development, training and teaching high qualified specialists, students for 60 years strengthening international relations, increasing high technology at Osh State University, improving state language, teaching foreign languages and training students university post studies. One of the successful administrative projects of university is AVN program and its connect to Internet. This program is used to manage and provide the education system with updated information. Internet provider with high speed connection supports the education process with information, gives possibility to teach distant learning, to make video and audio conferences, to exchange information and organize online sessions with famous people, specialists, and scientists from different parts of the world. Several video conferences were conducted by university administration. Also it is widely used in other structures of the university nowadays. (www// http: oshsu.edu.kg). 58 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” University is making noticeable attempts to change the part- time form of education into distant teaching form. It was compiled the electronic bases of teaching aids, electronic and video lessons as well. Auditoriums and main campus were provided with modern plasma TV-sets, there were settled video observers in order to improve the quality of education and to keep students under observation in the faculties of Mathematics and Information technology, Medicine, Business and Management. The main goals of the conception are to build the future of university, to discuss the present problems and solve them, to become one of the famous universities in Kyrgyzstan. Osh State University has all possibilities to be one of the best universities in Central Asia. The intellectual base of OSU, scientific experience and technical equipments can be the reason to So, there is no doubt that university will have smart group of students, great scientific potential and higher education that can be appropriate to present innovative teaching. Now every faculty, chair and structure is working on the real plans for future. Successful results of activities gained by the administration of university on integration to the world education are the following: First, the project on passing to the Bologna process. At first, it gives possibility to get qualitative education, second, makes students and teachers to be responsible for their job, to be democratic. Second, successful passing international accreditation of economic bachelor specialization. Medical Faculty of the OshSU Third, related projects on strengthening the international relations with other Higher Educational Institutes, International organizations etc. The main function of international department is to develop the international relations; to increase the cooperation horizons with the help of international exchange programs and projects, to appeal students and teachers to take active part in them. Implementation of these missions is made by cooperation with different universities, International organizations, foundations, and agencies. Since 1995, Osh State University is a member of the international association of universities, and from 1997 is a member of International educational association in Europe. Currently, university is working with various foundations, international organizations, embassies and counsels, such as UNESCO, “Soros Faculty of the business and managament of OshSu – Kyrgyzstan” foundation, Civic Education Project (CEP), DAAD – the German Academic Exchange Service, Eurasia foundation, “Turkey Diyanet vakfy” public foundation, Peace Corps (USA), Aga Khan foundation, French collaboration bureau, etc. OSU has close links with leading universities in the world, such as Michigan State University (USA), Besancon University (France), Istanbul and Ankara universities (Turkey), Bradford College (England), and Aga Khan University (Pakistan). Osh State University provides activities on development and implementation of educational projects in the framework of international programs. This activity opens wide opportunity to realize the tremendous academic, research and creativity potentials concentrated around OSU by attracting foreign investment in the form of grants with international foundations and organizations. In 1993 according to the agreement with Ankara University and under the financial support of Turkey Dianet Vakfy foundation, the first Theology faculty in Central Asia was opened at Osh State University. According to existing agreement students of 1, 2 courses study in Ankara University, and then they continue their study at OSU and graduate Atatürk University October 13,15 2012 • Erzurum/TURKEY 59 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” from it. Completely for the building of this faculty the foundation spent $ 4 million. In November 24, 2005 with the financial support of professor Mustafa Erdem, “Erdem” mosque was built in the territory of Theology faculty in order to appeal youth to be tolerant and well disciplined. In 1996 according to the agreement with Portland University in the USA the faculty of Management and Business was opened at Osh State University. It was another successful step on the way to develop international relations. Today this is the faculty of Business and management and as one of the prestigious faculties of university specializes in training highly skilled managers and economists. The number fo foreign specialists and students In 1997 several agreements were signed between Osh State University and ICCR Indian cultural center. According to this bilateral agreement Indian research center was opened in the Philology faculty in September 24, 1997. ICCR and Indian Embassy provided the center with more than 700 books about culture, history, traditions and education of India. Visits of Indian guests to Osh State University strengthen the relation between two countries. ”Soros- Kyrgyzstan” foundation is one of the main partners of OSU in the sphere of education, science and culture. As a result of strong relation, two centers were opened at university, “Center of human rights and democracy” and “Center of Critical thinking”. In 2005 grant was won by OSU on the basis of “Ethnic developing” program and two laboratories of “Critical thinking” in Makarenko and Navoi secondary schools in partnership with OSU were realized under the “Multilanguage and multicultural teaching” program. In March 9, 2001 “Iranian research center” was ceremonially opened with the support of Iran embassy and Ministry of External Affairs of the Kyrgyz Republic. The main aim of the center is to introduce students with tradition, custom and culture of Iranian people. The Center has modern technical equipments, popular scientific and educational literature. In 1993, American Council for International Education (ACCELS) began its activity in Kyrgyzstan and opened its doors to students, teachers and school children of Kyrgyzstan. During this time with the help of this program hundreds of our students and teachers got opportunity to study in the USA. The International Research and Exchange Board (IREX) make great contribution to the exchange high education between scientists and workers. It provides teachers and graduate students with scholarships for research and teaching in the U.S. To date, more than thirty teachers of OSU had education and internships operated through IREX. In 2004, the Center for American studies was opened at Osh State University. Center is very popular among students not only from OSU, but the entire city. Since 2005, the Center received multiple grants from the Peace Corps and the U.S. Embassy in the form of office equipment, literature and audio-visual materials in English. Every day, more than 70 students from various universities in Osh and Osh region attend this center in order to improve their English, learn about the traditions, culture, history, politics and economy of the U.S.A. Peace Corps volunteers are involved to the Center in order to provide students and pupils with opportunity to improve their knowledge and broaden their outlook. Currently, students can participate in a variety of clubs, such as Discussion, Debate, Movie, Diversity and Cooking clubs, listen to the news and watch TV shows in English. Center staff and Peace Corps volunteers systematically provide training and advice for students and teachers to develop the skills of correct registration and filing of applications for participation in international educational programs as IREX, ACCELS, SOROS, AUCA student exchange program, etc. 60 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In May 2003, with the financial support of the U.S. Embassy Democracy Commission a project "Academic Integrity” started in OSU. The main goal of this project is to increase the level of moral consciousness among students and teachers of Osh State University. The initiative group of 10 people (students of the Faculty of Foreign languages) has set the following objectives: • Training students for academic integrity; • The fight against corruption at university. Since 2006, Department of External Affairs of Osh State University has been cooperated with the government program for the development of Korean internet - education in foreign countries. Summer free courses are organized on computer literacy and web design to students and teachers of university. Courses are held by interns program "Internet volunteers of Korea" in Seoul. During the course, students learn not only the programs for creating Web sites, but also the Korean culture. In 2006, Osh State University signed a cooperating agreement with a public non-profit alliance LOGO (Agriculture and ecological balance with Eastern Europe). With this contract, OSU students and other universities in Osh can do practical work in ecological farms in Germany for more than six months. In 2002, Osh State University in cooperation with Cleveland State University and Hiram College (Ohio, USA) has launched a partnership project in the framework of the U.S. State Department through NISCUPP (Affiliates of U.S. universities and CIS). The project has been planned for three years and aims to develop a training course on public administration through academic exchange of teachers’ partner universities. According to the results of the summer workshop four teachers of Osh State University were selected by the American side. In 2004, in the spring semester selected teachers hosted internships at Cleveland State University. From 2004 to 2007, partnership project was implemented for the development of clinical education and the creation of a legal clinic at Osh State University thanks to the cooperation with University of Montana in the Faculty of Law. According to this exchange program 5 teachers visited the University of Montana. The main objective of the exchange program was to study the structure, operations and functions of the clinic, which exists at the University of Montana and the creation of a legal clinic at Osh State University with the local laws and educational system. Osh State University is one of the most active The Unıversıty scientists during the Internatıonal Canference in thı great Hall of the University participants of the European Union TEMPUS program. In 2005-2006 the project TEMPUS SCM T012V04 2005 "Creating Centers on the Bologna Process in the Kyrgyz Republic" was realized at Osh State University. OSU was a member of a consortium of 14 universities in Kyrgyzstan, Italy and Belgium. The purpose of the project was the collection and provision of information about the Bologna process, and its application in the context of higher education system of the Kyrgyz Republic, the spread of information on the activities: the creation of an interactive website www.bolognakg.net. Employees of Osh State University, in collaboration with the Bologna group KSUCTA and NSU developed an experimental training program in "Management of the methodology used in tuning," which was published in the booklet "The upgrade process in the universities of Kyrgyzstan. Application Tuning methodology and bringing higher education of the Kyrgyz Republic in accordance with the Bologna process” (www.bolognakg.net.). The project has received approval to continue in 2006-2007. European Commission under the title: TEMPUS TO57A062006 "Expansion of the Centers for Bologna Process and supporting Tuning Teams in the Kyrgyz Republic" (Bolonya.KG). Currently Osh State University is a member of the consortium of 14 universities in Kyrgyzstan. Atatürk University October 13,15 2012 • Erzurum/TURKEY 61 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” With the assistance of the Department of External Affairs staff was won a grant through the TEMPUS JEP_26179_2005 EBAK "Bachelor of Agriculture." Our partners are: University of Applied Sciences and Natural Resources - BOKU (Austria), University of Applied Sciences - Osnabrück (Germany), University Stseged (Hungary), the University of Lleida (Spain), Union LOGO eV, Talas State University (Kyrgyzstan). The grant amount was 526 thousand euros. Universities in Germany, Austria, Spain and Hungary have a teaching assistance in the implementation of the project. Cooperation of Osh State University with University of North Dakota (USA) has a surprisingly broad and very well organized system of distance learning. The purchase and use of this experience will strengthen the distant learning and support program for villages in Kyrgyzstan. From 14 to 18 September 2007, the delegation led by the president of University of North Dakota Charles Kupchella visited Osh State University. The delegation of the United States acquainted with the work of the international centers of the Central Library, faculties and institutes of Osh State University. During the visit, a bilateral agreement was signed on cooperation between the two universities. One of the points of the agreement was to provide scholarships for two students of Osh State University at University of North Dakota. Program of the German Academic Exchange Service DAAD has been successfully operating in Kyrgyzstan since 1993. Since that time, more than 60 teachers and students have been trained in Germany. In 2005 with financial support from DAAD an international scientific-practical seminar "Integration of universities in Fergana Valley into European education: problems and prospects of modernization of the education system," was held at OSU. It brought together 35 university administrators from Ferghana Valley, experts from Europe and Bishkek. In addition, since 2005, annual international summer school "German in the Fergana Valley" has been conducting at Osh State University for students of Tajikistan, Uzbekistan and Kyrgyzstan. Specially invited lecturer from Germany introduces the participants of the Summer School with the German language and culture. Osh State University began its cultural and academic cooperation with France in September 1995. With the initiative of the Embassy of France in Russia and with the active assistance of the French cultural attaché Georges Kohler the Linguistics Section in French was organized at Osh State University. Bureau of linguistics and cultural cooperation with the French consular agency in Kyrgyzstan provides ongoing support section of the French language: provides with educational, methodical literature, as well as organizes internships in France for French teachers. Fruitful beginning of cooperation with the World Organization Aga Khan was the creation of a center of learning new techniques of teaching English at Osh State University in 1997. Center is equipped with modern facilities for the study of foreign languages. At the Center, from September 1997 to 2004 84 teachers have been training on this course in English. The Aga Khan Foundation also sponsors the training of OSU English teachers in Institute for Educational Development of Aga Khan University in Karachi (Pakistan), a two-year master's degree and a two-month trainee program. This project is an international project involving teachers from Pakistan, Kenya, Tanzania, Tajikistan and Kyrgyzstan. At Osh State University the program on Humanitarian sciences has been successfully implemented by the Aga Khan Foundation - the Aga Khan's "Humanities" (AKHP). The project aims to strengthen the humanities in Central Asia. The purpose of the project is the development of cultural interpretation skills, independent thinking, reasoned debate and unlimited scientific research. AKHP also promotes tolerance and pluralism of ideas, cultures and peoples, and to develop the ability of ethical and aesthetic display. AKHP seeks to achieve its objectives through the development of program in Central Asia, as well as by training teachers an adequate level of the material. The curriculum includes an introduction course of liberal education in Central Asia, based on the traditions of the region. For the achievement of the project’s goal "Humanities" various projects are realized by students. They developed the following pilot projects: 2002 - "Innocent victims of irresponsibility", 2003 - "Youth - for a life without conflict." 62 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Thus, the integration of Osh State University in international world education space, the quality of education and the level of under preparation of specialists in accordance with international standards of education will be the guarantee that Osh State University will be one of the most prestigious universities in Kyrgyzstan. The Innovation Forum organized with the participation of NGO representatives and International organizations gave great opportunity to involve investments to Osh State University. A bilateral agreement was signed between Kastamonu University (Turkey) and Osh State University. During the visit to Turkey the Rector of university Professor Kanybek Isakov met with the minister of religious affairs and the leader of one of the biggest foundation in Turkey “Dianet” Mehmed Gormez and signed agreement to open “Imam Hatib” lyceum at Osh State University. Under the effort of vice-rector on science, Professor T. T. Zhumabaeva Osh State University became a member of International Association of Universities (UNESCO) and Eurasian Silk Road Universities Consortium (ESRUC). Osh State University won the first place in the I republic exhibition- competition “Innovation- 2010” organized by the Ministry of Education and Science of the Kyrgyz Republic and National Academy of Sciences of the Kyrgyz Republic. The best essays, articles and materials of conferences are published in the scientific magazine “Vestnik” of Osh State University. During 2002-2011 academic years more than 60 series of scientific magazine were published. In order to improve the quality of works different competitions such as “The best scientific work”, “The best article”, “The best teaching aid” is held at university and the winners of competitions are given different awards. At university scientific- research activities supported by the Department of Science, Innovation and Scientific- technical information of the Ministry of Education and Science have been conducting for several years. From 2002 to 2012, 145 researches were realized and 21 168 million KG soms were gotten on these projects. It should be noted that in February 2010 Osh State University was awarded the international prize "European Quality" for scientific achievements in education. Atatürk University October 13,15 2012 • Erzurum/TURKEY 63 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Dr., Prof. Khodosovtsev Olexandr President of Kherson State University, Ukraine Dr., Prof. Demetska Vladyslava Dean of Translational Study Department, Kherson State University, Ukraine PhD, docent Pylypenko Ihor Dean of the Department of Biology, Geography and Ecology, Kherson State University, Ukraine KHERSON STATE UNIVERSITY----THE WAY OF SUCCESS FROM TEACHERS’ TRAINING COLLEGE TO CLASSICAL UNIVERSITY In 2012 Kherson State University celebrates it’s 95th anniversary. Having been formed as the Teachers’ Training College it has undertaken a long way to its present status of the Classical State University. These days Kherson State University is one of the largest educational institutions of the South of Ukraine in the quantity of both students and faculty, and undergraduate and graduate programs. The University nowadays comprises 53 chairs which form 14 departments: • Department of Biology, Geography and Ecology; • Pre-university Preparation Department; • Pre-school and Primary Education Department; • Department of Economic and Management Studies • Foreign Philology Department • Department of Art and Culture Studies • Translational Study Department • Department of Natural Studies, Human Health and Tourism • Department of Psychological, Historical and Sociological Studies • Technological Department • Department of Physics, Mathematics and IT- technologies • Physical Training Department • Department of Philology and Journalism • Department of Law Kherson State University gives the opportunity to get higher education at 38 programs of Bachelor Degree and 25 programs of Master Degree. Each of the program presupposes the definite complexity in getting the license from the Ministry of Education of Ukraine and usually the whole procedure takes at least one academic year. The regular work of university administration, faculty and staff is aimed at increasing the competitiveness of KSU in the sphere of Ukrainian higher education. To achieve this goal the whole spectrum of university perspectives can be divided into the following groups: 64 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 1. Financial; 2. Methodological; 3. The formation of the university positive image. Thus the first group of objectives faces the decision of up-to-date financial problems and challenges of economic character. Among them are the following priorities: 1. Optimization of the university budget through cutting down the expenses for additional staff and rates; 2. Increase of salary for the university faculty according to their scientific degrees; 3. Working out the development strategy of the university till 2022, the realization of which in our opinion should provide successful activity during the next decade; 4. Increase of the departments’ financial independence for solution of current problems in logistical support of scientific and educational process. The methodological objectives are aimed to improve the structural system of the university and thus level of educational services. This activity comprises the following perspectives: 1. to increase the spectrum of educational services through introduction of the new programs. Recently there were input the following programs: Bachelor Degree in Cultural Studies, IT-technologies, Services in the sphere of tourism, Management, Human Health, Mass Media Studies; Master Degree in Social Work, Law, Economy, Translational Studies, Pre-School Education. The introduction of new programs is inseparably connected with the increasing of creative potential of the university staff which leads to enlarging the amount of specialists with PhD and Doctoral Levels. 2. to get the license of educational services for foreigners. Such kind of license allows the university to train the foreigners to enter the higher institutions of Ukraine. 3. to transfer onto the new perfect standards of educational programs. The improvement content of educational programs assists the competitiveness of graduate students. In our opinion, the level of competitive abilities of graduate students is the main final point of the university work. 4. the intensive attention to the students’ practical training. Each student during the whole period of study has two options for practical training which cover from 6 to 8 weeks per year. During these periods the students fulfill all possessed professional qualities, which are foreseen by their programs. Practice is the most important part of the educational process in the university. The student who does not manage to fulfill the tasks of practical training is not transferred to the next course. 5. the formation of united methodological complexes with the Colleges of Kherson region. The latest are the independent institutions of the educational sphere of services. Such kind of cooperation allows to have the stable stream of students’ to the senior courses (2-3). The formation of the university positive image is directed to the increasing of the university authority within the population, public organizations and state authority bodies at all levels. This activity comprises the following perspectives: 1. the intensive professional work through mass media and Internet. The university, every department and staff has their own web sites where are shown all the university events. The statistics of the attendance of these sites demonstrates the growing interest to our University. 2. the active collaboration with the regional mass media, the creation of the students’ TV program on the regional TV. The mentioned above main activities undoubtedly have to achieve all the objectives and serve for successful development of Kherson State University. Atatürk University October 13,15 2012 • Erzurum/TURKEY 65 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof. Alain Hoodashtian, Ph.D. The Management Institute of Canada (Canada ) and The Delta International University of New Orleans (USA) CEO ON THE VIRTUAL EDUCATION... 1-The world is facing a new historical transformation. This is the rise of the virtual world. A large number of the current world’s active population uses the Internet as a reliable means for communication, business and even education. The impact of virtual communication on the educational system has created a new challenge in the last two decades in all countries. The virtual world is changing both reality and the human perception of reality, in such a way, the shadow of the reality is taken sometimes for the reality itself. Since the virtual world offers a lateral and horizontal system (the classical world offers a vertical system), the expectation of users are becoming significantly different. The lateral world is diminishing the role of “authority”, the structure of “hierarchal systems”, accessibility to information and giving more autonomy to individuals. The same situation can be observed in Education. Two difficulties arise: a) In education, students become more self-sufficient because they can find information easier and faster, by themselves, from all sources and without permission; and, when this is without permission, it sometimes also means without any preparation. b) If the role of education is to transfer knowledge and experience, in the virtual education, both become more subjective and reduce significantly their objective aspect. The virtual world is consuming a huge amount of our subjective energy and mistrust, if not underestimating direct experience. 2- This is the direct experience at MIC in Canada and DIU in the USA. Since we developed an Online Program for Business and Management, we are facing an entirely new challenge on how to shift from our classical system (on campus), and how to bring our experience to the virtual education. These are;  a) The first and the most important challenge is that students are much more updated than professors to understand and work within the virtual world. The internet and online communication develop a so called “human virtual memory” and students (young generation) seem much more “talented” to develop this capacity, understand and travel all sides in the virtual network without getting “lost”. b) Consequently, the concept of prerequisite becomes less important. Some of our BBA students (Bachelor level) ask to take MBA courses (Master level), and they can pass them without difficulties. Hierarchy and necessary steps which can be needed to digest lower level of knowledge first, before going to the upper lower, is demolished in the virtual education. 66 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prerequisite become less problematic for Online Institutions. Therefore, we should find a better solution for the evaluation of the new student applications for the Online programs. c) Another challenge is this; as knowledge is easily accessible and almost without any significant effort, the students’ work, research papers and dissertations prepared for a course are sometimes not the result of their effort, but others’ effort. As there is almost no signature or copyright on the internet network, the virtual world could be a place for students to cheat, produce a result which does not belong to them, but is the result of someone else. This is an important problem we are facing at MIC and DIU, a problem without an easy solution. One of the bases of the modern knowledge has always been presentation, dialogue, mutual discussion and face to face oral debate. This is how Plato, at the foundation of the Western Philosophy, has described knowledge, as “search for truth”. There is a fundamental social aspect in this definition. Virtual world demolishes this significant aspect of the modern heritage. So, our experience at MIC and DIU shows that virtual education could produce a kind of superficial knowledge, an “experience” that students have not had by themselves, but could pretend, and make the professors believe that they are the innovators. Atatürk University October 13,15 2012 • Erzurum/TURKEY 67 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Professor Dr. ANM Meshquat Uddin Vice Chancellor (Acting), Southeast University, Bangladesh Camellia Ahmad American International University, Bangladesh ACHIEVING COMPETITIVE ADVANTAGE THROUGH CUSTOMIZING ACADEMIC PROGRAMS TO CLIENT NEEDS I. Indruction The emphasis in most commercial ventures in the world today is tuned to an increasing tendency for customization; from designer shoes from Nike to cell phone billing to priority banking, to meals on planes, customization is the key to success in any organization that involves clientele satisfaction; homing in to this trend, Southeast University owes much of its success to customization projects adapted over several phases in the last 10 years. One of the most successful projects that we have implemented at Southeast University is the customization of some of our academic programs according to client needs. There are 93 universities in Bangladesh now— 30 public and 63 private universities and many more are in the works. Despite the subsequently stiff competition for both student enrollment and faculty recruitment, this project has helped Southeast University differentiate itself from the others. A. Business Model The very nature and functionality of the private university in Bangladesh renders it tenable for business models that do not apply or hold relevance for public universities as public universities in Bangladesh are autonomous institutions highly subsidized by the government. The University of Dhaka, for example, is the oldest public university of the country and was established in 1921. Private universities came into existence decades later, when in 1993 the promulgation of the Private University Act 1992 lead to a new era in tertiary education in Bangladesh. Established structures from the public university needed to be remodeled for these private universities, that had neither government resources nor the head-start in terms of time, and thus the first baby-steps towards customized education began preemptively in our nation’s history. In working out a successful business model for the private university, the role of customization cannot be overlooked because customization plays a pivotal role in its overall functionality and structural constituency. Private universities in Bangladesh are mostly tuition-driven, i.e. they run primarily on the revenue from tuition charged from students, with no significant endowment from external sources. Thus the turn-over and profitability from academic programs at the university are an overriding factor in determining its success as a revenue-generating venture; these factors that are crucial in sustaining the functioning of the university. Both public and private universities are monitored and regulated by the University Grants Commission (UGC) under the Ministry of Education, Government of the People’s Republic of Bangladesh; academic programs and the curricula of all universities are approved by the UGC. Thus the model for the private university, while more versatile than that of the public university, has nevertheless some bounds and restrictions that are determined centrally by the UGC. 68 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Market Analysis With the influx of a large number of private universities, the severity of competition amongst all universities has increased tremendously in Bangladesh. These universities are now looking for ways to come up with innovative academic projects in order to stay ahead of competition for student enrollment, grants and even in recruiting better faculty members. The success of the private university is measured by these three factors, especially student enrollment which largely determines the revenue of the university and thus the resources available for its continued existence and development. A closer look at the on-going practices and trends in these universities show that the most successful universities are those that have been able to keep up with the job sector’s demand for specializations on par with the growth trends in the local and global socio-economic scenario. Since private universities are fully dependent on student tuition, their best chances of flourishing depends on offering programs which have a high market demand i.e. those that are valued by the industry to which the students will belong. In effect, this means the most highly prized education is one which can create immediate employment opportunities for the graduates. This is especially the case for a country such as ours where the ratio of unemployed and uneducated youth is very high. Thus the immediate need of the nation and that of the individual student takes precedence over more scholarly or research based pursuits in the private education sector in Bangladesh. Southeast University has been a trail-blazer in this regard, and it has been very successful in implementing certain academic programs geared to the needs of these stakeholders. Specialization Bangladesh has come a long way from the days when a university degree merely meant an elevation in academic achievement and the fine-tuning of an individual’s refinement. Back then a person with say a master’s degree in geography could, for example, obtain a job as a bank official simply because the emphasis was on the master’s degree itself rather than the area of specialization; but the job market has become very specialized in the last few decades and such impractical crossovers are nowadays the exception rather than the norm. Universities in the private sector in Bangladesh are effectively attuned to this development, as it is a key element in their survival, and so all private universities offer programs that are specialized to some degree. The extent of this specialization depends on and is limited largely by the resources available to the university. When Southeast University was established in 2002, there were already 55 universities in Bangladesh at that time. Notwithstanding its limited resources as a private university, it was a big challenge for it to differentiate its academic programs from the other private universities. In general, universities in Bangladesh offer a number of common and traditional disciplines, such as Management, Accounting, Marketing, and Finance under the School of Business Studies; Computer Science, Physics, Chemistry, Biology, Botany, Soil Science, and Geography under the School of Science; and Economics, Sociology, Anthropology, Political Science, Psychology, Philosophy, History and Culture, Bengali, and Religious Studies under the School of Arts and Social Sciences. A deviation of these traditional disciplines required a boldness that was tempered only by the practicalities of the industry. Based on this realization, Southeast University began by assessing the needs of potential stakeholders in order to determine what academic programs were most likely to meet the demands of the job industry. These stakeholders included potential students, their parents and guardians, and potential employers. The university introduced a system of continuous dialogue with these potential stakeholders through focused group discussions, seminars, symposia, workshops, and mail surveys. This enabled the university to assess practicalities, involved in its modification of the existing disciplines, with a view to fulfill the expectations of these stakeholders. Aided with the results from such research, Southeast University successfully implemented specializations in the academic programs offered by all of its schools. II. CUSTOMIZED ACADEMIC PROGRAMS This section provides a delineation of the most successful academic programs which have been customized according to the needs of potential students and employers. Four Types of MBA Programs: One of the most successful projects implemented at Southeast University is the customization of the Business Studies programs which are specialized with regard to entrepreneurial and executive training. Of all the disciplines, this is the Atatürk University October 13,15 2012 • Erzurum/TURKEY 69 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” most versatile and it is also the fastest growing both locally and globally; at Southeast University this discipline has been targeted for the greatest degree of program customization. In most universities, the Master of Business Administration (MBA) program is a 60-credit program which is offered during the weekdays. The composite courses are traditionally offered in different functional areas of business such as Accounting, Finance, Marketing, and Management, which constitute the curriculum of the MBA program. Through the need assessment survey, Southeast University discovered that four different variants of the MBA program would effectively reach the largest demography, i.e. cater to the needs of the largest proportion and diversity of student groups in the business discipline: a. MBA Regular: This is a 60-credit program designed for the students with an undergraduate or a Master’s degree in any other discipline except Business Studies. b. MBA Executive: This is a 48-credit program for the students who have at least two years of corporate experience. c. MBA for BBA Graduates: This is a 36-credit program for the students who have completed an undergraduate degree in business studies with at least 3.0 CGPA. d. MBA Friday: This is an Executive MBA program exclusively designed for those students who work 6 days a week and are able to attend classes only on Friday (weekly holiday). Classes are offered from 9:00am to 7:00pm with a two-hour break for the Jumma prayer. Students can take at most four classes on Friday. This program has been designed exclusively for those executives who have been working for a long time but cannot get promoted to a higher position due to not having a Master’s degree. Differentiating Features of the MBA Programs a. The Curriculum: The curricula of the four types of MBA programs are regularly reviewed and updated by the Curriculum Committee of the School of Business Studies. Curriculum revision is mostly based on the input from the prospective employers and international experts, some of whom come to teach at Southeast University as visiting faculty during the summer. b. Internship and integrated counseling: A four-month Internship program is an essential component of the Regular MBA and the MBA program for BBA graduates. Students obtain practical exposure to the corporate world and learn how to apply business theories in reality through this internship. c. Modified Teaching Model: The courses in the Executive MBA and the Friday MBA programs are mostly case-based and application-oriented. A large number of the faculty members who teach in these programs are senior corporate executives with strong academic background and long corporate experience. Cross-specialization in the Business Studies Programs: Apart from traditional streams, such as Marketing, Accounting, Finance, and Management, the university offers specializations in Textile and Apparel Merchandizing, Pharmaceutical Marketing, and Supply Chain Management, based on the demands of the market. Modified “Traditional” Programs: Other successful programs implemented at Southeast University include the customized programs which are specialized with regard to socio-economic and cultural changes that have affected the student demography in recent years. For example a growing number of students are people who are already employed at full time jobs, so they cannot take regular class timings. At Southeast University this program customization has expanded the possibilities for those who have such full time occupations but still wish to spend their spare time working on a further academic qualification.. 70 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” a. B.A. in Islamic Studies: This is a 132-credit program specially designed for those students who are primarily interested in learning about the religion of Islam. In Bangladesh, about 90% of the population are Muslims. This subject is generally taught in public universities. Southeast University offers this program with a very low tuition. The tuition fee per credit for B.A. in Islamic Studies is less than one-tenth of the tuition fee per credit for the Bachelor of Business Administration. Classes are offered in the evenings of Thursday, Friday and Saturday to attract older students who work full-time. b. M.A. in Islamic Studies: This is a 33-credit program. Candidates with an undergraduate degree in any discipline can get enrolled into this program. Classes are offered only on Friday. Lectures are mostly delivered in Bengali. This is also a very innovative and successful program, and enrollment has been increasing rapidly. c. B.A. in Bengali: In Bangladesh, Bachelor’s degree programs in Bengali are offered by the public universities only. In order to take a firstmover advantage, Southeast University introduced this program about two years back. A large number of students want to obtain a higher degree in Bengali because this is the mother tongue and there is an emotional involvement attached to it. This subject it taught compulsorily at both primary and secondary levels of education, so there is a demand for this subject by default. Surprisingly, none of the private universities teach this discipline at all, students who fail to obtain admission for this subject at the highly competitive public universities have no other options open to them. Such students who cannot find a place in public universities can now obtain this degree from Southeast University. In order to accommodate those students who work full-time, classes in this discipline are also offered in the evening on all weekdays. Southeast University has become a market leader among the private universities for the outstanding quality of its degree of B.A. in Bengali. d. Master’s and Bachelor of Law There are regular programs for the Master’s and Bachelor of Law that are offered during the weekdays. However, there is also a special group of older and working people who can manage to take classes only on Friday. Hence, classes for a special program for the above degrees are offered on Friday only. This has enabled the university to attract a large group of students. III. MECHANISMS FOR FULFILLING CLIENT NEEDS Introduction of New Programs Every year, Southeast University introduces a number of new programs based on a thorough analysis of stakeholder needs. A focused group discussion technique is used to obtain input from the following stakeholders: a. Potential students b. Parents and guardians c. College principals d. Potential employers Members from the university administration have an in-depth interview with each of the above stakeholders and collect their inputs through structured and unstructured questionnaires. A summary report is presented to the Academic Council before a decision about launching a new program is made. This mechanism ensures the continued growth of the university and consolidates its continued presence as a fore-runner in innovative tertiary education options in the private sector in Bangladesh. Curriculum Development and Review Development of curriculum for a new academic program and revision of old curricula are based on inputs obtained from the following stakeholders: a. Experts from private universities b. Experts from public universities c. International experts d. Potential employers Atatürk University October 13,15 2012 • Erzurum/TURKEY 71 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Every department has a curriculum committee consisting of senior faculty members and representatives from the above groups. Curriculum review is a regular and continuous process. Efforts are made to keep the curriculum updated and ensure that the material taught is demanded by prospective employers. Teaching Methodology Apart from covering the material from the textbooks, efforts are made to develop other useful skills that will give our graduates an edge in the job market. Essential components of the teaching methodology are as follows: a. Intensive class participation by students b. Development of oral and written communication skills through report writing and oral exercises c. Developing team skills through small group exercise, case analyses, and field study Industry Attachment In order to give a practical exposure to students, students are required to complete an internship with a company for a full semester (preferably in their final semester) in some programs, such as business administration. In other programs, such as textile engineering and pharmacy, students are assigned an industrial project on which they work for one or two semesters. Industrial plant visit is a regular component in certain programs. The university uses its own bus for student visits to industrial plants. In addition, industry experts are invited to teach classes as guest lecturers. Chief executive officers of renowned companies are invited as main speakers during orientation programs for new students every semester. Co-curricular Activities In order to promote leadership, human and team skills, students are encouraged to participate in various student club activities. Southeast University has a number of student clubs—some are central and others are department-based. The cultural club, games and sports club, social services club and debating clubs are central. In addition, every department has its own student club. The activities of various student clubs keep the campus environment vibrant and exhilarating throughout the year. IV. ENROLLMENT GROWTH IN CUSTOMIZED PROGRAMS Table 1 shows the enrollment statistics in each of the customized programs over the last ten years Table 1 Admission in all undergraduate programs is based on a student’s results in SSC and HSC or O-levels and A-levels plus a written test. Graduate students are admitted based past results plus an oral test. The number of admission seekers has been increasing steadily in all customized programs. In general, enrollment growth has been positive. Some departments have become more stringent in admitting students because of the lack of space and classrooms required for additional sections. Therefore, growth in enrollment in certain programs appears flat. The university is in the process of moving to its permanent campus within the next two years. Then we will be able to accommodate more students. 72 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Atatürk University October 13,15 2012 • Erzurum/TURKEY 73 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” V. SUMMARY AND CONCLUSIONS Southeast University has been very successful in innovating and implementing customized academic programs depending on the needs of prospective stakeholders. Classes are offered according to the convenience of the students’ time schedule. Tuition rates vary across disciplines depending on the market demand for the graduates. Based on the input obtained through focused group discussion with relevant stakeholders, we have decided to introduce Master of Public Health, Master of Textile Engineering, and B.S. in Nursing as soon as possible. Southeast University offers traditional subjects like other universities. But our unique competitive advantage comes from the customized academic programs which other universities do not offer. Enrollment in all customized programs has been increasing on a continuous basis. We have also established a good reputation in the job market for our customized programs. These programs have not only earned a good reputation for the university, they have also helped us to increase revenues, which is vital for the success of a private university in Bangladesh, mainly due to its absolute dependence on student tuition. Southeast University provides itself as a role model for other universities to follow and implement similar projects successfully. 74 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof. Dr. Zarif Sharifov Head of the Department of Accounting and Audit Tajik Agrarian University ENSURING THE SAFETY OF DRINKING WATER AS AN IMPORTANT FACTOR IN FOOD SAFETY AND THE ENVIRONMENT OF TAJIKISTAN «One of the most important resources of the planet, which not only is the basis of the ecological balance, but also an important economic foundation of a decent life, is water resources» E. Rakhmon, President of Tajikistan Water resources are essential for human life and human health, ecosystems, and thus is an essential condition for sustainable development of the national economy. It should be noted that food security in the country, is closely linked with the security of drinking water, because water is not only the basis of nutrition, but also the livelihoods of life at all times and remains an important in future. Scientists determined that to ensure the basic needs of every person must be not less than 20 liters of water in a day. Therefore, the protection of water from pollution, water security is one of the important tasks of environment, ecology, and national wealth. According to scientists and specialists of spring water in the Republic of Tajikistan is 18.7 billion m3. Now with the help of wells for socio-technological needs used 2.8 billion m3. Number of treatment and mineral water sources in the Republic is 150 units. Ensuring the safety of drinking water should be carried out with the support of State regulation. It should have three main objectives: Ensure the needs of the population with clean drinking water should be carried out by a particular standard and cost in the required amount; Regulation of water supply, and graphics you need to set the limit standards; To organize and to ensure State control over rational use and protection of drinking water In our opinion the State control methods are: 1) drafting and adoption of water balance (actual balance, balance, balance); 2) definition of the regulatory quantity of use of water for public consumption, municipal, industrial, agriculture, etc. 3) set a limit on the quantity of water (or wells). The analysis revealed that the efficiency of sewage treatment plants does not exceed 40%. Population country sanitation coverage is 23%, including residents, towns and centres of districts 10.1%. Atatürk University October 13,15 2012 • Erzurum/TURKEY 75 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” With regard to the protection of water resources from pollution and depletion, monitoring in forming areas flow, the situation is similar to the situation in other Central Asian regions following reasons: Firstly, due to the lack of necessary financial resources, obviously is not conducting the planning, purposeful work; Secondly, due to the fact that in the previous period gauging network, observing the runoff, rainfall and other climatic characteristics in the latest time is decreasing, and due to the low pay, the departure of expertise from the industry, is getting lack of reliability and quality measurements. The degradation of water resources in many regions (Central Asian countries), which became apparent by the beginning of the twenty-first century, has several manifestations. First, there was the threat of restrictions on access to safe drinking water and sanitation. So, as of the beginning of the century in States close to the level of economic development (income per capita), the average rate of access to safe drinking water in the territories of the former USSR was 15% lower than in other countries, and on sanitation – nearly 30%. Secondly, the depreciation of fixed assets. The dilapidated state of water networks affects the leak, endless repairs and chronic interruptions in the water supply. Water losses during transportation to consumption reaches 50%. In Republic of Tajikistan is working out on various levels of policy and planning documents to improve the municipal water supply, including the concept of reforming the system. However, no significant progress in view of the serious obstacles to the wide spectrum: institutional and legal, commercial and financial, political and social, that testifies to the systemic crisis of the water sector. The situation is particularly acute in small cities, regional centers, urban villages, where many early built water supply networks are no longer operated. Centralized water supply systems on most of these territories, generally unprofitable or useless. The reasons for this are the small scale of subsystems, high cost and low demand for them. In dealing with the local power supply, usually based on the interests of the water supplier, is focusing on finding investments for reconstruction and new construction by providing tax incentives, loan guarantees, etc. But obviously not enough attention is being paid to the restructuring of the financial system in the water, adjustment of tariff policy. The situation is exacerbated by shortcomings in the planning of domestic water supply. So, continue to be used, methods of planning and administrative economy and focused mainly on the allocation of financial resources for technical activities, the list of which is developed on the basis of proposals from vendors, service providers, and not on the results of a study of the real demand for water. Currently for domestic water management approaches that are based on respect for the right of everyone to water quality that creates political, moral, ethical and legal imperative for more equitable distribution of water resources. Respect for the fundamental right of everyone to a minimum level of domestic water services is based on the principles of funding and ensure that level through social division of capital and current costs for its maintenance. One of the reasons for the declining viability of populations in many regions is the use of drinking water, not only contains useful elements, but a carrier of harmful impurities. Today, only 12% of incoming water through the pipes, you can drink up to 15% you can't actually drink this water is poison, poison our citizens for 5-7 years. Every year, several million people dying from water-borne diseases, and it is growing steadily. The main State social policy of any State should be to ensure the priority of maintaining and improving the health of workers, as the most important productive forces of the society that defines the country's national security and its economic development. Reduced fertility, increased mortality for all defining a class causes a sharp rise of premature death ultimately led to a shortage of labour potential. Let's see what we drink now. From the many problems of water main global is the heavy chlorination as a method of 76 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” suppressing pathogenic microbes. Excess chlorine reacts with organic substances always present in water, many chlorinated hydrocarbons decomposed very slowly – it takes tens of years. Accumulating in the body, they cause the breach of, virtually, all body functions and endocrine system, contribute to cancers and genetic abnormality, destroying the immune system. If the same quality of water for microbiological indicators increases outbreaks of infectious diseases: dysentery, typhoid, hepatitis, polio. The importance of water in human life is invaluable, drinking water, as a prerequisite for life support, largely determines the health status of the population. According to the WHO, up to 80% of all diseases due to consumption of poor-quality drinking water. Doctors say that it is related to our lagging behind developed countries in life expectancy and increased mortality. Thus, security, clean water, conservation of water resources, preserve them for future generations – is the problem of each country, and at the present time, the concerns of all States, the problems around the world. Water for solutions to global problems of sustainable development of ecology, economy and social issues is an important strategic resource. In our opinion it is necessary: - To organize and carry out rehabilitation of water infrastructure due to the considerable depreciation of fixed assets; - Improve the economic mechanism of water system and work system of funding for operation, maintenance and rehabilitation of water hydro economics infrastructure; - Needs to change the existing system to ensure the population with drinking water and sewerage system according to significant depreciation of the existing infrastructure. Atatürk University October 13,15 2012 • Erzurum/TURKEY 77 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof. Dr. Husni Al-Goshae College of Medicine, UST University, Yemen TRAINING OF THE MEDICAL STUDENTS IN GOVERNMENTAL HOSPITAL AND HEALTH CENTERS: YEMEN EXPERIENCE Abstract The University of Science & Technology (UST) in Yemen had started its College of Medicine in 1995. At that time no hospitals or health centers were available inside the UST to train 80 -100 medical students. The governmental hospital and health centers were allocated for the training of medical students those studying in the governmental colleges of medicine. The administration of the UST university had contacted the main governmental hospitals and health centers and some private hospital to train their students. Some staff working in these institutions were appointed temporary to work in UST on hourly and part time bases. The quality of the training of the medical students of UST college of medicine was observed by UST coordinators. All skills and knowledge that acquired by training in these governmental hospital or health centers were written in a specialized book called Log Book by the heads of the departments in these state institutions. The quality of the training was tested by an external evaluators called external examiners from outside the UST or outside the country. Although the UST built its own hospital later on in the year 2005, but the training of the medical student is still continuous in these governmental hospital and health centers as it less cost effective and large numbers of patients are available in these governmental hospitals. Introductions: The University of Science & Technology (UST) in Yemen Established in 1994, and the college of medicine was established in 1995. The Number of Students was 107 in the first intake, 67 were males and about 40 females. We selected the community oriented, integrated and problem based medical educations than traditional medical education. Students needed to be sent to hospital or health centers very early from the second year. At that time in 1996, no hospitals or health centers were available at our UST to train the medical students. Communications with the Governmental Institutions: Before the year 1995, no private medical school were allowed in Yemen and all governmental hospital and health centers are allocated for the training of the medical students of the state universities but not for the medical students from the private sector. We contacted the administration of these governmental institutions namely Al-Thawra hospital (650 beds), Al-Gamhory hospital (550 beds) and Al-Sabeen hospital (250 beds). We signs an agreements with the administrations of these hospital to train our medical students. We agreed on the following points: 1- Training of the our medical students will take place in these governmental institutions. 2-UST pay for the trainers on hourly bases. 3-UST appoint the interested staff to work in the UST College of medicine on a part time bases. 4-UST will participate in the developing of these governmental institution by supply their libraries and lecturing rooms by the essential needed technology for teaching and training. 78 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Material & Methods: These governmental training sites used to train UST medical student for 17 years now very successfully. The quality of the training of the medical students of UST college of medicine was observed by UST coordinators. All skills and knowledge that acquired by training in these governmental hospital or health centers were written in a specialized book called Log Book. These logbooks are revised regularly by the administration of the college of medicine. Results: Training of the of medical students of UST university in Sana'a in governmental hospitals and health centers was very effective and fruitful. The quality of training was assessed by an external evaluators called external examiners hired from outside the UST or outside the country to examine the students. The external examiners reports was very positive and mentioned that the level of training of the medical student was competing the training of medical student in their countries. The training of the medical student is still continuous in these governmental hospital and health centers. Eleven patches were graduated from our college of medicine so far. Discussion: It was found that the using of the governmental hospital and health centers in the training of medical students of the university of science and technology was very successful . It was much better than training them in UST hospital for the following reasons: 1- It is less cost effective. 2- Availability of large numbers of patients. 3-Patiens are very cooperative as it is almost free of charge. 4- the availability of large numbers of trainers. The training of the medical students in UST hospital faced by many problems such as: 1-Very costly as most of the hospital staff are not members in the college of medicine. 2- Fewer numbers of trainers as the number of staff in the private hospital is much less than those in the governmental hospitals. 3- Few numbers of patients. 4- It is a private hospital with expensive services. 5- Patients are very rich and not allowing students to approach them. Conclusion: The usage of the governmental hospital and health centers in training of medical students studying in a private school proved to be very successful. The quality of training could be watched by the administration of the college of medicine through the Logbook and the reports of the external examiners. Training of medical students in a private sector is not an easy task and needs special preparations. Atatürk University October 13,15 2012 • Erzurum/TURKEY 79 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Dr. Said Agha Tarakhal, Mohammad Qasim ANDREJ, SOLTESZ, Islamic Republic of Afghanistan-Bakhtar University Faculty of Construction, Department of Civil Engineering COMPARISON STATUS ON DISASTER PREPAREDNESS FOR NATURAL HAZARDS IN AFGHANISTAN AND SLOVAKIA Abstract :In this paper assessed the comparison status of disaster management, especially in the framework of preparedness in Afghanistan and Slovakia. Whereas Afghanistan and Slovakia faces a number of disasters of natural origin, such as floods , earthquakes, landslides, avalanches, drought. The scope of this paper is limited to disaster management ,basic disaster management guideline in Afghanistan and Slovakia .Disasters caused by natural hazards may sever environmental consequences also have played a major hindrance in socio-economic development and poverty reduction in Afghanistan. Slovakia is confronting to a severalty of natural disasters has significant impacts on various sectors such as agricultural , Socio-Economics and human live , health and environment . The Disaster Management in Slovakia incomparable with Afghanistan ,because in Slovakia the operation of the Disaster management developed in water management and other sector ,has developed institution carry out mitigation measures through engineering structures and developed early warning systems, have developed mechanism for rescue, relief, and short-term recovery, inversely in Afghanistan has not succeeded in developing institutions in the framework of preparedness for natural hazards .In Slovakia the potential damage caused by natural disaster such as flood, land sliding, events is expected to increase, on the one hand because of climate change, and on the other hand because of human activities in flood-prone areas, e.g. close to the coast, without knowing the risk of flooding, so it costs more to protect them against flooding. At present there is not so good targeted, concerted and coordinated approach at EU level towards risk management, while the potential risk to human health and life, the environment and economic assets is considerable . I. Introduction Natural disasters are caused by quick and great changes in the geophysical system (lithosphere, hydrosphere, biosphere or atmosphere); and they most seldom occur as, floods, landslides, debris flows, avalanches, drought, and earthquakes. With the global population increasing at a rate of 80 million/year, there is an unrestrained addition of settlements in the regions level to natural hazards, increasing their helplessness to disasters., weather-related disasters have resulted in an eight times increase in economic losses over the past four decades. Less developed countries and also in Europe countries, which crowd more than two thirds of the world’s population, endure 95% of the losses from disasters. Sufficient and broad disaster management is the only way of dealing with disasters. Disaster management involves policies, administrative decisions, and operational activities related to different stages of disaster. With useful disaster management strategies, it is likely to pass up or reduce the impact of disasters. The main purpose of disaster management is to increase preparedness, present early warning, observe the hazard in real time, evaluate the damage, and categorize relief activities. Avoidance of disasters caused by natural phenomena is exceedingly challenging in terms of knowledge, technology, and resources. Divided disaster management into four phases: mitigation, preparedness, response, and recovery, and each involves a great deal of attempt and skills. 80 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In the frame work disaster preparedness Afghanistan compared with Slovakia is no exclusion. Hard pressed for economic resources and quick population growth joint with political and security issues at domestic, regional, and international level, disaster management has received the least priority in the Afghanistan. The impact of flood disasters in Afghanistan can be judged by the fact that 21691 people were killed and 1328587 human beings affected in the period from 1972-2007 due to flood .Since 1990 -2008 in Afghanistan, there have been about 9 major earthquakes resulting to about 8385 deaths. Landslides and avalanches have also made their mark on the lives and properties of Afghans. Since 2002-2007, due to land sliding a total of 178 peoples have been killed. In the period 1994 - 2001 about 138 flash floods occurred on the Slovak Republic territory . Unusual and great storm hit a part of east Slovakia in July 1998.The consequent flash floods in small mountainous basins affected 10850 people in 75 villages. The flood took 47 human lives, 756 people became homeless, and 3618 people had to be evacuated, 2059 houses were flooded, 279 houses were destroyed and over 5300 farm animals perished. The total flood damages were estimated to be exceeding 20 mil. Euros. This paper assesses Afghanistan’s and Slovakia comparison preparedness for effective response to disasters caused by natural hazards. 2. Disaster preparedness for Natural Hazards in Slovakia and Afghanistan 2.1. Legal basis of disaster preparedness for natural hazards in Afghanistan In the paramount document of the Republic of Afghanistan, the constitution of the Afghanistan, Disaster preparedness for natural hazards mentioned as a law on Disaster Response, Management and Preparedness and Recovery .The present National Disaster Management Plan is a beginning towards organizing the national resources and capabilities for a coordinated and efficient disaster preparedness and response and will need to be prepared for various level. A national policy on Disaster Management is required to lay down the long term approach beyond the present quick impact national plan. The national disaster management plan reflected the following activities: 1.Prevention of disasters including : Earthquake , landslides , avalanches , flood , drought and sandstorm;.2. Assessment and Mitigation of the causes of disasters including : Earthquake , landslides , avalanches , flood , drought and sandstorm; 3.Rescue of people during a disaster including Earthquake , landslides , avalanches , flood , drought and sandstorm events ; 4. Reconstruction and people’s return to normal life; 5.Conduction community awareness programs and training personnel to be prepared to cope with disasters including Earthquake , landslides , avalanches, flood , drought and sandstorm events . 2.2 Legal basis of disaster preparedness for Natural hazards in Slovak A variety of organizations and departments at national level are involved in disaster management. Most of these institutions were geared towards flood disasters, some of them being exclusively dedicated to deal with mitigation and preparedness for landslides and avalanches disasters .legal basis of disaster preparedness for natural hazards in Slovak us under: 1.The Constitution of the Slovak Republic ; 2.The European Federation of Geologists (EFG); 3.The Slovak Water Act (Nr.364/2004) ; 4.The Slovak Flood Protection Act (Nr.666/2004); 5.The water Framework Directive 2000/60/ EC; 6.Directive of the European Parliament and of the Council on the assessment and management of flood risks (2007/??/EC; 7. Bilateral agreements; 8. International water management plan 2006-2015, 2.3. Institutional framework for natural hazards in Slovakia In the dominant deed of the Republic of Slovakia ,the constitution of the Slovak from the middle of the 19th century,nowadays ,disaster preparedness for natural hazards as law on Disaster Response , Management and preparedness that belong to the following institution in natural disaster: 1) 1) Slovak Hydro meteorological Institute (SHMI),2) Central flood commission in the Slovak republic ,3)Military Topography Institute ,4) Slovak Environment Agency 5)Geology Survey ,5) Danube Water Management 6) Slovak Academy of Sciences ,7) Research Institute of Water Management,8) Universities 9)Ministry of Interior, 10) Ministry of Defense, 11) Ministry of Environment, 12) Ministry of Agriculture.13,EC Atatürk University October 13,15 2012 • Erzurum/TURKEY 81 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 2.4 Institutional framework for natural hazards in Afghanistan The Department for Disaster Preparedness (DDP) is the mandated body to coordinate the Disaster Management activities with the National Commission, Line ministries as a Member of the Commission and International Organizations, Provincial & District Commissions on Disaster Management and Media in Afghanistan. which they are as under: Ministry of Rural Rehabilitation and Development ;Ministry of Interior; Ministry of Health; Ministry of Defense; Ministry of Planning; Ministry of Agriculture and Livestock; Ministry of Irrigation and Environment; Ministry of Information and Communication; Ministry of Transport; Ministry of Foreign Affairs; Ministry of Finance; Ministry of Public Works; Afghanistan Red Crescent Society; Afghanistan Television ;UNAMA, UNCHS; UNHCR; UNDP; UNESCO; UNICEF; FAO; WFP; WHO; UNOPS Roles and Responsibilities The roles of agencies at National level will be as follows: The National Commission on Disaster Management:. The Commission shall Provide policy directions; it will approve plans for disaster mitigation, preparedness and response prepared by the DDP and the Line Ministries who are members of the commission. It will recommend integration of disaster management with other national development programs. It will adopt measures for disaster prevention, mitigation and rehabilitation. Line Ministries: Line Ministries represented at the national commission will prepare and implement disaster management plans for disasters for which they are the primary agencies. 82 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” National/International Organizations: The National and International Organizations have a critical role to play in disaster management activities in the country, especially in light of the currently limited capacity. These organizations can provide vital resource inputs for supplementing the efforts of the government. Provincial & District Commissions on Disaster Management: The role of the commissions will be to coordinate implementation of disaster Management activities in the field by the local offices of the line ministries, national agencies and international organizations. Media: media has a major role to play in the pre-disaster prevention, mitigation and preparedness activities through appropriate community awareness generation. Atatürk University October 13,15 2012 • Erzurum/TURKEY 83 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Figure 3 Institutional framework of department for disaster preparedness 3. Basic disaster management guidelines 3.1 Assessment of disaster management situation in Slovakia The territory of Slovakia naturally from geographic location and geomorphologic characteristics Point of view was often exposed to natural hazards in the past. Since 1990 the periodicity of occurrence of natural hazards such as flood, landslides, and avalanches seems to increase. Most of dangerous natural phenomena in Slovakia occur in mild and moderate scale. The Slovakia has for river and lakes separately International Water Management plan from 2006-2015, but for ground water and coastal water not yet. There are separate action plans for different categories of disaster in Slovakia , the national Action plan for disaster preparedness acted in different year since 1992 to 2006 , Now the all disaster preparedness project to move a head by ECO ,. The Water Resources Strategy 2000, are sectoral plan and polices that take care of Natural disasters relating to floods and landslides at national level .The building code of 2001, was brought in to mitigate the effects of earthquakes in urban areas and as a measure towards earthquake preparedness .The Government of Slovak Republic in 2001 has approved The National Program of Flood Protection till 2010. As part of the project “Flood Warning and Forecasting System of Slovakia (POVAPSYS)”,. The European Federation of Geologists (EFG) established panels of experts to provide high quality response to the European Commission and Parliament. Recently, the EFG expert panel on natural hazards was approached to provide additional input to the Seventh Framework Program, to be able to identify a strategic research agenda for the natural hazards sector. 3.2 Assessment of disaster management situation in Afghanistan Based on the drafted national strategy regarding disaster preparedness and response, all the member ministries of the National Commission for disaster management are expected to prepare disaster management and preparedness plans at sector level. Some of the ministries (e.g., Ministry of Interior and Ministry of Health) have already prepared their plans but not practical and the really data still didn’t send it to central office. 84 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” The recently approved national plan and strategy is in accordance with the Millennium Development Goals. ANDMA suggested to president to have annual budget and now ANDMA have 250 million Afghani allocated for disaster management from the national budget of Afghanistan. In addition to these are other stakeholders within the Government of Afghanistan A number of international and national NGOS, civil society and academia CSOs and UN Agencies are currently working in the sector. The Disaster Management Authorities (ANDMA) was established in 1971 as a coordination office to support a multicultural national commission supported by the United Nations Disaster response office (UNDRO). There are no separate plans for different categories of disaster in Afghanistan The national action plan 2003 is an integrated and comprehensive plan which addresses all the phases of a disaster. Sectoral policies and plans address disaster relating to flood and land slides. Drought policy and strategy is made in 2005 and approved in 2008. The National Disaster Management Plan was approved by the Ministerial Advisory Committee in 2004. However, this plan will need to be followed by more elaborate and long-term interventions, keeping up with the Country’s growing capacity. all the member ministries who have the membership of national council for disaster management, are expected to prepare disaster management and preparedness plans at sector level (heath, agriculture, municipality and etc.). 3.3. Proposals for improvement of disaster management framework in Slovakia Improve the quality of the information necessary for early and effective flood forecasting by the enlargement and modernization of the monitoring, processing and telecommunication systems of the Slovak Hydro meteorological Institute. • Improvement of the management framework ( legal, institutional, financial, information ,planning , operative , control and supervising ) disaster management for natural hazards. • The data processing capacity of the existing telecommunication networks will be also increased in order to become consistent with the expected increase of the data transfer volumes (radar, satellite, and other sources. • The existing rainfall runoff models will be upgraded by the use of LAM predictions and consecutive weather radar data. As a result, the upgrading of correctness and accuracy of the flood forecast and warning is predictable. • Hazard mapping as a instrument for disaster management at different categories is important .within the country, a system for distribution hazards maps and making them available to all key actors should be introduced. And also to enter in Internet system to use all who would like to investigate in the field of disaster in Slovakia. • Activities and mechanism of the national Action plan should be mainstreamed in to the activities of the relevant implementing organization working in the field of disaster preparedness. • School and School children , other construction not allowed to build in flood –prone area • It is necessary to emphasize that in the survey, the term “landslide” was used in a general sense to describe all types of gravitational slope movements of earth material, such as creep, slides, lateral spreading, flow or fall. The same term is also used to describe specific types of gravitational movement, sliding and its resulting form landslides. • To take in action the proposal for a directive of the European parliament and of the council on the assessment and management of floods Atatürk University October 13,15 2012 • Erzurum/TURKEY 85 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” • Improving leadership and creating a National Disaster Risk Management council or a National Emergency Operations Center, backed by appropriate legislative instruments, are urgently needed. 3.4. Proposals for improvement of disaster management framework in Afghanistan • The Department for disaster preparedness and institutional capacity to deal with natural hazard and disaster management should be improved. • The Slovakia Agencies which deals with natural hazard and disaster management compare to Afghanistan was improved and need to improve more. • The DDP could undertake to make the hazard map. The hazard map of the country due to different kind of disaster is needed to specify the risk area due to disasters. for the national , provincial and district level .and circulated among within the institutional structure of key ministries of the country . • The use of modern technology like GIS and RS can be of vital importance in the preparation of plans. Keeping records of vulnerable areas, monitoring of rescue and relief operations deciding response, managing the data base etc. • To have our own building design code against the earthquake to keep the building and human life safe as much as possible. • The country need to have the microzonation map for seismic activity. • For the reduction of the disasters that is necessary to include the disaster subject in different schools level of the ministry of education for minimum knowledge which can use in the reduction of different kind of disasters. • The country need to have the good transportation system in all over the country for different season of the year for disaster management. • It is needs to have the disaster office with all emergency tolls at lest in every province of the country. • Coordination of activities between various ministries, NGOs and communities in disaster reduction, • Efficient use of financial and material resources for disaster • Surveying and assessment of high risk areas and preparation of national disaster risk management and contingency plans for the country. • Improved capacity of the Office Disaster preparedness (ODP)as a credible coordination agency and the focal point for multi disaster-related efforts and issues in Afghanistan 4. Conclusion • Looking at the national environment in terms of disaster preparedness for floods, landslides, avalanches, drought, there is an overall perception on the part of key actors in Slovakia working in the fields of disaster management that natural disasters need to be faced with full preparedness, and they are working towards that end. There is also a consciousness that natural hazards cannot be avoided, but at least their effects can be minimized if timely measures to mitigate them are taken. The key actors also rely that local communities must be involved in disaster preparedness for pre-and post-disaster activities. 86 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” • Floods already constitute a significant risk to human health, economic activity and the environment in Europe. However, two trends suggest that these risks will increase in the future. Firstly, the magnitude and frequency of floods are likely to increase as a result of climate change (higher intensity of rainfall and rising sea levels). Secondly, there has been a marked rise in the vulnerability due to the increase in the number of people and economic assets located in flood risk zones. • Landslide hazard maps in a general sense are currently available in all of the surveyed Regions. Those maps are usually in Afghanistan inventory maps but in Slovakia .inventory as well as susceptibility maps for national and regional level. • Inadequate policies and a weak legal environment are the biggest impediment to disaster management .development of and effective institutional mechanism has always bee promoted, but without success. Absence of an organization at the highest level that could provide intellectual and administrative leadership is a serious gap in Slovakia References: DDP.( Department for Disaster Preparedness).Afghanistan National Disaster Management plan..Transitional Islamic State of Afghanistan, December 2003 IMS.Atlas of Afghanistan, ,2004 Manuscript, Geophys. Inst. Slov. Acad. Sci Catalogue of macroseismically observed earthquakes on the territory of Slovakia (version 1996, in Slovak).., Bratislava, 15pp, 1996. Lab´ak, P. and Brouˇcek, I Commission of the European Communities .Directive of the European Parliament and of the Council on the assessment and management of flood com.2006 Marco Borga, University of Padova, 72 p. Majerčáková, O., Makeľ, M., Šťastný, P., Kupčo, M. and Rončák,Hydro meteorological data resources and technologies for effective flash flood forecasting. Coordinator: P., 2006: Selected Flash Floods in the Slovak Republic. Slovak Hydro meteorological Institute, 33 p. Rybář J. et al. (eds.), Proc. 1st Landslides in the West Carpathians. European Conference on Landslides. Prague, Czech Republic. Pp. 45~57. Ondrášik R. 2002. UNDP .Quarterly project Report [March –June 2007] Comprehensive Disaster Risk Reduction Project (CDRRP).. Atatürk University October 13,15 2012 • Erzurum/TURKEY 87 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof. Dr. Nabil A. Fakhre University of Salahalddin, Erbil, Iraq. PERFORMANCE OF QUALITY ASSURANCE SYSTEM AT THE COLLEGE OF EDUCATION, UNIVERSITY OF SALAHADDIN, ERBIL, IRAQ Traditional education or back-to-basics refers to long-established customs found in educational institutions that society has traditionally deemed appropriate. Depending on the context, the opposite of traditional education may be progressive education, modern education (the education approaches based on developmental psychology), or alternative education. Our society these days are divided in to two different way of thinking on the education. Some believe that modern methods are better than the traditional method of teaching. The present study describes using quality assurance system at the College of Education, University of Salahalddin, Erbil, Iraq, which leads to high quality in teaching. Concepts of Quality The word quality comes from the Latin word qualis meaning ‘what kind of’. The idea of quality is not new, nor that of quality assurance. Quality is a concept; it is a philosophy; it is a journey; it is a process and a procedure, it is also what we practice. It is a much-debated term. Higher education is the backbone of any society. It is the quality of higher education that decides the quality of human resources in a country. Under the circumstances of the growing competition in the field of education between universities, and the appearance in this decade of new universities, quality assurance became an important issue of education worldwide. The major challenge for quality assurance in the years ahead is capacity building at all levels. Independence of universities. The acceptance of the university autonomy concept implies the association to this concept of a quality assurance model. This model should offer trust and transparency both to the leadership of the university and to its clients, whether they be students or financing organisms (government, economic agents, social partners etc.) and should demonstrate at the same time the capability of the institution to control both the education and the scientific research processes. Quality Assurance Committees and Workshops 1. Central Committee of QA at the University 2. QA committee at the college 3. QA Committee at the department 4. Course book 5. Feedback of the students 6. Feedback of the academic staff 7. Feedback of the head of departments 88 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 8. Collection of scores of CAD Teacher`s Portfolio Definition The teacher`s portfolio refers to information and documents collected on the academic progress, contribution and achievements of the teaching staff. Teacher`s Portfolio Assessment Form Teacher`s Name: Department: University/Board: Date: Faculty: Atatürk University October 13,15 2012 • Erzurum/TURKEY 89 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Achievement of Scientific Seminars ( 2011-2012) Deptartment No. of Seminars Biology 28 Physics 30 Chemistry 25 Mathematics 25 Computer 35 General Seminars 12 Goals The main goals for the creation of teacher’s portfolio are: Encouraging the academics to offer high quality teaching and learning experience to students. Assessing the progress, contribution and achievements of the teaching staff. Identifying the teachers strengths and weaknesses and offering them the appropriate support to improve quality. 90 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Fevzi Yakupov Rector, Crimean Engineering Pedagogical University, Crimea INTERNATIONAL YOUTH CENTER AT THE CRIMEAN ENGINEERING PEDAGOGICAL UNIVERSITY Crimean Engineering Pedagogical University was established in 1993 tailored to meet the educational and intellectual needs of returning from deportation Crimean Tatar people yearning to revive its national identity and mentality. Since the core of a nation’s mentality is concentrated in its history, art and culture the university has organized teacher training to prepare nursery school educators, primary school teachers, Crimean Tatar language and literature teachers, teachers of History, Music, Fine and Decorative Arts, Fashion Design teachers. The university is also providing cadres training in 25 specialities in demand in the Crimea: engineering, computer science, economics and philology. Our convincing 19-year long experience testifies that these efforts create a solid foundation for flowing of integration processes in the multi-ethnic Crimea on tolerance mode. This work should undoubtedly be further developed. However, regarding the logistical and social maintenance levels of Crimean Engineering Pedagogical University it does not answer generally accepted university standards as it still does not have a dormitory, a canteen, sports-recreational and cultural facilities. The construction of these facilities is envisaged by the commissions of President of Ukraine of September 2, 2000, № 114/1054 and of November 2, 2002, № 1-1/1530, by the decision of Cabinet of Ministers of Ukraine dated January 10, 2002, № 29, par. 24 in the form of implementing “Multi-ethnic Youth Culture (actually Turk –Slavonic) Center” project. These incentives were reinforced by allocating the university a piece of land. Project design had been initiated but unfortunately it was later suspended due to financial problems. Under these conditions, a project was drafted together with the Istanbul Technical University tied to the base of Crimean Engineering Pedagogical University. In compliance with this project Istanbul Technical university was empowered to participate in the construction of separate buildings for the given project placing in them branches of different countries’ universities. In November 2011, this form of the project was supported by the United Nations’ Subdivision of Academic Influence Organization (UNAJ). This organization supported the project giving it the idea of an “International Youth Center of Academic Assistance to the UN.” Thus this “International Youth Center” at the Crimean Engineering Pedagogical University becomes international. On the one hand, it allows all interested countries to participate through their universities in the restoration of justice regarding the revival of the identity of innocently deported Crimean Tatar people. Such involvement in the project goes in line with the spirit of the times which is marked by protection of national minorities’ interests by the UN. Atatürk University October 13,15 2012 • Erzurum/TURKEY 91 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” On the other hand, the “International Youth Center” at the Crimean Engineering Pedagogical University is not a common form of training foreign students in a particular university. It is a new model of cooperation between universities: it is a search for best options to prepare professionals to work in a globalizing world. The “International Youth Center” represents an international scientific, educational and cultural student complex where we envision the working out and testing of education patterns’ exchange between universities. Students will exercise practical and scientific cognition of cultures of each other, work out schemes of joint research implementation and introduction of advanced technologies. Religion study will be provided and we do hope that there might emerge a scientifically based rationale for the interaction of two or probably three religions. All these incentives will create, in the long run, a basis for peace, stability and prosperity. “The International Youth Center” is indeed the call of time, it is an intellectual source of a new world philosophy, it is a moral look of a modern civilization into the new century and millennium, and finally, it is the framework for the new World University. The booklet contains three options for the Center. According to experts, the first one planned since 2000 has become outdated in terms of urban development and does not fully meet the mission of the Center. The other two have been selected from the 33 diploma projects developed by Istanbul Technical university students. These projects presuppose building a complex of dormitories with an accommodation for visiting professors, a sports complex with a training ground, a showroom of fine and decorative arts with educational workshops, concert and rehearsal halls, a library, a canteen. Universities, project-participants, can choose and build at their own discretion one of these objects. It is desirable that TIKA (Turkish Agency on Cooperation and Development operating in various countries) be involved in the project. It is noteworthy that the “International Youth Center” project has already been supported by the Ukrainian Peace Council, by the National Technical University “Kiev Polytechnic Institute”, Istanbul Technical University, Baku State University, National University of Science and Technology (Moscow), and University “Ovidius” (Romania), and some others. Welcome to participate in our Project! 92 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Yuliya S.Lokteva, Ph.D Deputy Director, Institute of State and Law Al-Farabi Kazakh National University, Kazakhstan SCIENTIFIC EXPERTISE OF DRAFT NORMATIVE LEGAL ACTS IN THE FIELD OF FINANCE WITHIN THE FRAMEWORK OF IMPLEMENTATION OF THE LEGAL POLICY OF KAZAKHSTAN Within the framework of the legal policy of the Republic of Kazakhstan the measures that brought the rule-making process to a new quality level have been taken. Long-term planning of legislative activities, introduction of scientific expertise (legal, anti-corruption, criminological, etc.) of draft normative legal acts, as well as complete financial support of adopting laws are among these measures. The scientific expertise of draft normative legal acts at the Al-Farabi Kazakh National University, Almaty, Kazakhstan, is carried out since 2008. Implementation and coordination of the expert activities, as well as researches on topical legal issues were entrusted to the Institute of State and Law - a structural unit of the University, which I represent as the Deputy Director. It should be noted that scientific expertise is one of the stages of the rule-making process that corresponds to the international practice. Under the Law of the Republic of Kazakhstan “On Normative Legal Acts” dated March 24, 1998 the conduct of scientific expertise as well as the scientific anti-corruption expertise on the draft normative legal acts under consideration by the Parliament of the Republic of Kazakhstan is obligatory excepting the cases of introduction of legislative acts through legislative initiative of the President of the Republic of Kazakhstan when scientific expertise may not be carried out. According to the above-named Law the examination of the draft legal normative acts is conducted for: - quality evaluation, relevance, timeliness, lawfulness of a draft, compliance of the provisions of a draft normative legal act to the human and civil rights stipulated by the Constitution of the Republic of Kazakhstan; - determination of the potential effectiveness of a normative legal act; - identification of possible negative effects of adoption of the draft as a normative legal act. The tasks of the scientific anti-corruption expertise of draft normative legal acts are specifically identified in the Law. This expertise is new legal instruments that can perform a preventive function: through analyze of the rules of a draft normative legal act an expert can identify the corruption factors and give recommendations on exclusion of conditions and opportunities for corruption offenses in the framework of the creating legal framework. The main tasks of the scientific anti-corruption expertise of drafts normative legal acts are: - identification of norms and gaps in legal regulation that contribute to the commission of corruption offenses; - assessment of the consequences of adoption of a draft normative legal act from the view of possibility for commission of corruption offenses; - development of norms of a draft normative legal acts that prevent the commission of corruption offenses as recommendations. Atatürk University October 13,15 2012 • Erzurum/TURKEY 93 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In accordance with the Rules on Conducting the Scientific Expertise, approved by the Decree of the Government of the Republic of Kazakhstan dated May 30, 2002 No 598 “On Measures for Improvement of the Rule-Making Activity”, among the questions that should be put before the scientific legal expertise of draft normative legal acts such ones as: - checking of a draft normative legal act for compliance to the Constitution of the Republic of Kazakhstan, the normative legal acts of higher levels, the international obligations of the Republic of Kazakhstan; - assessment of the social, economic, scientific, technical, and other implications of adoption of a draft normative legal act; - determining the presence of conditions for the commission of corruption offenses in connection with the adoption of a draft normative legal act; - finding the presence of the causes and conditions for the infringement of the right to tender equality due to the adoption of a draft normative legal act; - determining the list of normative legal acts that have to be specified in the case of adoption of a draft normative legal act; - characteristics of scientific elaboration of the provisions of a draft normative legal act, the development of evidencebased proposals for improving the legislative framework; - finding possible contradictions to the principles of the relevant branch of law; - identification of explicit or implicit departmental or group interest provided by a draft normative legal act; - the answers to other issues arising from a draft normative legal act (sub-paragraph 4) of paragraph 28 of the Rules). Discussing the rule-making initiatives in the field of regulation of financial relations it is need to say that the development and improvement of financial legislation is particularly actual in the framework of the Strategic Plan of Development of the country till 2020, the Concept of Legal Policy of the Republic of Kazakhstan for the period from 2010 to 2020, the post-crisis measures of the country’s financial sector development, as well as within the course for accelerated industrial and innovative development of the Republic. First of all, it should be noted that for the period from 2008 to 2012 the experts of the university made examination of around 400 draft laws and concepts to them, many of which are in the field of financial legislation of the Republic of Kazakhstan: the draft Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget” (Tax Code), the draft Law of the Republic of Kazakhstan “On Special Economic Zones in the Republic of Kazakhstan”, the draft Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts on the Issues of Functioning of Special Economic Zones in the Republic of Kazakhstan”, the draft Law of the Republic of Kazakhstan “On State Support for Industrial and Innovative Activity”, the draft Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts of the Republic of Kazakhstan on the Issues of Islamic Finance”, the draft Law of the Republic of Kazakhstan “On Microfinance Organizations”, the Concept to the draft Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts of the Republic of Kazakhstan on the Issues of Universal Declaration”, the draft Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts of the Republic of Kazakhstan on the Issue of Development of the Stock Market in the Republic of Kazakhstan”, the draft Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts of the Republic of Kazakhstan on the Issues of Organization of Activities of the National Bank of the Republic of Kazakhstan, Regulation of Financial Market and Financial Organizations”, the draft Law of the Republic of Kazakhstan “On National Welfare Fund”, etc. It is safe to say that one of the leaders on introduction of amendments is the Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget” (Tax Code) dated December 10, 2008 [1]. It has been amended by 51 laws as of October 1, 2012 since its entry into force from January 1, 2009. The Law of the Republic of Kazakhstan “On Investments” was amended thrice this year. Some amendments were implemented to the range of legislative acts of the Republic of Kazakhstan on organization of activities of the National Bank of the Republic of Kazakhstan, regulation of financial market and financial organizations, etc. It should be noted that the priorities and trends of development of the financial legislation provided by the Concept of Legal Policy for the Period from 2010 to 2020 are specified within the activities stipulated by the Concept of Development of the Financial Sector of the Republic of Kazakhstan in the Post-Crisis Period, approved by the Decree of the President 94 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” of the Republic of Kazakhstan No 923 dated February 1, 2010 according to which the development of the financial sector in the post-crisis period should take place through the transition to a qualitatively new level of management and regulation by increasing the stability of the financial sector, the creation of conditions to prevent deficiencies, the instability factors and phenomena observed in the course of the current financial and economic crisis, stimulation of investment activity in the post-crisis period as a tool of macroeconomic decisions, as well as strengthening the confidence in the financial sector as from the part of investors as from the part of the consumers of financial services. In this regard, special attention should be paid to some results obtained on the ground of the conduction of scientific expertise of draft normative legal acts in the field of finance and, in particular, to the review of certain rulemaking initiatives aimed at the creation of attractive environment for business development, direct investment in non-primary export-oriented and high-tech industries within the policy of sustainable and balanced economic development of the country with disclosure of the main problematic aspects of such drafts mentioned in the conclusions of scientific examinations. Subject to the rules of our conference, which does not allow discussions of various disadvantages of each draft law, I’d like to mention only some of the problematic aspects that were identified in the draft laws within expertise and not addressed in the law-making process. From the results of the expertise as a whole it is possible to argue that the draft normative legal acts (including draft laws which in case of adoption should regulate the most important public relations, establish basic principles and norms) suffer from the internal imperfections of their provisions, gaps in the legal regulation, violations of legal technique, contradict to the Constitution of the Republic of Kazakhstan, normative legal acts of the higher level, international treaties, do not take into account the level of development of relationships and possible prospects of their evolution or include just part of the necessary measures that may negate the objectives of their adoption. As the result, adopted acts are not always consistent and systematic, comply with the current policies, and do not fully take into account the existing financial, economic, social, political and others realities of the country. Under the Address of the President of the Republic of Kazakhstan Nursultan Nazarbayev to the People of Kazakhstan “Growth of Welfare of Kazakhstan’s Citizens is the Primary Goal of State Policy” dated February 6, 2008 “the taxation system must be aligned with the objectives of the new phase in Kazakhstan's development”. The Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget” (Tax Code) June 12, 2001 “has played a positive role in supporting economic growth”. However, its potential was exhausted. The Code included in “excess of 170 exemptions and preferences” which continuously proliferated. In this regard the Head of the country gave order to the Government to draft a new Tax Code “designed to promote modernization and diversification of the economy while bringing business in from the shadows”.[2] The draft Tax Code was developed by the Government in the same year and the new Code of the Republic was adopted by the Parliament on December 10, 2008, that, first of all, was not consistent with the principle of stability of tax legislation stipulated by the paragraph 2 of the Article 3 of the Tax Code of 2001 that was in force at that time. According to this principle the laws of the Republic of Kazakhstan, which provide amendments and additions to the Code on the establishment of new taxes and other mandatory payments to the budget, changes in rates and the tax base of existing taxes and other mandatory payments to the budget, might be issued not later than November, 1 of the current year and put into effect on not earlier than the 1 of January of the year following the year of adoption. In our case the new tax law was adopted. It was much more than to adopt some above-mentioned amendments to the existing act. In addition, the adoption of such a large scale act in December 2008, and its introduction into effect from January 1, 2009 did not provide sufficient time to get acquainted with it for the purposes of fulfillment of obligation to pay legally established taxes and other mandatory payments on time and in full by the taxpayers. Especially, such decisive measures on development of the legislation may alarm foreign investors who are often unable to keep track of the numerous legislative initiatives related to the development of financial legislation. In addition, it should be noted that the Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget” (Tax Code) dated 10 December 2008 was put into effect on January 1, 2009 by the Law of the Republic Atatürk University October 13,15 2012 • Erzurum/TURKEY 95 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” of Kazakhstan No 100-IV dated 10 December 2008 “On Introduction of the Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget (Tax Code)”. At the same time some of the provisions of the current Tax Code are still coming into effect so as they were suspended till a certain date by the above-named Law. Thus, for example, the Article 123 “Investment Tax Preferences” of the Tax Code has been suspended until 1 January 2012. The Law, terminating the effect of the Tax Code of 12 June 2001 in whole, makes the reference that some of its provisions remain in force until January 1, 2017. This also complicates the understanding and application of the current tax legislation. The Tax Code of 2008, undoubtedly, eliminated many deficiencies in the tax legislation that was in effect prior to January 1, 2009. It implemented the provisions promoting achievement of the priorities of country’s development determined by the Head of the Republic in his message to the people of Kazakhstan. However, the current Tax Code for the period of its validity (almost 4 years) has been amended by 51 Laws as of October 1, 2012. While the Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget” dated 12 June 2001 was amended through 56 Laws for the all period (7,5 years) of its effect. As for the tax incentives, unsystematic and scale of which were considered as the cause for the development of the new Tax Code, it should be noted that their number also tends to increase. It is suffice just to say that at the present the Ministry for Economic Development of the Republic of Kazakhstan discusses the question to increase tax incentives for the both individuals and legal entities [3]. Speaking on the promotion of investment, specification of the legal and economic frameworks for stimulation of investment activity and the measures of state support for investments in the legislation, it should be remarked that the Law of the Republic of Kazakhstan “On Investments” dated January 8, 2003 does not disclose directly what these incentive basis are but provides a comprehensive list of the measures of state support for investments, which is to provide investment preferences (exemptions from customs duties, state grants-in-kind, tax and industrial incentives for legal entities implementing investment strategic projects). If to consider the international bilateral and multilateral agreements on the promotion and reciprocal protection of investments with participation of Kazakhstan it is possible to note that they stipulate a set of measures for encouragement of investment and promotion of investment activity. It includes reciprocity regime in respect of investments, full protection and safety of investments, guarantees against forced seizure, nationalization and other similar measures, free transfer of payments in connection with an investment, dispute settlement mechanisms, etc. These rules are contained, for example, in the Treaty between the Republic of Kazakhstan and the Federal Republic of Germany on Promotion and Mutual Protection of Investments (Bonn, 22 September 1992, ratified by the Resolution No 1942-XII of the Supreme Council of the Republic of Kazakhstan dated 29 January 1993, entered into force on 10 May 1995), the Agreement on Encouragement and Mutual Protection of Investments between Kazakhstan and the Kingdom of the Netherlands (Hague, 27 November 2002, ratified by the Law of the Republic of Kazakhstan No 250-III dated 8 May 2007, entered into force on 1 August 2007), Agreement between the Government of the Republic of Kazakhstan and the Government of the French Republic on Mutual Promotion and Protection of Investments (Paris, 3 February 1998, this Agreement and its Protocol were ratified by the Law of the Republic of Kazakhstan No 77-II dated 5 July 2000, entered into force on 21 August 2000), the Agreement between the Government of the Republic of Kazakhstan and the Government of the People's Republic of China on Promotion and Mutual Protection of Investments (Beijing, 10 August 1992, ratified by the Resolution of the Supreme Council of the Republic of Kazakhstan dated 8 June 1994, entered into force on 18 August 1994), the Agreement on Promotion and Mutual Protection of Investments in the Member Countries of the Eurasian Economic Community (Moscow, 12 December 2008, ratified by the Law of the Republic of Kazakhstan No 173-IV dated 10 July 2009, not in force yet), the Agreement between the Republic of Kazakhstan and the United States of America on Promotion and Mutual Protection of Investments (Washington, 19 May 1992, ratified by the Resolution of the Supreme Council of the Republic of Kazakhstan dated 18 December 1992, entered into force on 12 January 1994), the Agreement between the Republic of Kazakhstan and the Republic of Turkey on Mutual Promotion and Protection of Investments (Almaty, 1 May 1992, ratified by the Resolution of the Supreme Council of the Republic of Kazakhstan No 1943-XII dated 29 January 1993, entered into force on 10 August 1995), and others. 96 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” However, in accordance with the above-named Law “On Investments” only the investments of the legal entities of the Republic of Kazakhstan under the lists of priority activities at the class level of general classification of economic activities or the list of strategic investment projects approved by the Government of the Republic of Kazakhstan are the subject of state support. In this regard, the Law of the Republic of Kazakhstan “On Investments” has unduly narrow approach to the state incentive mechanisms and promotion of investments that, firstly, does not comply with the above-listed international obligations of the country, secondly, the Constitution, which has highest juridical force and direct effect on the entire territory of the Republic and according to that the international treaties ratified by the Republic shall have priority over its laws and be directly implemented except in cases when the application of an international treaty shall require the promulgation of a law, and, thirdly, may mislead investors about the state measures of investment activity promotion. Thus, it is wrong to limit the measures taken by the country for encouraging investment inflows solely by the investment preferences. The state support for investments includes a whole set of mechanisms that encourage investment to the country including guaranties for investors, financing, innovation grants, support on internal market, etc. For these reasons, it is possible to note the discrepancy observed in the provisions of the Law of the Republic of Kazakhstan “On Investments” dated 8 January 2003 and the Law of the Republic of Kazakhstan “On State Support for Industrial and Innovative Activity” dated 9 January 2012. Thus, accordingly the Law “On State Support for Industrial and Innovative Activity” the encouragement of investment activity of the subjects of industrial and innovative activity in the Republic of Kazakhstan shall be defined by the Law of the Republic of Kazakhstan “On Investments” (paragraph 5 of Article 13,). At the same time under the Law of the Republic of Kazakhstan “On Investments” such subjects are solely legal entities of the Republic of Kazakhstan that implement specific investment projects. But the Law of the Republic of Kazakhstan “On State Support for Industrial and Innovative Activity” recognizes individuals and legal entities as the subjects of industrial and innovative activity (sub-paragraph 5) of Article 1). The Code of the Republic of Kazakhstan on Administrative Offences dated 30 January 2001 has special norms about the competence of the authorized body on investments (Committee on Investments of the Ministry of Industry and New Technologies of the Republic of Kazakhstan) concerning the review of cases on administrative offenses and bringing to administrative responsibility for violation of terms of return of state grants in-kind (Articles 134-1, 563-1). This offense (Article 134-1) was included in the Code of the Republic of Kazakhstan on Administrative Offences by the Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts of the Republic of Kazakhstan on Investments” dated May 4, 2005. However, at the time of amending by this Law the legislator ignored the Article 642 “Place of Review of the Case on Administrative Offence” of the Code of the Republic of Kazakhstan on Administrative Offences where there the rule that the case on administrative offence shall be reviewed at the place of its commission, or at the place of registration of vehicles, vessels, including small size ones, or at the place of residence of the person against whom the proceeding on an administrative offense is conducted. And only from July 5, 2012 (i.e. after 7 years) by the adoption of the Law of the Republic of Kazakhstan “On Amendments and Additions to Some Legislative Acts of the Republic of Kazakhstan on the Issues of Organization of Activity of the National Bank of the Republic of Kazakhstan, Regulation of Financial Market and Financial Organizations” the reference to the possibility to review the case in the location of the official (authorized state agency), the jurisdiction of which includes a review of the case on administrative offense under the Law of the Republic of Kazakhstan, also appeared in the Article 642, and the afore-called controversy was fixed. It is worth noting that review of such cases and bringing to responsibility in the city of Astana, the capital of the Republic of Kazakhstan, (the location of the state body that does not have local divisions) of legal entities situated, for instance, in the city of Almaty, Western-Kazakhstan or Eastern-Kazakhstan regions removed from the district and regional centers creates additional difficulties to entrepreneurs. How absurd it would be if the offense as exceeding of the set speed of movement by the drivers of vehicles is the subject to review by the Ministry of Transport and Communications of the Republic of Kazakhstan. In this regard, we believe that it is appropriate to adopt the amendments to this Code and to provide the right to review the cases on violation of terms of return of state grants in-kind and to bring to administrative responsibility in the competence of the court. This recommendation follows from the provision of the Constitution of ____________________________________________________________________________ 1 State grants- in kind are a kind of investment preferences under the Law of the Republic of Kazakhstan “On Investments” dated January 8, 2003. Atatürk University October 13,15 2012 • Erzurum/TURKEY 97 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” the Republic of Kazakhstan outlined in the paragraph 2 of the Article 76: “Judicial power shall be extended to all cases and disputes arising on the basis of this Constitution, laws, other normative legal acts, international treaties of the Republic”. It should be noted the absence of a common approach to the terminology used in the financial and administrative law of Kazakhstan as well. If to consider administrative responsibility in the field of finance it is need to say that the Code of the Republic of Kazakhstan on Administrative Offences classifies offenses related to the trade and finance (Chapter 15) and to the taxation (Chapter 16), and includes them in the relevant chapters. However, the majority of Kazakh scientists – lawyers and practitioners (for instance, Khudyakov, A.I. [4], Porokhov, Ye.V. [5], Naimanbayeva, S.S. [6], etc.) generally recognize the Tax Law as legal composition (institution, branch, sub-branch, etc.) of the Financial Law. Many lawyers of the Commonwealth of Independent States (Krokhina, Yu.A. [7], Khimicheva, N.I., Pokachalova, Ye.V. [8], Khankevich, L.A. [9], etc.) share this point of view. In this regard, according to such position the offenses in the field of taxation should be the part of group of offenses in the field of finance. In some cases it is unclear on what basis administrative offenses were grouped chapter by chapter in the Code. This may be considered as a structural inconsistency of the act. So, for example, such offence as the violation of the order of realization (sale) of electricity (Article 147-6 of the Code of the Republic of Kazakhstan on Administrative Offences) is in the Chapter 14 “Administrative Offences in the Field of Entrepreneurship”. However, such administrative offences as violation of the rules of selling arms and ammunition (Article 160 of the Code of the Republic of Kazakhstan on Administrative Offences) or violation of the requirements of the legislation of the Republic of Kazakhstan on the sale of alcoholic beverages (Article 163-4 of the Code) are already in the Chapter 15 “Administrative Offences in the Field of Trade and Finance”. Meanwhile, there is no doubt that doing these activities can also be considered as entrepreneurship. The offense as incomplete and late payment of non-tax payments to the budget excepted income related grants refers to Chapter 15 “Administrative Offences in the Field of Trade and Finance”. Administrative violations in the field of taxation consisting, for example, in avoidance from payment of accrued (calculated) taxes and other mandatory payments to the budget (Article 208-1 of the Code), etc. are contained in a separate Chapter 16 “Administrative Offenses in the Field of Taxation”. Meanwhile, there is the Code of the Republic of Kazakhstan “On Taxes and Other Obligatory Payments to the Budget” (Tax Code) that contains a complete list of taxes and other obligatory payments to be paid to the budget in the Article 55. As the theory of law as the Tax Code make a definite difference between the tax and other mandatory payment (levy, payment, state duty). Thus, under the subparagraph 34) of the paragraph 1 of the Article 12 of the Tax Code the taxes are “obligatory monetary payments to the budget as established by the state through law in a unilateral procedure, except for the cases specified in this Code, which are paid in certain amounts, which are irrevocable and non-refundable”. According to the subparagraph 4) of the paragraph 1 of the Article 12 of the Tax Code the other obligatory payments are “obligatory money contributions to the budget in the form of payments, levies, duties, with exception of customs duties, effected in the amounts and cases, established by the Code”, and which due to this can’t be recognized as taxes or tax payments. At the same time under the paragraphs 2 and 3 of the Article 2 of this legislative act “no one may be burdened with the duty to pay taxes and other obligatory payments to the budget, which are not specified by this Code. Taxes and other obligatory payments to the budget shall be established, introduced, altered or abolished in accordance with the procedure and on the terms established by this Code”. In this respect, again, the question arises about the system of the current legislation in the field of finance, since due to the arbitrary use of terminology in different legislative acts there may appear discrepancies. A similar situation is also observed in the provisions of the Code of the Republic of Kazakhstan on Administrative Offences regarding the definition of the statute of limitations of the commission of offenses. Thus, under the Article 69 “Release from Administrative Responsibility due to the Expiration of Statute of Limitations” of the Code, as a general rule, an individual or a legal entity is not subject to administrative responsibility after the two months from the date of the commission of administrative offense. And the Code has a clause that an individual is not subject to administrative responsibility for the offense in the field of taxation after one year from the date of its commission, and the legal entity (including individual entrepreneur) is not subject to administrative responsibility for offenses in the field of taxation after five years after the date of its commission. 98 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” When commission of an administrative offense encroaching on protected interests of the society and the country in the field of budget relations an individual or a legal entity is not a subject to administrative responsibility after two months after the discovery of such administrative offense. When commission of an administrative offense in the field of finance an individual or a legal entity has to be brought to administrative responsibility within five years from the date of commission of an administrative offense, but can not be brought to administrative responsibility after two months from the date of discovery of an administrative offense. Based on the foregoing, we can once again draw attention to the fact that the offenses in the field of taxation as well as in the field of budget relations are not recognized as violations in the field of finance by the Code. At the same time, the Budget Law and the Tax Law are fundamental components of the Financial Law traditionally. Moreover, a number of offenses in the area of budgetary relations are included in the Chapter 15 “Administrative Offences in the Field of Trade and Finance” of the Code. For example, Article 177 “Late, Incomplete Enrollment of Revenues to the Republic and Local Budgets", Article 177-4 "Violation of the Conditions and Procedures on Granting Budget Loans, State Guarantees and suretyship of the state. However, as seen from the content of the Article 69 of the Code the statute of limitations of the commission of offenses in the field of finance and budget relations is different. Is unclear why the Code on Administrative Offences in the afore-mention provision recognizes individual entrepreneurs as legal entities. However, under the subparagraph 3) of Article 1 of the Law of the Republic of Kazakhstan “On Private Entrepreneurship” dated 31 January 2006 individual entrepreneur is a citizen of the Republic of Kazakhstan or repatriate (oralman) performing individual entrepreneurship without a legal entity and should be relevant to the criteria specified in the paragraphs 3 and 7 of the Article 6 of this Law. The Civil Code of the Republic of Kazakhstan (General Part) dated 27 December 1994 provides the norms about the entrepreneurial activity of citizens and establishes the rules that the citizens have the right to engage such activity without establishment of a legal entity. The Code stipulates the provision about the spreading its norms regulating the activity of legal entities - commercial organizations on the citizens' entrepreneurial activities carried out without establishment of a legal entity, unless otherwise doesn’t follow from the legislation or nature of relation. But the concept of legal entity stipulated by the Civil Code does not include the definition of individual entrepreneur. We believe that afore-mentioned shortcomings in the current legislation regulating social relations in the field of finance will be eliminated by the legislator and that it will contribute to the achievement of the aims stated in the Concept of Legal Policy of the Republic of Kazakhstan for the period from 2010 to 2020 (approved by the Decree of the President of the Republic of Kazakhstan No 858 dated August 24, 2009) on systematization of the existing legislation, its further consolidation by branches, elimination obsolete and redundant rules from the legislation, filling gaps in the legal regulation, elimination of internal contradictions in the existing law, minimizing the reference rules in the laws and enlarging the practice of adoption of laws with direct effect within the range of issues on which the laws can be issued under the Constitution [10]. However, the results of the conducting expertise show that this stage of rule-making process is important on the way for bringing the legislation into a single system, for achievement of the aims of adoption of the normative legal acts, and ensuring their quality. At the same time, it should be noted that the conclusions of the scientific expertise of draft normative legal acts have solely advisory nature. In this regard, some of the shortcomings of draft normative legal acts expressed by experts in the conclusions, for various reasons, including the political ones, may remain not eliminated. Due to these reasons, for the purposes of development of national law in terms of rapid changes occurring in the world economy and politics, and ensuring its compliance with international norms and standards, the world practice and experience it is necessary to further improve the rule-making process in the part of conducting scientific expertise. In particular, in order to ensure the high quality of scientific expertise, competent and independent approach in its conducting, using the required methods and approaches to resolving problematic issues addressed by the adoption of a normative legal act, as well as the development of scientific evidence-based proposals and recommendations on improvement of the legal framework, it is proposed to stipulate the principles of scientific expertise in the Law of the Atatürk University October 13,15 2012 • Erzurum/TURKEY 99 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Republic of Kazakhstan dated March 24, 1998 “On Normative Legal Acts” in accordance with the provision of the Article 61 paragraph 3 of the Constitution of the Republic of Kazakhstan providing that the laws shall regulate the most important public relations, establish fundamental principles and standards. These principles could be: objectivity; completeness and comprehensiveness; scientific validity and reliability; assessment of a draft normative legal act on the base of its regulatory focus, functional content, forms of realization, as well as the subjects and the order of application; independence of expert evaluation of a draft normative legal act from the positions of state agencies and other organizations involved in its development, as well as other organizations. References: 1. The Code of the Republic of Kazakhstan on Taxes and Other Obligatory Payments to the Budget. http://www.invest.gov.kz/upload/docs/en/c276149ec3948f7621940699c84fe001.pdf 2. The Address of the President of the Republic of Kazakhstan Nursultan Nazarbayev to the People of Kazakhstan “Growth of Welfare of Kazakhstan’s Citizens is the Primary Goal of State Policy” dated February 6, 2008. http://akorda.kz/ru/page/page_poslanie-prezidenta-respubliki-kazakhstan-n-nazarbaeva-narodu-kazakhstana-6-fevralya2008-g_1343986980 3. http://newskaz.ru/economy/20120828/3814363.html 4. Khudjakov A.I. Finansovoye Pravo Respubliki Kazakhstan. Obschaya chast: uchebnik. Almaty, TOO «Izdatel'stvo «NORMA-K», 2002, p.101 (in Russ). 5. Porokhov Ye.V. Nalogovoye Pravo Respubliki Kazakhstan (Voprosy Teorii I Praktiki). Avtoreferat na soiskaniye uchyonoi stepeni d.yu.n. Almaty, 2009 (in Russ). 6. Naimanbayeva S.S. Finansovoye Pravo: uchebnik (obschaya i osobennaya chasti). Almaty, Daneker, 2004 (in Russ.). 7. Finansovoye pravo Rossii: uchebnik. Yu. A. Krokhina, 3ye izd., pererab. I dop., Moskva, Norma, 2008 (in Russ.). 8. Khimicheva N.I., Pokachalova Ye. V. Finansovoye pravo. Otv. red. d.yu.n., prof. N.I. Khimicheva, Moskva, Norma, 2005 (in Russ.). 9. Khankevich L.A. Finansovoye pravo Respubliki Belarus. Prakt. posob., Minsk, 2004, p.45 (in Russ.). 10. Concept of Legal Policy of the Republic of Kazakhstan 2010 – 2020. http://www.kazakhembus.com/document/conceptof-legal-policy-for-2010-2020 100 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof.Dr. Mammad Rzayev Vice-Rector, Nakhchivan State University Prof.Dr. Anar Kazimov Vice-Rector, Nakhchivan State University INTER UNIVERSITY RELATIONS: ARCHITECTURAL RESEARCH POSSIBILITIES OF MUSLIM MONUMENTS IN EASTERN ANATOLIA PROVINCES OF TURKEY AND NAHKCHIVAN REGION Nakhchivan, being a constituent part of the Azerbaijan Republic and Eastern Anadolu province of Turkey are one of the first civilization centers. Archeological researches show that the life began in Eastern Anadolu beginning from the end of Neolitic period. Beginning from ancient stone age people lived in this area and created rich culture. In this land historical, scientific and cultural heritage of Azerbaijan and Turkish nations has been formed. Known as mountaneous border lands of Great Mesopotamia Cultural World Böyük involves various geographical and ecological conditions. This region is also known as the land of spread of great cultural union asTrans-Caucasus Culture or Kur-Araz Culture. In this region Erzurum-Kars and Nakhchivan regions are the ones stepping forward. As one of the first civilization cradles Nakhchivan saved the status of being the center of trade, science and cultural in the East. What proves the antiquity of any nation is its culture, historical monuments. The land of Nakhchivan is rich for its ancient, Middle Ages, new and modern period material-cultural samples and historical monuments. One can meet with the caves belonging to the primitive people, the ancient dwellings, remnatnts of the early city culture, grandious fortress walls, petrogrifs, stone ram monuments, tombs-in general, rare material-cultural samples at every step in this ancient land. The remnants of the Stone Age today are reflected in the caves of Gazma, Ashabi-kahf and Kilit in Nakhchivan. The Gamigaya petrogriphs are the valuable descriptive gallery reflecting the artistic thinking, customs and traditions, aesthetic-philosophic views and religion-ideological notions of our nation in the 4-1 millenium B.C. The activity of the architect Ajami Nakhchivani demonstrated the inexhaustible opportunities of Nakhchivan science about the XII century by leaving the pre-eminent art of works samples to our people as the tombes-Usif Kuseyr oglu and Momuna Khatun. Hundreds of monuments of this kind were erected in the Middle Ages and later on in the land of Nakhchivan and on many of them Islamic religion characteristics were reflected. Lately to study Nakhchivan all-round, construction and restoration of the historical-architectural monuments are in the concern of the state. The international simposium “ Nakhchivan in the intercountries sources” (1996) held under the leadership of the Chairman of the Supreme Majlis of Nakhchivan AR played a great role in investigationg the history of Nakhchivan land objectively, pursuant to the national interest of the Azerbaijan people. Wihin 1996-2007 years around 40 conferences and simposiums about the history, culture, toponymics, biogeneous, studying natural reserves of Nakhchivan, genocide against Azerbaijanis and the history of deportation, promotion of enlightement movement ets. questions were held. Around 350 books and monographs about Nakhchivan topic, its history, culture, monuments, natural resources and economic development were published. Atatürk University October 13,15 2012 • Erzurum/TURKEY 101 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Thereafter the decision issued on 6 December 2005 by the Chairman of the Supreme Majlis of Nakhchivan Autonomous Republic “About organising the protection and passport registration of the historical and cultural monuments in the territory of Nakhchivan Autonomous Republic” a joint working group of scientists was established in Nakhchivan State University and the Nakhchivan Branch of Azerbaijan National Academy of Sceinces and historical and cultural monuments in the territory were investigated and a passport was issued for each monument. According to the decision by the Chairman of the Supreme Majlis of Nakhchivan Autonomous Republic, the year of 2012 was declared as the year of “National values” in Nakhchivan. We consider that the presented project will create opportunities to learn valuable samples of great Islamic architecture culture in the regions of Eastern Anadolu of Turkish Republic and Nakhchivan of Azerbaijan Republic and will contribute scientifically to the historical investigation of both regions. Founded in 1967 Nakhchivan State University is one of the leading universitities of the country. Nakhchivan State University started as Nakhchivan Branch of Azerbaijan State Pedagogical Institute. By the decision of the Government Nakhchivan State Pedagogical Institute was established on the basis of Nakhchivan Branch in 1972. In 1990 this Pedagogical Institute gained the university status. Nakhchivan State University has strong staff of professors and teachers and relevant material and technical basis for preparation of bachelors, masters and doctorates up to modern standarts. At the University in 48 departments, 376 teachers of whom 2 real and 5 associate members of ANAS, 31 doctors of sciences in different fields, 194 Ph.Ds, 13 professors and 115 associate professors continue their scientific and pedagogical work. At Nakhchivan State University studying in bachelor, master and doctorate levels is conducted. AT present 4603 students study in bachelor, master and doctorate levels (Баchelor – 4201, маsтeр -298, doctorants-104). In bachelor level 159, in master level 53 and in doctorate level 13 foreign citizens study. Foreign students and docotrants are citizens of Turkey, South Korea, Bangladesh, Russia, Iran, Kazakhstan, Iraq, Nigeria, Turkmenistan and other countries. In 35 departments out of 48 and multidirectional scientific and research labaratory “Development problems of region” especially in physics, chemistry, information technologies, Botanical garden, scientific and research work is done in different scientific directions. Nakhchivan State University is located in 108 hectares of territory. In this territory serve 14 teaching buildings, Library, Student House, Social Services Center, Sports Center and Hospital. A five-storeyed Electron Library of modern type building supplied with modern technologies serves at Nakhchivan State University. The Library serves in high level for the readers benefitting world library experience. Mass events as well as exibitions, lectures, excursions, meetings with scientists play important role in services to readers and wide propaganda. More than 200 000 books in over 30 languages of the world are kept in Scientific Library of NSU which is considered the biggest in Autonomous Republic. The work is in progres in the Library towards the creation of electron catalogue of books in latin. The Library is subscribed to many electron journals published in many countries of the world. The Higher Attestation Commission under the President of the Azerbaijan Republic included all series of the journal “Scientific works of Nakhchivan State University” into the list of authoritative journals published in the country. All the series of the journal “Scientific works of Nakhchivan State University” have been registered with International Standart Serial Number (ISSN). There works also the publishing office “ Qeyrat (Honour)” at the University. Here all the series of the journal “Scientific works”, newspaper “Yeni fikir (New thinking)”, synopsis of theses, scientific and methodical works are also published. Since 1992 Ph.D Department has been serving at Nakhchivan State University. Here 104 doctorants continue their study. 18 post-graduate students from Turkey study at Nakhchivan State University. The Dissertation Board acts with 4 indexes at the University where 163 candidates have taken their defences since 1997. Our University realises the duties of preparation of specialists for other high schools and scientific organisations of the region. Since January, 2010 Wi-Fi wireles internet networking has been established on the grant by NATO. It is possible to use the internet resources in 14 teaching buildings and in all 108 hectares of territory of the University. Besides 3 internet centers serve staff and students of NSU. 102 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Joined the Bologna process and because of multilevel educational system our Univesrity established close relations with leading universities and scientific centers of South Korea, USA, England, Germany, Turkey, Spain, France, Russia and other countries. The staff of the university actively take part in General European educational projects (TEMPUS, Erasmus Mundus and etc.) At present the Univesrity acts as the partner in 3 TEMPUS projects and 1 Erasmus Mundus project. In TEMPUS project “Enhancement of role of universities in transfer of innovations into enterprise” ( “UnIvEnt” 511337-TEMPUS-12010-1-DE-TEMPUS-JPHES) our university acts as the local coordinator. The most modern student dormitory with 462 student capacity is established in Nakhchivan State University. The seperate guest room has been built and given into service near the dormitory. This guest room equal to the most modern hotels completely reimburse the needs of the University. The telephone network and internet cables have been lined up to the dormitory. A 3 storeyed building of Student Social Services Center has been also built nearby. It includes the restaurant, food strore, clothes shops and book-store, post-office, photo and chemist’s. The present project holds the investigation of architecture characteristics of muslim monuments Eastern Anadolu provinces of Turkey and Nakhchivan region of Azerbaijan. The cooperation mamorandum dating on 29 June 2011 signed between rectors of Nakhchivan State University and Erzurum Ataturk University involves exchange of professor and student staff of two Uuniversities also organisation of joint conferences, scientific workshops, exhibitions as well as online lectures. This cooperation and participation of both universities in international projects is of great importance for the implementation of the presented project. The collaboration between Nakhchivan State University will enable the historical investigation of the region, the integration of university staffs in this investigation and presentation to wide communities joint scientific researches. The location of partner universities in close regions will make it easy for communication. The experience of partner universities in holding international symposia will contribute to organistaion of symposia and workshops within the framework of the project. The Architecture centers meant to be established in both universities will also enable to continue investigations after the full implementation of the project and strengthen cooperation. The book to be compiled by the working groups of Nakhchivan State University and Erzurum Ataturk University reflecting their researches from our point of view will serve as a rich historical sources for the investigation of the region in the aspects of history of Islam. We suggest the followings for joint research between universities: 1) Appointing the workgroups and coordinators from Nakhchivan State University and Erzurum Ataturk University; 2) Organistaion of flow of professor staff from Nakhchivan State University and Erzurum Ataturk University for implementation of joint research; 3) The participation of students of Architecture speciality of Nakhchivan State University in Architecture classes at Erzurum Ataturk University of Turkey for the priod of one semestre; 4) The participation of students of Architecture speciality of Erzurum Ataturk University in Architecture classes at Nakhchivan State University for the priod of one semestre; 5) Holding of the joint international symposium “ The historical development way of Trukish and Azerbaijani Architecture and modern period ” by Nakhchivan State University and Erzurum Ataturk University; 6) Holding of the joint international stone symposium by Nakhchivan State University and Erzurum Ataturk University; 7) Publishing of joint book and booklets as the result of scientific-research works done by staffs of Nakhchivan State University and Erzurum Ataturk University; 8) Establishment of Architecture centers in both Nakhchivan State University and Erzurum Ataturk University and their provision with equipment; 9) Organistaion of joint Architecture exhibitions by Nakhchivan State University and Erzurum Ataturk University; 10) Holding of online classes on Architecture between Nakhchivan State University and Erzurum Ataturk University; 11) Launching of the web-site for the dissemination of the joint researches by partners. Atatürk University October 13,15 2012 • Erzurum/TURKEY 103 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof.Dr. Ilshat Sahiatullovich NASIPOV Sterlitamak State Pedagogical Academy, Bashkortostan PECULIARITIES OF THE TRAINING SYSTEM OF NATIVE LANGUAGE SPECIALISTS IN EDUCATIONAL ESTABLISHMENTS OF THE REPUBLIC OF BASHKORTOSTAN Today Russian Federation is aimed to education modernization. That provides priority development based on keeping national traditions, its own fundamentalism and up-to-dateness of perspective tendencies on the global scale. The course was set for to provide the integration in the European and international scientific educational space to make the Russian system of education to be up to the challenges of the 21st century. The reform touches all the systems of the Russian education simultaneously- preschool, primary, secondary and professional. In all the stages there is movement to new federal state educational standards (FSES). Main ways of the state strategy in updating the Russian system of education and parameters of its future development are in a new federal law “About the education”, the bill was put out for public consultation and soon it will be passed. Republic Bashkortostan as a fully-fledged and self-sufficient subject of the federative state can’t sit idle from general processes of modernization in the country. According to this the systems of education in Bashkortostan undergoes serious changes: the priorities are set out, new standards are introduced, financial and economic mechanisms of this branch development are improved [3: 4, 9]. Each national republic the Russian Federation has its own unique colour, way of life and traditions. The system of education in republic Bashkortostan is one of the largest systems in Russia. Development of educational service is toppriority in the social policy. As at the first of January 2012 there are 3, 900 educational institutions that count 874000 students and 165,500 teachers and service staff [5]. (Diagram 1) The national education is monitored permanently in the republic as 70% of school pupils is taught on the native language or study it as a subject, about 40% of schools are national. 137 gymnasiums and lyceums in the republic are 55 national gymnasiums: 43 Bashkir, 6 Tatar, 1 Chuvash and 1 Mari one. Children of different nationalities are taught in 4 gymnasiums and lyceums of the republican level, on the testing site there is being worked a model of Udmurt gymnasium. 433473 are taught at comprehensive schools including 159021 Russians, 120104 Bashkirs, 115805 Tatars, 12663 Maris, 10669 Chuvashes, 2436 Ukrainians, 8917 other nationalities. 14 native languages are learnt as a subject: Bashkir, Russian, Tatar, Chuvash, Mari, Udmurt, Mordovian, German, Ukrainian, Belorussian, Jewish, Lettish, Polish, Armenian. At schools schooling is held on 6 languages. On the whole, 22% of pupils of non-Russian nationalities are taught on the first language, 78% on the Russian language. 104 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Thus, 99,1 % Bashkir pupils are taught on the Bashkir language and study it as a subject, 52,6 % – Tatar, 57,9 % – Chuvash, 60 % – Mari, 58,8 % – Udmurt, 26,4 % – Mordovian. 71,4 % of non-Russian pupils are taught on the native language or study it as a mother tongue. At institutions with mixed national students some native languages are taught in parallel classes. The research of a new model of nationally-oriented educational institution in multinational republic resulted in opening 17 national Sunday schools. At these schools children have an opportunity to become familiar with their national culture and to study mother tongue together with the general education curriculum at comprehensive schools. Such schools function in Ufa – (Bashkir, Jewish, German, Polish, Chuvash, Armenian, Tatar – 2, Ukrainian – 2), in Sterlitamak – 2 (Chuvash, German ones), in Salavat (Ukrainian one), in Ishimbai – Chuvash, in Meleuz – Chuvash one. Each of them is unique in its traditions that are typical of the given national Sunday school. In accordance with Law of republic Bashkortostan “About education” more than 87% of the whole number of nonBashkir nationality pupils studies the Bashkir language as a state one. At 525 preschool institutions more than 17,500 children are brought up on the first Bashkir language, at 326 institutions more than 8,500 – Tatar, at 30 institutions 839 Chuvash [6]. Bashkortostan is one of a few subjects in Russian Federation, where in accordance with regional legislation educational institutions are provided with free textbooks. Textbooks in History and Culture of Bashkortostan, the Bashkir language, the Russian and Tatar languages, Arts, Music are published for republican schools. ”State program of keeping, studying and development national languages in republic Bashkortostan’, “Concept of national education and principles of native language studying in republic Bashkortostan” and other special-purpose programs are realized. The republic makes serious steps towards improving territory- branch organization of resources in professional education. The plan of action on training school and colleges is composed. Under the republican order higher school optimization was launched. Birsk State Socio-pedagogical Academy and Sterlitamak Pedagogical Academy named after Zainab Biisheva were reorganized and join Bashkir State University as its branches. The system of educational institutions in republic Bashkortostan is historically created. The system keeps carefully and develops original ethno-cultural traditions. Popular educators and cultural outstanding professionals Miftahetdin Akmulla, Muhametsalim Umetbaev, Sergei Aksakov, Rizaetdin Fakhretdinov, Zia Kamali and others [1]. To provide such a national educational system with teachers there was organized native language teachers, nurses, journalists, actors and art critics training at colleges, institutes and universities in the republic. Staff training for national schools is held at Bashkir State Universit and its branches in cities Neftekamsk, Sibai, Sterlitamak, Bashkir State Pedagogical Academy named after Miftahetdin Akmulla, Bashkir State Pedagogical Academy of Arts named after Zagir Ismagilov and pedagogical colleges .There is also a special institution of retraining pedagogical staff – Bashkir Institute of Education Development. Republican higher institutions and colleges train teachers in the Bashkir language, Literature, Journalism, Arts. Bashkortostan needs such specialists badly as the Bashkir language together with the Russian one is a state language in the republic Bashkortostan. We should keep in mind that the republic train teachers of the Bashkir language and Literature taking into account Russian Federation where the Bashkir population lives compactly and the Bashkir language is studied at educational institutions. Republic Bashkortostan is a unique republic in Russian Federation where specialists training of other multiple native language and ethnopedagogics is fixed. Thus, teachers in the native Tatar and Mari languages are trained at Birsk Branch of BSU, the Tatar and Chuvash languages at Sterlitamak Branch of BSU. In Ufa at the university – Tatar philology. At Bashkir State Pedagogical Academy named after Miftahetdin Akmulla the Tatar department has been working successfully for a long time. Atatürk University October 13,15 2012 • Erzurum/TURKEY 105 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” At colleges there is nurse training and teacher of the Tatar, Chuvash, Mordovian, Mari languages. International cooperation of republican higher institutions is actively developed within the framework of intergovernmental programs including federal regulation, financing and coordination, guaranteeing national interest providing as well as within the framework of direct contracts and deals. Bashkir Higher institutions participate in international conferences, symposiums, seminars, educational and scientific programs. Higher-education teaching staff training and scientific personnel training abroad is regularly organized, collective scientific researches and publications are performed. Higher-education teaching staff reads lectures in leading foreign universities. Bashkir students study abroad and republican universities train foreigners. Higher educational institutions have a real potential that let them take a decent place in Russian and world educational community [7]. Sterlitamak Pedagogical Academy named after Zainab Biisheva (nowadays it is joined Bashkir State University and became its Sterlitamak branch) developed actively cooperation with higher institutions of Turkish Republic. The academy had contractual arrangements with Ataturk University and Gazi University. (Diagram 1) The education system of the Republic of Bashkortostan (State and local government agencies) Bibliography 1. Z. Allayarov. Strategy of national education development in republic Bashkortostan // http: // www.vatandash.ru/index.php?artikle=1942 2. Speech of Minister of Education of republic Bashkortostan A.S. Gayazova “Parliament Hour” 22.03.12 // http: // www.morb.ru/ minvo/doklady/index.php 3. A.S. Gayazov. Education in the republic: investments in the man and the future of the region // Teacher of Bashkortostan. –2012. № 9. – P. 4-9. 4. I.R. Kyzyrgulov. Qualitative professional education call of the times// Teacher of Bashkortostan. – 2012. № 7. – P. 3-6. 5. Materials “Report of socio-economic situation in republic Bashkortosta in 2011” // http: // www.bashkortostan.ru/science_amp_education. 6. Inquiries of Ministry of Education of republic Bashkortostan for 2011-2012 academic year. 7. http://bash.rosmu.ru/contacts/location/ 106 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Dr. Rregjina Gokaj, Head of Foreign Languages Department Dr. Sokol Pacukaj, Head of Psychology Department Msc. Anita Muho, Member of Foreign Languages Department Msc. Ermira Kthupi, Member of Foreign Languages Department ISSUES ON THE STUDENTS’ EVALUATION SYSTEM IN ALBANIAN UNIVERSITIES University “Aleksander Moisiu” Durres, in Albania is the youngest state university in my country, and the only one recording such a high level of achievement, where in his seventh academic year has something more than 13.000 students, has 6 faculties, offers three circles of studies, has more than 50 Bachelor study programs, more than 30 Master programs, both professional Master and Master of Sciences, and 2 Doctorate programs at the Faculty of Bisness & Administration. Our university is the newest in Albania, but itis growing rapidly, it is also facing and challenging old Universities in my country, traditional ones. We are also proud of the work done up to now, looking toward the enhancing of the capacities for future improvement and enlargement, from about 13.000 students now to a larger number in the following years, keeping eyes open to quality as well, not only to quantity. IDENTIFICATION OF THE PROBLEM AND THE IMPORTANCE OF ITS SOLUTION The project I am going to present was meant by the Department of the Foreign Languages at the Faculty of Education. I would like to thank my colleagues for their constant support, and hopefully the projects reccommandations will be valuable for the students and other universities as well. Atatürk University October 13,15 2012 • Erzurum/TURKEY 107 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In different universities in our country, Albania, two major types of student evaluation are implemented, which are the traditional system and the new implemented system (we call it the American System because some colleges in United States apply it). All the universities, public and private ones, make use of the traditional system, apart of the university “Aleksander Moisiu” in Durres, and “Ismail Qemali” in Vlora, but this one has not fully implemented the new system of students’ evaluation. At this stage, I’m concerned for the advantages and disadvantages that this system evaluation has towards students, but it also has some advantages and disadvantages for the public universities as state entities. This project study makes clearer the assets and liabilities of these two systems of students’ evaluation in five of the most important Universities in Albania, that are State University of Tirana, university “Luigj Gurakuqi” in Shkodra, University “Aleksander Xhuvani” in Elbasan that are using the traditional students’ evaluation, and University “Aleksander Moisiu” of Durres so as University “Ismail Qemali” in Vlora. At the same time this study would be a good incentive for the policy makers of the Higher Education Istitutions, so that it would be a very good initiative to implement the best system in our universities with the scope of enhancing the quality of teaching and learning. It is highly important as well to reach a national standard of acheivement, so that it facilitates students’ mobility. According to the Bologna Process, students may transfer studies and their credits have to be evaluated following some specific rules of ECTS transfer system. These credits are accompanied to the vote the student is evaluated for each course. This study, we think, will be helpful to students before they decide which university to atend in Albania, it is also crucial to be chosen from them as the first or second preference university. Now, presenting our project, I have to say that there are four of our lecturers that have been working for a relevant long time upon it. The project involved lecturers, Administrative staff, students of the target universiities, whom I would like to thank on behalf of my colleagues, for their responses to the questionaires, also the administrative staff which helped us in collecting and analyzing the data of 1 000 questionnaires distributed in 5 universities. The first objective of this project was to collect the information from the students and lecturers who apply different types of evaluation. These data have been worked out, so that some conclusions and recommandations might be given to the policymakers of the higher education system. The result is seen from both sides of the target groups, that is students and lecturers. Our first duty in this project is to make known the student evaluation system our universities make use of. What we call the traditional system is an evaluation, namely based on giving lectures, taking notes and votes on the seminars, making exams at the end of the semester on a 100 hundred scale points, which the minimum level of passing the exam is 40 points out of 100, that is 40 % of the subject acquired is enough for a student to pass the exam. Some Universities apply the 100 points evaluation system divided in seminars 30% and final test 70% of the full course, all the same students have to accomplish just 40% of their preparation to get that subject. This means that they might attend all the seminars and just take 20 points with no feedback learning, deal very poor at the exam date, just 20 % out of 70% and they pass. This kind of evaluating students in poor ground is out of date and not effective. This does not mean that exams are the best way of testing students’ knowledge at a given subject or area, but this classical way and old fashioned one is no more attractive for students and keeps them at the same low level they have been when entering the study program. We still face the problem of lecturers that do not want to apply new methods of teaching and evaluating students, also do not accept information students are provided from the internet. It is true that not every information about a given course that comes from the net is valuable, as it is also true that not all the information the lectures include are crucial for the student. None of the courses is the most important in a study programme, but a study programme compound of various courses is important for the student. In this situation, it is very important to change the mentality of the very respectable professors at our universities, to respect their enormous efforts and values that transmitted to us through their very precious academic life, but also to make them show that even young lecturers matter, even non excellent students matter something special, what is our main focus to find out what they are good at and help them improve and concentrate. Quite another situation is at our university “Aleksander Moisiu” in Durres, Albania. It is a very young university, as I have been mentioning it above, and the average age of the lecturers is 35 years old. This age is not something to go 108 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” proud of, but we are proud to find ourselves in a very compettitive ground and be at high levels of ranking in the albanian universities. It is very true that most of the lecturers have not accomplished their third cycle of studies, but they are ina good way, meaning that according to statistics that our university provides, within this academic year 80% of the full time staff will complete the doctorate studies, while at the moment 15 % of them are professors and only 5 % of them have just been enrolled in the third cycle of studies. In other cases, we are proud to be at top ranking according to the project of the Ministry of Education and Sciences in the field of the best publications; best results in academic research; best results in reputation of the Institution of Higher Education and in the raport between lecturer and student. The mision of our university is to consider the student as a king without crown, like our rector always used to say. The student is at the center of the attention and this is done by all the staff, this is achieved because we are a young aged staff, energetic, devoted and wisely chosen. Atatürk University October 13,15 2012 • Erzurum/TURKEY 109 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” This university was not opened by the government just to add up another number of universities, but the reason was to open a different kind of institution which would bring the best experiences of the western academic universities. The way we deal with the teaching-learning system, the procedures of the knowledge control, the students’ tutoring, library service, even the online one, also the scientific research of the lecturers, all these aim to provide a unique academic experience in the country, which is one of the main reasons why students really want to be at our university. This year nearly 60 % of the students chose our university within their three first preferences, as you might know students get involved in the universities according to the sistem merit-preference, that is what you acchieve and what you prefer to study for and where. The procedure of the knowledge control at University “Aleksander Moisiu” Durres, is on a 1000 point scale system. It goes through 3 exams during the semester, where the first 2 control 27% of the total materials given for the course, and the last one controlls 36 % of it; while 10 % it is evaluated during the lectures attended or the papers presented, according to the subject the course is about. We are aware of not giving the student 2 exams within a day, that is he does an exam every day where parts of the materials are controled. The grading system follows this scale for the student to pass the exam. In any case the student will at least the first two exams to know if he has any possibilities to pass or not, for with only 270 points, maximum of the first exam he is not sure if he surpasses the minimum limit. This is a very good way to keep our students close to our lectures, to our classrooms, to their mates, make them grow and hope and believe in their forces. The problem is that if he cannot pass the exam he has to follow the course again next year. The course does not have the traditional system lectures and seminars, where the seminars are obligatory for the student to attend, while lectures are on choice. All these small inconveniences, let us say, for the students, make them think better to be enrolled in the study program and really push themselves forward to achieve the needed goals. Our system offers integrated lectures, where all the classes in the auditorium for a given course are obligatory for the student to attend, and only at a 20 % of them the student may be absent. If the student surpasses this limit of absence, he automatically cannot enter the exam, and the course is not offered to him any more that academic year. He must attend it next year. All our students are aware of these rules the very first day they enter to our university, because we organise extra meetings at the auditoriums to explain the rules and everything related to our university policies. We introduce them with the curriculum of the courses, with the sillabus of each course per semester, and we are proud to say that these minor but essential factors are missed in all the other public and private universities in Albania, quite sure of that. As I mentioned above, the grading system is based in a 1000 point scale, but I have to stress that this is the main difference of our students’ evaluation in respect to the othe traditional system, because our students need to fill 60 % of the requirements of the knowledge controll to surpass the course, while as I mentioned above, the traditional system requires only 40 % of it. Albanian minimum vote to pass the course is 5, to which according to our university students’ evaluation system it corresponds 60 % of the total points gained during the exams and other course works or projects. The chart shows it: Facing these problems we distributed a questionnaire to 1 000 students in 5 different state universities in the country. 110 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” QUESTIONNAIRE ON THE STUDENTS’EVALUATION METHOD IN HIGHER EDUCATION INSTITUTIONS IN ALBANIA The tests accurately assess what I have learned in the courses. The instructors have high standards for achievement in the classes. The instructors provide clear evaluation criteria. The instructors grade consistently with the evaluation criteria. The assignments are returned quickly enough to benefit my learning. The exam results are returned quickly enough to benefit my learning. The feedback I have received on my work has enhanced my learning. The methods of assessment were reasonable. Feedback on assessment was timely. Feedback on assessment was helpful. The grading system was clearly explained. Clear information about the assessment of the courses and the marking criteria, was provided The requirements for coursework assignments were adequately communicated 1 2 3 4 5 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • According to the data worked out from the questionnaire, our conclusion is that students get more involved in the academic life, they get more information about the module or the course, they are enrolled in different types of exams and their level of achievement is higher than in other universities. The problem is only the vote, that is a student at our university takes the same Albanian vote, even though he goes through different ways of evaluation. To make clear, a student at our university needs 60 % of the tested knowledge to get the minimum Albanian vote 5 to surpass the course, while another peer needs just 40% of the tested knowledge to get the same 5. The contrary is more painfull, that is, this peer student at another university might take 6 or 7 as Albanian vote with 60-64 % of the tested knowledge, while the student at our university still takes 5. In this situation, we are aware of the fact that our students are well prepared, and that they have to worke hard to reach high levels, or the same vote levels other universities apply at the students’ evaluation system; thus what we recommand is that the policy makers should decide in a general minimum stardard of achievement according to the percentage of the tested knowledge. This does not mean that our percentage should get lower, what we suggest is that the percentage of the minimum standard of achievement in other universities should get higher, in order to have a balanced percentage for the same Albanian vote students get. By doing this, the quality of the students rises, they feel evaluated the same, the decision why they choose one university or another does not depend on this problem, which in many cases, I must admit, students tend to chose the easiest way of achieving good results. Hopefully the policy makers will take into consideration our remarks, and thank you for the attention shown in presenting some crucial issues that University faces each year. Atatürk University October 13,15 2012 • Erzurum/TURKEY 111 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Dr. Robert Çitozi Sport University of Tirana, Albania THE OPINION OF ALBANIAN HIGH SCHOOL STUDENTS ABOUT PHYSICAL EDUCATION AND SPORT Abstract Physical education lessons in school could play an important role in the promotion of regular involvement in physical activities and a healthy lifestyle in general due to primary goal of physical education is to develop positive student attitudes that promote lifelong physical activity. Students who exhibit a more positive attitude toward physical education are more likely to participate in physical activity outside of school. Therefore, it is important to know the students attitudes toward physical education. Moreover, knowing the students’ attitudes toward physical education ensures that they further participate in education process, enjoy the activities they join and attend classes willingly. This helps students to gain cognitive and kinesthetic skills in physical education programs . Adolescence is the time when personal limits are explored and lifetime attitudes and habits shaped. If positive attitudes toward physical education and physical activity are not promoted in the formative school years, they may never be adopted. Physical activity is a crucial part of preventing or reducing childhood obesity, and may also yield important academic and social benefits. However, many children do not attain the level of daily physical activity. Schools are uniquely positioned to provide students opportunities to increase physical activity through physical education (PE) classes and involvement in sports teams. In view of the central government’s role in promoting the health and welfare of children, this study is currently considering a number of proposals aimed in part at increasing the physical activity of youth: 1-The status of opportunities of high school students to participate in school-based physical education or sports activities. 2-What challenges schools face in providing physical education and sports opportunities. This study examined attitudes of high school students toward fitness and sports activities taught in physical education, and the perceived effectiveness of their physical education curriculum for improving their fitness and skill levels. Students from 3 high schools and 8 physical education classes agreed to participate. Data were collected using a questionnaire completed by 300 students, 52 of whom participated in focus group interviews. Results indicated student preference for: • a wider variety in sport and fitness activities • an increase in level of challenge in physical education classes • an increase in student motivation for participating in activities outside of school. Student attitudes were accepting or tolerant of participation in fitness activities due to known health benefits. Most students liked physical education class that included some form of game play. In addition, they stressed the need for adding interesting activities that included active participation while having fun. 112 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Student recommendations included strategies for: • Improving the hours of physical education • Reducing the number of students for each class • Grouping students by skill levels for appropriate challenge. Keywords: Curricula; Instruction; Fitness; Sport activities. Introduction The Department of Health and Human Services’ (HHS) Physical Activity Guidelines for Americans state that children aged 6 to 17 years should get at least 60 minutes of physical activity each day, but the reality in my country have a lot of problems to discuss. The National Association for Sports and Physical Education’s (NASPE) guidelines for physical education, recommend that schools provide 150 minutes per week of physical education instruction to elementary school students and 225 minutes per week to middle and high school students. 225 minutes per week it means 45min each day (5 days), because Saturday and Sunday are holidays. But what happened in reality in the physical education curricula of high school in my country? • The 10-th grade have 2x45min PE a week • The 11-th grade have 1x45min PE a week • The 12-th grade have…..0 min PE a week!!! This is the biggest problem that we have to repair and to change in our strategy for a healthy student in my country. Student beliefs and attitudes impact their behaviors. Insights into these attitudes have implications for curriculum and instructional modification. The need to examine and respond to student attitudes is especially important in high schools where curriculum and instructional delivery have historically been deficient. (Locke, 1992; Siedentop, 1992). Chung and Phillips (2002) found a significant positive relationship between high school student attitudes toward physical education and participation in leisure-time activities. Research has shown that regular physical activity for youth can benefit them in a number of ways, including helping build and maintain healthy bones, muscles, and joints; helping control weight and reduce fat; and preventing or delaying the development of high blood pressure. One study concluded that expanding PE programs in schools may be an effective intervention for combating obesity in the early years, especially among girls. A 2010 CDC report that examined 50 existing studies found positive associations between academic performance and both PE and school-based sports. Specifically, it concluded there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores. Further, it suggested physical activity can affect cognitive skills, attitudes, and academic behavior, including enhanced concentration, attention, and improved classroom behavior, and concluded that increasing or maintaining time dedicated to physical education might help academic performance. A number of studies provide some support for the premise that physical activity, and sports in particular, can positively affect aspects of personal development among young people, such as self-esteem, goal-setting, and leadership.11 However, evidence indicates that the quality of coaching is a key factor in maximizing positive effects. Method Six high school teachers with a range of teaching experience from two to fifteen years agreed to participate in this study by allowing researchers to solicit student participation from their physical education classes. These teachers were Atatürk University October 13,15 2012 • Erzurum/TURKEY 113 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” selected due to their reputation for providing a varied curriculum, for following their school district’s current physical education curriculum, and for their willingness to participate. The teachers had a previous working relationship with the researchers. Participants represented three high schools with varied student size and socioeconomic status in Tirana. The teachers were interviewed and chosen on the basis of their commitment to provide a balanced curriculum of individual and team sports, and fitness development. They encouraged student participation in the study during class time and coordinated schedules with researchers for questionnaire and focus group data collection. Data collection Questionnaire items were designed by the author to reflect the research questions. Items sought information on student perceptions about their acquired knowledge, high school student attitudes about: 1. Physical education skill and fitness status. 2. Time spent in these activities during their physical education classes. Perceptions of time spent on a sport and fitness activity were discussed to stimulate student discussion about their activity likes or dislikes and their reasons. Additional items included information related to activities they wanted to learn in physical education. Focus group interview questions were modeled after the questionnaire so that the same topics were probed and answered in greater detail. Lastly, students were to list activities they participated in outside of physical education classes and activities they regularly participated in due to learning them in physical education. For the purpose of this study, sport activities refer to game, dance and gymnastic units taught in the curriculum, while fitness indicates an emphasis on the development of fitness concepts. Consent forms were distributed by teachers to students in advance of data collection Students were informed of the purpose of the study and the confidential treatment of the data. The study was explained by the researchers at the beginning of each class and questionnaires were distributed to every student that had returned the signed consent form. They were directed not to identify themselves on the questionnaire or on audiotape during the focus group interview. Students who did not choose to complete the questionnaire read or otherwise waited until the process was completed. In general, questionnaires were completed in about 15-20 minutes. For the focus groups, students were interviewed in groups numbering from 6 to 10 and located in bars, libraries and classrooms close to the gymnasium. Those students spent the remainder of the class with the researcher, while the rest of the students continued with their regular class. Two researchers and one graduate student assisted in gathering questionnaire and interview data. In this study, student quotes serve as data and are identified by their individual teacher’s name. Each teacher is given a pseudonym to protect their identity. Questionnaire and focus group overview The questionnaire was designed in two parts. The first part requested demographics data on individuals, followed by nine statements using a five-point Liker scale ranging from strongly disagree to strongly agree. Statements included topics such as student perceived improvement in their skill levels, fitness levels and playing abilities; their interest in PE activities; and how they valued the activities in the curriculum. The second part comprised six open-ended questions and two dichotomous questions. A series of questions asked them to list the activities taught in their PE class and, of those activities, which they liked most, liked least, and activities that they would like to add. Also, they were asked if they liked the time spent on sport and fitness activities, and to give reasons for their responses. Finally they were asked about the impact of their PE classes on their involvement in physical activities outside of school. Results Data from questionnaires and focus group interviews concerning student attitudes about physical education were categorized into three primary themes. These themes were: 114 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 1) Curriculum choices made by teachers 2) Instructional strategies used in classes 3) The influence of physical education on participation outside of school. Curriculum choices all participants (N-300) were asked on the questionnaire to indicate on the 5-level Liker scale their level of agreement with the following statement: I like the activities included in the physical education class. A second question asked if they liked the time spent on sport activities and to give reasons for their answers. The majority of students (78%) wrote that they liked the time spent on sport activities, 19.5% answered negatively, and 2.5% were undecided (see Table 1). When asked for reasons, 232 students provided numerous written comments, and in several High school student attitudes about physical education cases, multiple comments were given. The three strongest reasons for their positive responses were: • Like (19%) • Fun (10%) • Liking sports in general (8%) • Liking the specific activity (5%) The three most frequent negative reasons were that they disliked the activity offered (9.3%), that there was too much teacher talk and not enough playing time (6.3%), and that it was boring (5.5%) (see Table 2). The fitness portion of the curriculum offered a split assessment in terms of students’ responses about fitness time in their physical education classes: • 48 percent (144) of students declared that they liked the time spent on fitness • 44% did not • 8% were undecided. Of all the respondents, 260 students wrote one or more reasons for liking time spent on fitness. The top two reasons given for liking fitness were: fun (10%), and because it improved their fitness levels (9%). Table 1. Percentages of student perceptions regarding the amount of time spent on sports Boys Girls Atatürk University October 13,15 2012 • Erzurum/TURKEY 115 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Table 2. Frequency of responses for like or dislike of time spent on sports Discussion High school physical education programs have been in peril for some time (Locke, 1992; Siedentop, 1992; Kinchin & O’Sullivan, 2003). Initiatives for curriculum change have promoted ways to meet the changing need and interests of high school students (Tjeerdsma et al. , 1996; Castelli & Rink, 2003). The fact remains that many high school physical education curricula are failing their students (Kinchin & O’Sullivan, 2003). Based on the quantitative results from the questionnaire participants indicated a borderline evaluation for their high school physical education experience. The qualitative data provide insights into these findings based on student comments and recommendations. Student attitudes toward the curriculum Several findings in this study are consistent with previous studies. Similar to findings from McKenzie et al. (1994), our participants indicated a much greater preference for game play compared with fitness activities. Our findings also agreed with those of Solmon and Carter (1995) indicating that a majority of students liked physical education due to the fun factor. Finally, like Tannehill and Zakrajsek (1993), our high school students cited their greatest reason for disliking fitness activities as being due to the limited and dull choices of running activities. The most noteworthy findings that add to the high school student attitude literature in physical education included the data on how students regard the curriculum in their fitness and sport activities . Contrary to Carlson’s participants (1995) who were alienated toward physical education, these students indicated slightly positive attitudes toward physical education; however, they sought curriculum and instructional changes: 116 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” • They expressed the desire to learn ‘new things’ and to perform different activities that included fitness development. • They wanted more variety in curriculum activities, more elective choices, and more interesting activities to play while improving cardiovascular fitness. • They indicated valuing fitness for its benefits but wanted more motivating activities with built-in goals. Indirectly, they expressed the desire to merge fitness development with sport activities and games participation. 1. Many expressed their boredom from being under challenged by sport activities that did not contribute to their fitness or interest levels. 2. They wanted to learn new and novel activities compared with the ‘same thing every year’. 3. Other students suggested playing games that did not require a lot of skill so that everyone could participate. From these responses, there is optimism that student attitudes and beliefs about physical activity can be addressed and altered over time with adjustments by physical education teachers. The most important desire for the students in majority is to increase the hours of physical activity per week in high school curricula. References Ajzen, I. & Fishbein, M. (1980) Understanding attitudes and predicting social behaviors (Englewood Cliffs, NJ, PrenticeHall). Carlson, T. B. (1995) We hate gym: student alienation from physical education, Journal of Teaching in Physical Education, 14, 467-477. Castelli, D. & Rink, J. E. (2003) A comparison of high and low performing secondary physical education program, Journal of Teaching in Physical Education, 22, 512-532. Centers for Disease Control and Prevention (2002) Youth risk behavior surveillance*United States, 2001, Morbidity and Mortality Weekly Report , 51(SS-4), 1-64. Chung, M. & Phillips, D. A. (2002) The relationship between attitude toward physical education and leisure-time exercise in high school students, The Physical Educator, 59, 126-138. Fishbein, M. & Ajzen, I. (1975) Belief, attitude, intention, and behavior: an introduction to theory and research (Reading, MA, Addison-Wesley). Graham, G. (1995) Physical education through students’ eyes and in students’ voices: introduction, Journal of Teaching in Physical Education, 14, 364-371. Griffin, L. L., Mitchell, S. A. & Oslin, J. L. (1997) Teaching sport concepts and skills: a tactical games approach (Champaign, IL, Human Kinetics). Hellison, D. & Templin, T. J. (1990) A reflective approach to teaching physical education (Champaign, IL, Human Kinetics). Hopple, C. & Graham, G. (1995) What children think, feel, and know about physical fitness testing, Journal of Teaching Physical Education, 14, 408-417. Jewett, A. E., Bain, L. L. & Ennis, C. D. (1995) The curriculum process in physical education (2nd edn) (Madison, WI, Brown & Benchmark). Kinchin, G. D. & O’Sullivan, M. (2003) Incidences of student support for and resistance to a curricular innovation in high school physical education, Journal of Teaching in Physical Education, 22, 245_260. Atatürk University October 13,15 2012 • Erzurum/TURKEY 117 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Lee, A. M., Carter, J. A. & Xiang, P. (1995) Children’s conceptions of ability in physical education, Journal of Teaching in Physical Education, 14, 384-393. Locke, L. F. (1992) Changing secondary school physical education, Quest, 44, 361_372. Luke, M. D. & Sinclair, G. D. (1991) Gender differences in adolescents’ attitudes toward physical education, Journal of Teaching in Physical Education, 11, 31-46. McKenzie, T. L., Alcaraz, J. E. & Sallis, J. F. (1994) Assessing children’s liking for activity units in an elementary school physical education curriculum, Journal of Teaching in Physical Education, 13, 206-215. Mowling, C. M., Brock, S. J., Eiler, K. K. & Rudisill, M. E. (2004) Student motivation in physical education: breaking down barriers, Journal of Physical Education, Recreation and Dance, 75, 40-43, 51. National Association of Sport and Physical Education (NASPE) (2004) Moving into the future: national standards for physical education (2nd edn) (Boston, McGraw Hill). Penny, D. & Jess, M. (2004) Physical education and physically active lives: a lifelong approach to curriculum development, Sport, Education and Society, 9, 269-287. Portman, A. P. (1995) Who is having fun in physical education classes? Experiences of sixth-grade students in elementary and middle schools, Journal of Teaching in Physical Education, 14, 445-453. Siedentop, D. (1992) Thinking differently about secondary school physical education, in: J. Rink (Ed.) Critical crossroads: middle and secondary school physical education (Reston, VA, American Alliance for Health, Physical Education, Recreation, and Dance), 7_13. Siedentop, D. (1994) Sport education: quality physical education through positive sport experiences (Champaign, IL, Human Kinetics). Silverman, S. & Subramaniam, P. R. (1999) Student attitude toward physical education and physical activity: a review of measurement issues and outcomes, Journal of Teaching in Physical Education, 19, 97-125. Solmon, M. A. & Carter, G. A. (1995) Kindergarten and first-grade students’ perceptions of physical education in one teacher’s classes, Elementary School Journal, 95, 355-365. Strand, B. & Scantling, E. (1994) An analysis of secondary student preferences towards physical education, The Physical Educator, 51, 119-129. 118 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Prof.Dr. Abdul Latif ROSHAN Chancellor, Bakhtar University, Afghanistan ELECTRONIC LEARNING Abstract Afghanistan in now heading towards the process of peace and resettlement Development activities and reconstruction program is taking momentum day by day. In order to restore the confidence of the nationals. The process to gain positive results needs to be accelerated. To achieve this goal however, there are certain prerequisites, which have to be addressed immediately. One of the most important amongst them is the human factor itself without which nobody can think about gaining sustainability for the peace process development in a country. The public participation has to be ensured by bringing positive change in the behavior of the people towards the process of peace and development. For this purpose, a large scale public awareness and educational programs are to be launched. Electronic media should play a vital role in this regard, and can bring an overnight change. Information Management, Internet, and Radio and Television channel (Electronic Media) have done miracles in bringing awareness and change for the masses, especially the rural masses in developing countries in a very short span of time. Taking into account the present situation of public literacy rate in Afghanistan on the whole and especially the rural masses and women in particular are alarmingly low. To fill up this gap, launching of regular educational program is a goal for education through information like electronic extension education or distance learning on the electronic media. All this is however possible when there is a strong backstopping and feedback of an established educational institution. The strong facilitation of such educational institutions can expedite the smooth running of the media channels. Such institutions can provide all program planning, program scheduling, program production, script writing, curriculum development support- including teaching material and provision of teachers and actors. Objectives of the project: Facilitating Change, Changing Lives of the disregarded and unprivileged by equipping them with the skills needed for 21st Century. Our understanding Rural and urban market systems in Afghanistan suffer from severe constraints, particularly in the areas of access to finance, information, technology and skills. These constraints have a serious impact on: • The competitiveness of small and micro-enterprises and in turn on employment opportunities and incomes of poor people; and • The value for money that poor people receive as customers These problems have been faced especially by the following group of people Atatürk University October 13,15 2012 • Erzurum/TURKEY 119 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” • Prisoners – we understand that to rehabilitate prisoners was our core objective; learning means a permanent change in behavior of someone. We wanted to bring this change in the behavior of the prisoners once they come out of prisons and will not reiterate their past behavior by equipping them with the required skills e.g. short term training starting from plumbing, mechanical and other technical and vocational training to long term bachelor and master programs mentioned below in our approaches. • Women - the biggest group of citizens deprived of higher education due to cultural reasons in some remote provinces of Afghanistan. • Job Holders with full time jobs and lack of time to pursue regular studies. • Professionals living and working in the outskirts of Kabul where Universities are nonexistent. • Individuals seeking Masters and Post-Grad education which no Afghan private university offers. • Disciplines not offered by government universities of Afghanistan. Our approaches Given the emphasis on business development support to the rural SMEs and facilitating the process of accesses to finance, information technology and skills to the above mentioned group of people. Bakhtar University delivers a comprehensive training on several topics to the small and medium enterprise (SME) development unit staff based on the given scenario, the objective of this comprehensive business development training is to provide the ground knowledge and skills to the program provincial business development services in horticulture, livestock, carpet weaving, carpentry, pharmaceuticals, plumbing, mechanical or small scale engineering, small & medium enterprise (SME) management, SME establishment, industries, economics, financial and all other technical matters to enable them to achieve their objectives so as to increase their income and employment opportunities. E-Learning/distance learning was our way to deal with the intended beneficiaries. For this purpose Bakhtar University has got partnership with Indira Gandhi National Open University (IGNOU), India. The university has been successfully working on it for 6 years so far it has over 900 students registered for Masters, Bachelors and other short and long term programs. Sustainability Our project’s ripple effects are far beyond the limits and constrains of our current economic and political conditions. It is about permanent transformation of individual rather than maintaining them temporary. • Donor Fund the Project now • For commercial viability of the project ,the university charges nominal small amount of regular fee • Our students get accredited Degree from Afghan and Indian government enabling them to pursue further studies on their own anywhere in the world. • Students can access their accounts from anywhere they feel convenient to. • Lectures and programs are available in both soft and hard in both English and Dari. • Our dedicated team of professors is always on the watch to cater to students’ needs in timely manner. Future Our future objectives to further change facilitation encompass the following entities. • Expending Social Awareness and Capacity Building • Prisoners • Electronic Media • Corruption in various sectors • Women Rights and their roles in rebuilding the country, through social, Economic, Political and other activities. • Drug Users 120 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Ágnes N. TÓTH Ph.D. University of West Hungary, Campus Savaria, Department of Education, Hungary SUPPORTING A STARTING OUT TEACHER Initial teacher education in Europe A remarkable statement of EU expresses our aims in initial teacher training; ‘High Quality Teacher Education for High Quality Education and Training’. As European countries have been faced with different challenges in their cultural, social and economical troubles in the last few years we slowly understand that education is the only one could help us to solve problems in the world. This is why we as a Teacher Training Campus of our University (NYME: University of West Hungary) focus on the reform of teacher education. Problems to justify this project “In the context of education and training the most significant progress which characterises Hungarian society is the dramatic IMPROVEMENT OF THE POPULATION’S EdUCATIONAL ATTAINMENT. While basic demographic trends have been reflected by a stable and slow decline in the size of school-age population, in the course of the past two decades an impressive growth has taken place in the number and proportion of young people admitted to upper secondary level (ISCEd 3) general or vocational education. Today over 85% of the relevant age group attends upper secondary level educational institutions. As a result the proportion of people with at least upper secondary education has more than doubled, especially within the younger age brackets.” (NEFMI, 2008, p. 23) Regarding the national results of the international comparative studies such as OECD researches, we recognised we highly need qualified, professional teachers in schools. “The implementation of the bologna principles the establishment of a three-cycle higher education system requires a comprehensive transformation in the structure of teacher training. According to the provisions of the relevant laws and regulations, with the exception of primary school (ISCEd 1) and pre-school teachers, ISCEd 2 and 3 teachers’ qualification can be acquired solely in the context of master’s studies following a single procedure valid for all fields of studies.” (NEFMI, 2008, p. 26) Atatürk University October 13,15 2012 • Erzurum/TURKEY 121 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 1.Figure Source: PISA, 2009 http://www.oecd.org/pisa/46643496.pdf (downloaded, 18.11.2012) These data show that our schools’ efficiency is really average in each measured area such as reading, mathematics and science in the study. The most efficient schools are in China (Shanghai) and the best European position refers to Finland. Aims of the project As Bologna process was introduced to teacher education in 2006 our teacher training is realised only at MSc level of university study. So, their education has become longer and due to this and the other social facts at the moment we have to face with teacher shortage in some subject such as natural science subjects and some foreign languages. How a University could reform its teacher education tradition in order to graduate the quality of teacher training? 122 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” We thought, competence-based teacher training should be introduced and spread in the country with having a new teacher training curriculum in which practicing semester should be emphasized; and having a school- network for starting-out teachers’ practice being guided by professional mentors furthermore establishment of a Centre of research and educational service. To realize these aims we applied for support at our National Development Agency which manages different EU financial sources. Our project identification number was TÁMOP-4.1.2-08/1/B-2009-0006. Target group of the project Target group of the project must have been shared for two part, such as direct target group and indirect target group because lecturers of pedagogy, psychology and methodology (40 people) and potential mentors (120 people) who lead our starting- out teachers at in Vas county and 45 partner schools were directed by our project activities. The other part of our target group as candidate teachers (300 people); school teachers in partner schools (500 people) and University lecturers (60 people) have been influenced indirectly. Objectives of the project Project activities are coming straight from the short and long terms goals. Curriculum development in the project meant two different processes. One for candidate teachers (duration is one semester) who must spend a whole semester in different partner schools and exercise their teaching skills by the help of mentors. And second for mentors (duration is one semester) who deal guide candidate teachers’ preparation for lessons and to help them to improve their teaching plans. First of all we needed to develop our trainers’ trainings including 30 lessons for university lecturers and 120 lessons for mentors. For this document, some new scientific programme must have been constructed such as project pedagogy; co-learning; co-teaching; special needs education; ICT. Then, an e-Service database needed to be established for students, lecturers and mentors. For students, to ensure their choice for selection which partner school they will enhance their practicing semester. For lecturers and potential mentors, to join in a professional network and to download their training materials. An example for learning programme of our distance education can be seen in Figure 2. made for students to learn more about children with special educational needs. Our newly established Institute, Regional Pedagogical Service and Research Centre (RPSRC) has got three functions in the project. During the life, its expert team was responsible for the measurement and assessment of trainings; full monitoring of the project and impact assessments in training system. RPSRC’ expert team has given birth for a Science Learning Centre http://hefop.pszk.nyme.hu/login/index.php) to work out and spread a system for talent students. It’s called Talent management and Exercise bank for mentors http://hefop.pszk.nyme.hu/login/index.php 2. Figure e-Service database http://hefop.pszk.nyme.hu/login/index.php It 3. Figure Regional Pedagogical Service and Research Centre (RPSRC) of NYME, Szombathely, Hungary Atatürk University October 13,15 2012 • Erzurum/TURKEY 123 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” was necessary to evaluate methodological standards for assessing teacher candidates' competency and effectiveness of the training so we needed to create an electronic network operating in organization process of students’practice http://www.htgyk.hu/. 4. Figure Network for starting out teachers to find practicing school where they can absolve their practicing semester During this period of our project life, professors and lectures have been attended to different courses in order to practice new teaching methods such as co- teaching, co-learning and project education. These courses did take thirty lessons and were managed by experts of the Service Centre. Parallel with university lecturers’ courses, more than one hundred practising teachers have been involved to a competence-based further training in order to up-date their teaching awareness and skills. They were required to accept our candidate teachers in their school and to guide their practicing semester. 5. Figure New teaching- learning methods in seminars of University students 6. Figure A mentor and her starting out master level trained teacher in a partner school Upcoming events After closing this project, which total budget was more than 550 thousands euro, we think that our experiences should be shared with other Universities and/or Institutes of teacher education, so some events are planned in the very near future to enhance these aims. 1. The 7th INSHS International Christmas Sport Scientific Conference (9-11 December 2012) 2. New Content Elements in Modern Education (NECEME) (international conference 23- 25 January 2013) 3. Supporting a starting-out teacher (studyvisit programme 15-19 April 2013) 124 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” References Iker, Janos (2011): Pedagógusképzés, - továbbképzés (2006-2010) Teacher training and further training (2006-2010), In.: Agnes N. Toth (Ed.): Changing profession, changing teachers training, By Savaria University Press, pp. 53- 90. Viraghne Szalai Zsuzsanna (2011): A tanár mesterszak összefüggő (féléves) gyakorlatának programja a Nyugatmagyarországi Egyetemen, The coherent (semestral) program of practice for the teachers’ master course at the university of Western Hungary, In.: Agnes N. Toth (Ed.): Changing profession, changing teachers training, By Savaria University Press, pp. 97- 108. Ministry of Education and Culture (2008): Education in Hungary, Past, Present, Future an overview http://www.nefmi.gov.hu/letolt/english/education_in_hungary_080805.pdf (downloaded, 18.11.2012). OECD- PISA (2009): What students’ know and can do: student performance in reading, mathematics and science PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I) http://www.oecd.org/pisa/pisaproducts/pisa2009/pisa2009resultswhatstudentsknowandcandostudentperformanceinrea dingmathematicsandsciencevolumei.htm (downloaded, 18.11.2012) Atatürk University October 13,15 2012 • Erzurum/TURKEY 125 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Nora Haeri Senior Expert in Architecture, A Faculty Member of Sama Training Center, Abhar, Iran Mona Kaabian Senior Expert in Architecture, Iran Azizeh Khanchobani PhD.Islamic Azad University, Iran THE QUALITY OF IMPLEMENTING MODERN STRUCTURES IN THE COURSE OF IRANIAN CONTEMPORARY ARCHITECTURE Abstract: As a result of rapid and ever-increasing progress of technology, perception of structure as a part of architecture seems a requirement for architects. Advanced methods in construction have been followed by many benefits due to decreasing need for labor and cost at sites and more speed in operations comparing to the traditional and common methods. To take more advantage of the brought up issues in this research, we have, in the first place, divided structures to two groups of high rise structures and wide span structures each accompaniedby some examples. While intending to introduce, analyzeand take into consideration some remarkable constructions and projects in the past few decades and to compare them to the foreign counterpart ones (usually having the same form and appearance), the present research provides some suggestions for more and better implementing the potential of modern structures in Iran. Key words: Structure, contemporary, modern 1) Introduction: Symbolism and shaping characteristic which is existing in the architecture of Iranian historical monuments, not only give a unity to the Iranian architectures, but also have been originated its sentimental nature, as Professor Pope has put into words. Every connoisseur undoubtedly confirms that the love of beauty, which is diminished in the contemporary architecture of Iran; since ancient times, has inseparable bond with instructions and concepts which Islam brought to Iranian. The authenticity of a structure is rely on its aesthetics which has lost its connection with contemporary architecture; while in this era, by increasing population and the rate of enjoying people of social services and the aggregation of urban spaces, the need of high building seems inevitable. Due to the advances in technology, structure is used in designing of architectural spaces, generally architecture. Nowadays, the presence of an architect and a structural engineer are necessary for any construction project. All the tasks are usually done through consulting a civil engineer and this cooperation implies the significance of economic factors. Some researchers of architecture history and some structure engineers have ratiocinated that a profound attention to structure of the building will be inevitably caused to beauty. Without a doubt, well-structured structure convinces even the uneducated people who have no knowledge about architecture. Architects are dealing with crucial and 126 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” complicated issues and unprofessional ones aware of the importance of architecture in their own life. Architectural space is created based on special attitude of an architect towards his/ her surroundings. He makes his mind to move in order to think and create a site in accordance with whatever visualized in his/her mind. Such a movement in architecture will be embodied through using materials to be perceived by others. It takes place by three properties of static, dynamism (physical movement) and fluidity (visual movement). The architect uses movement to percept and then creates his mental space. Modern structures can provide a space with less visual and physical obstacles due to this fact and architect can design more qualified spaces that is the ultimate goal of the architecture. Advanced methods in construction have been followed by so many benefits in construction inglobalscale because comparing to the traditional and common methods in architecture, they need less labor and cause less cost in sites and accelerate operations. Structure: Since structures are always constructed for certain purposes, considering profitability is one of the fundamental differences between constructing building and structures, as a result a construction project would not be aimless. The main goal for a structure is illustrating and specifying a space. What is the new technology? That is a kind of exploration aiming at bringing ideas into life. By making structure serve designing architectural space and generally architecture, technology brings with a kind of space-structure exploration as well as some aspects of a new knowledge, embodied with a new movement in structure and technique and referring not only to a mental and technical skill and craftsmanship but also to a technical knowledge on spaces. Geometryunder influence ofform utilizing materials serve designing while structure as a form generator, honestlyperforms its most important role: load transmission. Iranian contemporary architecture: It should be noted the term contemporary in architecture may differ from the term used in historical issues. Setting up a time as origin is a concept of methodology rather than an optional or contractual election. Historiography and architecture criticism may have different orientations. Although formation of Iranian contemporary architecture is in the first place associated with architectural outstanding evolution in the western European countries and then America and even later to the experiences of some Asian and third world countries in this regard, essentially, it is a concept fully independent which is different and unique not only in terms of historical events and chronometry but also in terms of general nature and method of dealing with issues. Considering the same value for both construction phenomena and cultural events related to the Iranian contemporary architecture and other part of world’s architectures, probably resulting from the architecture before contemporary period and reminding a kind of historical and cultural awareness of architecture discipline, was spread in Iran in an unconsciously and most likely tastefully. Lack of historical and cultural consciousness about architecture discipline in Iran and almost an anti-history nature of modern architecture as an inspiration source for Iranian designers in a major part of contemporary architecture history and internal drawbacks of public institutes responsible for controlling and directing construction activities and the unwanted effects of macro and micro economic forces damaging this activity, all in all turned the Iranian contemporary architecture into a complicated complex and making that so difficult to find any logical, time and place, stylistic or theoretical consistency in that. The common indexes used in grouping and measuring architectural works and even the technical methods for such researches in Iran do not fit such complexity at all. * What is seen less in Iranian contemporary architecture is the originality of aesthetic structure because the contemporary architecture has lost its connection to the roots of local culture. As a result, in the recent years, like other elements of architecture, structure has been under impression of designers’ and executors’ of construction projects confusion. It should be noted that the period of the first Pahlavi, has been considered as the time origin for this research. Likewise, since in defining structures in the second chapter they are grouped into high and wide span structures, this classification will be used in reviewing the application of modern structures in Iran. Atatürk University October 13,15 2012 • Erzurum/TURKEY 127 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 4-5) The highest Iranian structures based on construction time In construction industry, there are a variety of different methods and technologies to achieve maximum capacity and productivity in implementing facilities among which, tower construction is the most important and effective one. In most countries whether developed or developing, this method has been used for decades so that nowadays it is called as the prevalent method for construction in the big cities. Following is a list of some highest towers in Iran as per their construction time: Azadi Tower,45 meter The entablature of the tower construction represents the old Iranian towers with almenas belonging toGhaznavid and Seljuks periods. This tower is 63 m in height and pedestal width of 42 m (Its height from the ground is estimated at 45 m and height of its main arch 21 m). The façade of the eastern and western parts of Azadi Tower consists of big vaults inspired by Kasra Vault and strong curve od Sasanid vaults. Sepehr Tower, 115 m With a simple architecture in rectangular and in gray, Sepehr Tower is one of the highest Tehran towers with an area of 4902/28 sqm. Its construction began in 1978 and ended in 1982. The construction structure is concrete and the project was executed by Italian companies. Tehran International Tower, 162 m Tower skeleton: Vast foundation in width of 31 m and in depth of 3 and 4/6 m. Tower structure: reinforced concrete carrier walls consisting of three main walls in three-sided star form, with 120 degree angles and sub-walls vertical on the main walls, resistant to vertical and lateral forces with simple Dal ceiling, Parking structure system: beam and column, concrete partition wall with simple Dal ceiling. Tehran International Tower is so similar to Mandeli Bay Hotel and Casino in Las Vegas, USA in terms of design. Shiraz Chamran Hotel, 110 m The structure of this tower is metal and bending frame that due to the various multiplicity of hotel rooms and not to use wind catchers it is used in facade. Milad Tower, 435 m Table 1) A table comparing remarkable towers in Iran (Source: authors) Milad Tower Milad tower consists of five parts: foundation, construction on the feet of tower, lobby (shaft), head construction and telecommunication and TV tower, it approximately weighs 150,000 kg and the maximum diameter for structure head is 60 m in ground of 280 m. Total size of concreting for the project is about 63,000 m3 and size of consumed glass is about 17,000 sqm (Figure 1). 128 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” The general shape of the body is in the form of a central octagonal with some inside walls and four trapeze wings connected to the body. Sliding mold technology has been the executive method for the body and the size of its concreting is about 33,000 sqm. Tower head construction: It is the most widely used part of the tower which is built with a concrete shaft in 12 storeys and approximate area of 12,000 sqm from the ground of 245 to 315 m. Its metal structure weighs about 2000 ton with minimum diameter of 25 m and maximum diameter of 60 m and total weight of head metal structure is 2100 ton. The head construction of Milad Tower is deemed as one the biggest ones in the world telecommunication towers. Figure 1) Body of Milad Tower under construction Figure 2) Toronto Tower Milad Tower is definitely one of the biggest world towers. But its most remarkable and unique feature is not its height but its long construction time. While construction of Toronto, Moscow and Chicago, as the three biggest towers of world, took merely less than three years, Milad Tower is not completed yet eleven years after being constructed. A comparison review of Milad Tower construction to the other world towers indicated that such construction procedure was unique in terms of time prolongation while New York Tower took less than two years about 70 years ago. Aside from financial aspects, it seems it was prolonged due to an improper management and numerous replacements of urban managers. To have a more proper review, we take a look at Toronto Tower (figure 2) known as an inspiration for Milad Tower. As the first and highest telecommunication and communication installations, the Canadian national tower is located at the commercial part of Toronto in Toronto province. The construction operations started as of 1973. For the foundation part, some big holes were dug next to Toronto beach and about 62,000 ton was excavated. Then the holes were filled in with concrete and steel to fortify the foundation as much as possible. Constructing the foundation took about 4 months. The 553,33 m tower was officially inaugurated on Oct. 1976 after 40 months of construction operations and its name was registered in Guinness Book. Table 2) A comparison of two towers of Milad and Toronto Atatürk University October 13,15 2012 • Erzurum/TURKEY 129 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Takhti Stadium As the only roofed stadium in Iran, Takhti Stadium was considered as the world most modern ones in its time. It is the first stadium in which cable system was used to have a vast coverage. For the seats, as it was a main aim, a covering equipped with cable system was designed to put shadow for the 2/3rd of the stadium. The covering skeleton looked like a horse saddle connected to concrete solid side of the stadium in one hand and harnessed by a compound cable as non-solid internal side on the other hand. Both sides of margin cable are harnessed in two symmetrical points to the transversal axis of stadium with a distance of 235 m from each other and each in the heights of 70 and 71 m. Figure 3) Takhti Stadium Rafsanjan Sports Complex This complex as one of the three sports-cultural complexes in Rafsanjan began in 1994 in a right angle trapeze land with an area of 7500 m in the west part ofRafsanjansports-cultural complex and it was completed in 2001. HadiMirmiran, a consultant from NaghshJahan Pars Company was the designer. This complex was mainly inspired by a monument representing traditional architecture located in a region around Rafsanjan. That was an old icebox renovated with new and modern applications. The construction is made of two different parts: transparent and non-transparent. The non-transparent part which is derived from doom like reservoirs of the old icebox, has a volume in form of an incomplete cone which could be suggested for gymnastic and the transparent part that reminds the high wall of the icebox that with its fully clear and shrewd covering (a glass representing a shadow line from the wall to the ground and leaning to the wall) is considered for swimming pool and sauna. The contradiction of these two parts is one of the remarkable features of its architecture. The entrance and the main area dividing the complex, connect the two parts of wall and cone. Figure 4) Rafsanjan Sports Complex 130 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” he inclined ceiling which goes up with white and dark stripes both gives freshness to the form and helps the ceiling to do its functions. The structure of this inclined ceiling is in type of modern space frames that from inside the pool has a light and transparent appearance made by metal pipes covered by transparent glass-ceiling covering-lightening the pool inside and the shadows of the ceiling play on the water and add to its brightness. Ardabil Stadium The project structure is made up of an in situ concrete structure in circle with as built rotating parts. The ceiling is a space structure with a curve on two exposed 3-dimension trusses with opening of 80 m mounted on expose concrete columns outside the salon. The structure design is completely concrete. Two-layered aluminum coating of the ceiling is in the form of zipped 80 m components making an integrated surface with an area of 6500 m. this kind of covering was made for the second time in Iran and the first time was used at Imam Khomeini Airport. The above coating is two layered and the ceiling is impermeable and German Interphase Company was a partner in that project. Figure 5) Ardabil Stadium The surface below the trusses is coated with poly carbonate clear plates for supplying natural light for the salon. The outside walls are built in the form of prefabricated concrete panels in two layers and the inside walls are made of thin brick, fiberglass, concrete or panel. This project with an area of 9000 sqm was begun by a 20-member team including architecture, structure and installations engineers by Hamgorouh Consultant Engineers Company in 1999 an completed on May 2007 with the capacity for hosting 7000 spectators. Table 3) A comparison table for stadiums with special structures (Source: authors) Atatürk University October 13,15 2012 • Erzurum/TURKEY 131 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Undoubtedly, the theory of architecture criticism is not widely accepted in traditional and undeveloped societies because the new technologies are not well developed there. Therefore, more tendencies toward traditional and old construction methods are widely seen. Without a clear definition of design goals in undeveloped societies with inhabitants mostly suffering from financial, social and cultural deprivations, implementing new technologies will rarely result in promising outcomes. Such societies as clients resist to application of modern structures and it plainly indicates a lack of association between thought and experience. Lack of investment in constructions, clients’ financial difficulties, improper planning, project control and productivity have to the resistance of clients and managers in using modern technologies. One of the ways of designing structure is finding a unique essence of every project and dealing with that. In this way, the generated idea, new and aesthetic aspects and methods are organized. Here the problem is organizing space not idea. Due to lack of enough and modern training and unawareness of civil engineers, the new dimensions and methods are not organized yet. Therefore, designers do not dare to apply modern structures for fortifying their ideas and to use creative forces in exceptional situations for a project. Lack of a close association among, technical offices, designers and structural engineer and non-appearance of architect and designer at time of project execution and incompleteness of phase 2 plans, cause various and sometimes negative changes in the plan so that sometimes they damage the authenticity of the initial plan. Establishment of modern faculties and institutes increased architects tendency to science and new achievements. The impression of architecture faculties on Iranian architecture is outstanding. The new graduates of architecture faculties are superior to the former ones in some aspects and inferior in some other aspects. Experience is the area the new ones are poor in. traditional architectures had years of working experience under supervision of masters and they had a clear perception of the profession and space conditions andtheir constant association with people added to their knowledge for a better execution of ideas. In opposite, the new graduates come to the society with insufficient practical knowledge and hoping to gain enough experience but they turn out to be mean or low quality architectures being able to produce the same form of space with more tendency to commercial trends and as a result, too soon, losing all their artistic creativity. On the other hand the new graduates are enjoying strong theoretical foundation due to the scientific area they were bred in. some of them could write remarkable works and do outstanding researches in the domain of architecture. By the help of scientific methodology of western architecture, for instance, they could study on Iranian regional figures and the reasons of traditional architecture formation and create some new figures in form and shape of Iranian architecture. The outcome of such researches is a kind of architecture as a combination of Iranian social and regional situation and traditional and modern aesthetic. Although architecture students are familiar with the new technology in construction by constantly reading the relevant magazines and visiting web sites, due to lack of a communication between the importers of such technologies with the training centers, the ideas cannot put into reality by the help of new technologies and as a result, architectures and designers are reluctant to apply new methods. Eventually, due to lack of knowledge on new structure systems and lack of enough finance and time, contractors as the pioneers in this field, prefer to go for traditional methods in order to be able to compensate the probable damages of new technologies. Considering the classifying structures into high rise and wide span structures in Iran and referring to tables 1,2, and 3, what is plainly seen I our modern structures is the low speed in execution comparing to the similar types across the world. Therefore, for a better use of modern structures in Iran, the following solutions are suggested: - Promoting architecture training - Communication of universities with executive entities - Increasing awareness of managers and investors in construction sector - Caring for planning and productivity and project control and informing about the benefits of new technologies in enhancement of productivity and saving time, maintenanceand cost 132 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” - Training minor and major contractors and increasing their knowledge of modern structures - Promoting the status of experts in construction field and caring forprofessional association - Regulating affairs by the laws ratified by the state and union entities for example higher council of architecture and urban development or engineering council. References: 1) AfsharNaderi, Kamran, 2001, “Theoretical Principles of Critical Historiography of Iranian Contemporary Architecture”, Ministry of Housing and Urban Development, Center for Studies and Researches of Iranian Architecture and Urban Development 2) BaniMasoud, Amir, 2009, Iranian Contemporary Architecture, Art and Architecture Publication 3) BaghaeeAjang, 2006, Doctorate thesis titled “The Status of Structure Phenomenon in Iranian Architecture 4) Haeri, Nora, 2004, Master thesis titled “Iranian Businessmen Association” 5) Hazratzad, Marjan, 2010, Qods Mosque as a symbol of simplicity in the contemporary architecture, Designer Magazine, issue 1, pages 18-20 6) Salvadory Mario, 2006, Structure in Architecture, Mahmood Golabchi, Publication of University of Tehran 7) Sharif Sedigh, Mohmmad, 2010, Malek Feisal Mosque, as a different religious architecture in an Islamic capital.Designer Magazine, issue 1, pages 28-32, Gang Sholerov, 1997, HojatollahAdeli, High Building Structures, Dehkhoda publication 8) NateghElahi, Fariborz, 1990, Structure Behavior and Design of High Buildings, pages 11-14 9) Hamshahri, 1998, Tower Construction, A requirement or Luxurious? Tower construction is an important factor in increasing productivity in urban development. Atatürk University October 13,15 2012 • Erzurum/TURKEY 133 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” B.R. Akhmadov, K.M. Kurbоnov Tajik Agrarian University named after Sh.Shotemur, Dushanbe, Tajikistan EDUCATION QUALITY MANAGEMENT IN TAJIK AGRARIAN UNIVERSITY NAMED AFTER SH. SHOTEMUR IN CONDITION OF TRANSITION TO THE BOLOGNA TRAINING SYSTEM The problem of university management effectiveness in condition of developing market relations is particularly relevant with the emergence of new requirements to the higher education institutions by educational services market and the labor market, the full member of which is a Tajik Agrarian University. Today, the initiators and participants of the Bologna process have focusedtheir attention to a European higher education, the main substantial task of which is maintaining and ensuring the required quality of specialist’s professional training and the search for mechanisms to improve it. Accordingly, the fundamental task of our university is to create mechanisms to ensure the quality of educational services. The issues related to forming a system of quality assurance and training become topical. The educational sector is considered as a social institution constructing the future society. This approach defines the liberal development policy at which in order to changethe society one need to change a man through the education system development.In this case the education system should focus on a person’s development, preparationto resolve special problems, social, professional and geographical mobility improvement, representing many different ways to choose a person’s own future. Quality is a key effectiveness indicator of investments in education.And since the main potential of innovation development is focusedon higher education institutions and its level is directly determined by the quality of higher education, then one of the main directions of education modernization is development of the variative models of high ereducation quality management. Multidimensionality of the problem attracts to solve the situation of various scientific fields - economics, management, mathematical statistics psychology and sociology. Studies have shown that the quality of specialist’s professional training in university should be considered as the ability of educational system to satisfy the need of labor market in specialists of relevant qualification, on the one hand, and the need of the individual in obtaining a competitive knowledge,on the other. However, in practice, the education quality management at the institutional level can identify a number of contradictions between: 1. the current labor market requirements to the quality of higher education and limited opportunities to meet them on the basis of traditional approaches to the management of educational process; 134 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 2. the innovation processes in vocational education and the lack of a mechanism to ensure their consistent and positive impact on the quality of educational services; 3. the needs of individual in the intellectual, cultural and professional development, professional identity, which provides its competitive position in the labor market and the opportunity to meet them in higher education institution conditions; 4. the need of guaranteededucation services quality provided by university and non-developed methodological apparatus of its achievement; 5. the level of development of the theory and practice ofquality assurance systems introduction in the various social systems and the degree of development of this direction in high school educational practice. Qualityis a fundamental category, which determines all aspects of the universe, the factors of social order and human activity.The category of "quality" is revealed correlation with the categories of "quantity", "systemacity", "structuredness", "organization", "estimation", "quality level", "quality requirements", "quality measure" and other components of education quality: the education content quality, educational technology and teaching methods quality, accomplishments quality. The current range of concepts, which inconsiderate the core content of the category "quality" might look as follows: - higher education quality; - higher education quality management; - trainingquality of the specialists with higher education; - problems of training quality of the specialists with higher education; - systematic study of the higher education quality; - thehigher education quality criteria; - monitoring of the higher education quality; - thehigher education quality assurance; - quality management tools; - evaluation methods of educational services; - trainingeffectiveness evaluation. In the matrix quality model supports the duality idea of qualitative and quantitative characteristics of the phenomena, allowing make a transfer of evaluation to the number and back, while keeping in mind that the quality is manifested before the number, therefore, the disclosure of quality is the primary basis for the correct understanding of quantity. Thus the quantity acts as a universal meta-factor, actualizing the integration of existing approaches of the paradigmatic andpartially-subject knowledge into a coherent whole. The basis of integration is a synergistic approach, accumulating the long-term direction (approaches)of educational development, structuring a quality system as a nonlinear, capable of development and self-development of the structure. The model of quality management system can be represented by three blocks as follows: 1. subsystem of management approaches that are used for specific tasks aimed at a qualitative change of any educational factor; 2. subsystem of the theoretical and methodological grounds, presented at the general scientific, strategic, practiceoriented, concrete scientific and factor levels; 3. subsystem of components and factors value nature of different kind (spirituality, motivation, competence, etc.) education. As an integrating factor, organizing a quality management system identified a list of principles, conceptualterminological apparatus and hermeneutic understanding of the education system at the institutional level. Thus the concept of intra-university quality management is a complex goal-oriented system of the theoreticmethodological, technological knowledge of meanings, accumulating the perspective direction of development the education system based on an understanding of quality as a universal meta-factor, allowing integrate the paradigmatic and partially-subject knowledge into a coherent whole. Atatürk University October 13,15 2012 • Erzurum/TURKEY 135 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Decomposition of the quality management system purposes of education should be provided at the general and special purposes level, and reflect the strategic approach to continuous improvement of quality, well-known in the theory and practice of quality management as Kaizen.Reliance on Kaizen philosophy ensures the university development by enhancing the innovation capacity, based on the harmony and balance of the change processes. References: 1. N. A. Seleznev - Quality assurance and higher education quality management system in the fields (field of study) as the main objects of complex research and modernization: Report in slides: Materials of the XIV Russian-wide Conference on "Education quality issues" - 2nded. – M.-Ufa, 2004. –page 45. 2. V.S. Sobolev, S.A. Stepanov - The concept, model and performance criteria of intra-university quality management system of higher education // University administration. - 2004. – No.2 (31). - pages102-110. 3. V.P. Solovyov, A.I. Kochetov, E.Yu.Tishina, O.V. Blinkova, E.A. Utkina - The main approaches of ensuring the quality of specialists training quality in high education institutions // The education quality issues: Materials of the XIV Russianwide Conference. – M.-Ufa, 2004. 4. Yu.G. Tatur - Competence approach in describing the results and designingthe standards of higher professional education: Materialsfor the second meeting of methodology workshop. - M., 2004. 5. Education quality management / Edited by M.M. Potashnik - M., 2000. 136 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Giorgi Abesadze Deputy Rector of TSMU, Georgia NEW PROJECTS OF TBILISI STATE MEDICAL UNIVERSITY Georgia is the country with 3000 years of history. The origin of Medicine is related to the name of beautiful Georgian Princess Medea, who was kidnapped by Argonauts. Medea is a reflection of an ancient hidden knowledge so called “Medea cina”. Tbilisi State University was solemnly opened on 8th of February, 1918 (old style 26th of January), the day of remembrance of the Georgian King David the Builder. Since that, this day remains one of the most significant events in the history of the nation. In 1930 the Tbilisi State University was reorganized and Tbilisi State Medical University was founded. This has become a powerful stimulus of development Higher Medical Education and Medical Sciences in Georgia. Tbilisi State Medical University at the foundation consisted of three faculties: Medical- Preventive (including Division of Stomatology), Sanitary- Preventive and Pharmacochemistry. During the 80 years long history of the University in different periods of time were founded and functioning the following faculties: Pediatrics (since 1931), Stomatology (since 1936),Military Medicine (since 1993), Medical-Biology (since1994),Psychosomatic medicine and Psychotherapy (since1996). To date Tbilisi State Medical University has five faculties: Medicine, Stomatology, Pharmacy, Public health, Physical medicine and Rehabilitation. Tbilisi State Medical University runs four Higher Education Programs: General Practice Nurse, Midwifery, Medical Devices Technician, and Pharmacy Technician. Tbilisi State Medical University • Joining Bologna in 2005 • TSMU is listed in WHO World Directory of Medical Schools. • TSMU is registered in WHO/WFME AVICENNA directory. • TSMU was one of the first among the Post-Soviet countries participating in the EC project on Quality Culture, and underwent external evaluation process by EUA experts (2002-2003); • 2009-2010 - EC funded Twinning Project “Capacity Enhancement for Implementing the Bologna Action Lines in Georgia”; National standards for undergraduate medical education are in line with TUNING/MEDINE learning outcomes; • Since 2009 TSMU is actively involved in MEDINE2 (Medical Education in Europe) working groups, the purpose of which is harmonization of medical education to Bologna process Atatürk University October 13,15 2012 • Erzurum/TURKEY 137 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Modernising Undergraduate Medical Education in the EU Eastern Neighbouring Area (MUMEENA), TEMPUS – 3 year project involving EU Medical Schools and three partner countries (Georgia, Azerbaijan and Ukraine) with their key stakeholders and regulators, to run between October 2011 and October 2014, with the following key objectives: • Development of integrated curricula in undergraduate medical programmes; • Introduction of new and upgraded content , learning and teaching approaches (Case based learning/reasoning and Research skills methodology) approaches, in keeping with AMEE/WFME standards; • Establishment of Medical Teacher Training Centre for ongoing Faculty Development; • Developing capacity amongst partner schools and promoting dissemination of new curriculum and staff development models in other Eastern Neighbouring countries beyond 2014. Partner Organisations of our University • Leeds Institute of Medical Education, University of Leeds, UK • University Medical Center, Medical Faculty, Utrecht University, Netherlands • Faculty of Medicine, University of Granada, Spain • Universita Cattolica del Sacro Cuore, Milan, Italy • National Bohomolets Medical University, Ukraine • Ivano-Frankivsk National Medical University, Ukraine • Azerbaijan Medical University, Azerbaijan • Nakhchivan State University, Azerbaijan Partner Universities : USA - Emory University, Scranton University, University of Missouri, John Snow Corporation, University of North Carolina, State University of New York at Albany School of Public Health. Austria - Medical University of Vienna , Medical University of Innsbruck, Gratz Medical University. Armenia - Yerevan State Medical University. Azerbaijan - State Medical University, CAVCAS University. Bulgaria - Varna Medical University, Sophia Medical University.Belgium - Catholic University of Louvain; University of Liege. France - Mediterranean University of Marseille, University of Paul Sabatier, University Rene Descartes , Paris 5; Nantes University faculty of Medicine. Germany - Cardiac Surgery Clinic in Oldenburg, Faculty of Medicine of the Friedrich Schiller University of Jena Ludwig-Maximilian-University (Munich), University of DuisburgEssen, Karlsruhe University Neurosurgery Clinic, University of Luebeck , Charite University (Berlin); Borstell Scientific-Research center. Italy - University of Rome “Tor Vergata”, Second University of Naples, University of Genoa “Deli Studi” Spain - University of Barcelona. Turkey - Hacettepe University (Ankara), Atatürk University (Erzurum), Rize University (Rize), Erzinjan University, Ondokuz Mayis University (Samsun), Ege University (Izmir), Ibrahim Chechen University (Abri), Capca University (Karsi). UK - University of Glasgow, Leeds Medical School, Edinburgh University. Norway - University of Bergen. Canada - Quebec Chikutim University. Uzbekistan - Samarkand State Medical University. Hungary - University of Szeged.Latvia - Riga Stradin University. Since 2012 two new international programs are introduced at Tbilisi State Medical University: • American MD (Doctor of Medicine) program at the faculty of Medicine at TSMU, has been jointly worked out between the Emory University School of Medicine (Atlanta, USA) and Tbilisi State Medical University; Language of instruction – English; • Joint Bachelor of Public Health program at TSMU faculty of Public Health – the program has been jointly worked out between the UniMan Academy of Management and Performance, University of Grenoble (France) and Tbilisi State Medical University; After graduation of program, besides Georgian Diploma, will be issued legally recognized French Diploma, that gives opportunity to get job in France as well. Language of instruction – Georgian, English. 138 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Assoc.Prof. Dr. Liliya Abdullina Sterlitamak Branch of Bashkir State University Sterlitamak, Bashkortostan, Russia USING OF HISTORICAL MATERIAL IN THE STUDY OF MATHEMATICS The most important task of the school is to provide education of high quality which meets the requirements of the time. The twenty-first century is the time of the birth of information technology and great opportunities in education. It requires a creative approach to teaching mathematics at school and scientific organization of lessons. Education in accordance with the requirements of the time is not only one of the results of innovative development of education, but also an important condition for putting it into practice. In accordance with new standards the main directions of education are the following: a) training pupils to obtain knowledge, i.e. ability to self-education in order to solve educational problems; b) the use of universal methods, which allow pupils to continue their education in primary school successfully; c) the development of the ability to recognize the essence of phenomena and make the right decisions on their own. A teacher has to equip students a solid knowledge on the basis of the program. Implementation of training programs, the quality of knowledge acquired at school is associated with the results of educational work. In elementary school it is important to raise pupils’ interest in obtaining the knowledge, readiness for self-learning and using their own initiative, ability to work in team, which as a basis for further progress in the study of mathematics will contribute to obtaining the appropriate knowledge and skills for problem solving. Therefore, a teacher improving teaching methods, applying advanced technology should make every effort so that each lesson has been nurturing, instructive and interesting. In the lesson plans the teacher must plan not only the transfer of knowledge and performance of tasks, but also he should reveal the abilities of the child and provide their further development, highlight the problem of self-study, indicate an algorithm for its solution, control the work process, learn to evaluate the results. To expand and develop the creative abilities of pupils from early ages means to bring up self-confident persons who love their country and tends to find their personality. The content of the work on the development of creative abilities is quite wide. This work is highlighted at every stage of the lesson and involves active actions with numbers, arithmetic equations, historical information. Knowing the history of the concepts as "length", "weight", "time", "measure", search, selection and verification of relevant information; solving the tasks play an important role in the development of creative abilities of students. Atatürk University October 13,15 2012 • Erzurum/TURKEY 139 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” It is impossible to study any subject without knowledge of the history of its formation and development. If we use dates of historical events and discoveries of famous historical figures in the study of mathematics, we will attract children's attention to the subject, the given examples may seem interesting to them, and they learn historical information better. Origin of measurements. From the history of Length measurement It is difficult to imagine life of people without measurement and calculation. Even in ancient times people building their homes used units of measurement. The first units of measurement were fingers, palms, feet and steps. For example, ancient Egyptians used their elbows for measuring. A cubit was divided into 7 palms, and a palm equals four fingers. So material two cubits long was sometimes called just two cubit. But then Egyptians began using approximate patterns of elbows, palms and fingers in order to avoid inaccuracy and measured with the help of marked stick. They used it when they were building and making another tools, for example. "Holy" cubit standard was kept in a temple by priests. In England units of measurement were related to body parts. For example, inch (from the Dutch language means "thumb") equals 3 grains of barley; ft means "foot" in English. In 1101 a new unit of measurement known as yard appeared. A yard equaled the distance from the nose of Henry I to the end of his outstretched thumb. A lot of nations measured the length by steps. Sometimes double rope four step long was used as measure. Until AD in Rome, Italy, Asia and Africa they used thousands of rope to measure long distances and as a result a new measurement appeared. It was mile (from Latin it means "thousand"). Long distances were also measured by days. For example, they said that the distance from one city to another one was 3 days long. In Japan there was a unit measurement known as "horseshoe". The distance measured in days during which the straw horseshoe worn. Mongol tribes also counted days they were on the road and they used such expressions like "when we went well or bad" describing their way. Other nations measured the distance in the flight of arrow or cannon-shot. In Russia there were following units of measurement: elbow and sazhen. Sazhen was of two types: oblique and swung. Swung sazhen was the distance in the scope of two hands; oblique sazhen was the distance from the toes of right leg to the end of fingers of left hand. In the Russian language there is an expression "косая сажень в плечах" used to describe a big person with broad shoulders. Versta was used to measure long distances, It equalled 500 sazhen. In the 17th century when the trade began developing arshin was used as a unit of measurement. It was 71 sm 12mm. In Russia arshin became a unit of measurement thanks to traders from distant lands. In those days traders brought very beautiful goods: fine chinese silk,Indian cloth with gold and silver threads, silk velvet and etc. They also sold expensive works of art of craftsmen. Nowadays kings and queens’ dresses made of this material are kept in museums and for 500 years are pleasing to the eye. And how these traders measured material during trading arouse interest now. Today a wooden stick is used for measuring in shops. Eastern traders, however, measured without anything: as a unit they took the distance from the tip of fingers to shoulders and called it arshin. On the one hand such unit of measurement was quite usable (because your hands are always with you ), but on the other hand, there appeared some problems, because the length of not the same. One had longer hands; the other's hands were shorter. And foxy traders could make a profit if buyers were short-hand. 140 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” But one day the government forbided to use arshin in trading. It was permitted to use arshin fixed by the government only. According to the fixed length of arshin wooden ruler was maid in Moscow and given out all over Russia. To avoid cutting of wooden arshin at the ends of it iron stoppings were maid. Nowadays we don’t use arshin as a unit of measurement, but word “arshin” is used by people. Characterizing farsighted man people use the following expression: “he sees at a depth of 3 arshin”; describing people who judge others on their own, they say he measures according to his own arshin. The lack of single measures caused problems not only in separate countries, but all over the world. In the 18th century French scientists decided to find a unit of length measurement based on natural phenomena, and separate units of length and weight in different systems. To solve these problems expedition was to measure the length of the meridian of the Earth. The French scientist faced challenges and difficulties. Not all people understood their aims and believed that they brought bad luck. They killed them, and their tools were destroyed. It was especially dangerous to work in Spain. For example, one French scientist was captured and sold into slavery, but he overcame all difficulties and returned to his homeland. Academician Meshen wrote to his friend: “… You can’t even imagine how hard It is to find materials and workers and what difficulties we face. In addition, walking takes a lot of effort. We get some stations climbing over the rocks and clinging to the branches. It takes four hours and more. Going down is much more difficult. Strong winds blow there in the morning and in the evening. We sleep on straw in the tents. …But in spite of any difficulties, I won’t return home until I do the task…” They were engaged in this work for 6 years. The unit of length was found. They called It meter and defined It as one ten-millionth of the length of the earth’s meridian along a quadrant (one fourth the circumference of the earth) from pole to the equator. Meter and other unit of measurement based on it appeared in 1799. But people began using it only in 90 years. The patterns of length and weight units were made of best materials and sent to other countries. The main patterns of length and weight units are kept in international centre serves, the town not far from Paris. Our patterns are kept in specially built place in St Petersburg and all other units are made according to them. Years passed. Scientists went on searching a unit of measurement based on constant natural phenomena. And at last they defined meter in terms of the length of light. In our country the metric system of measurement was presented that year. But in some countries (for example, England, USA) there are following units: foot, pound, inch- are used. Atatürk University October 13,15 2012 • Erzurum/TURKEY 141 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” 1. The length of whale is 26 m, the length of seal is 2 m. How much is whale longer than seal? 2. Gerda’s rose is 5 sm high. It becomes 2 sm higher a day. How high will the rose be in a week? 3. Anas can jump 3 steps forward and 2 steps back. The distance between A and B equals 7 steps. How many times should Anas jump to get B? 4. The ribbon was 10 m long. It was divided into equal parts of 2m long. How many parts was the ribbon divided into? 5. Imagine that you decided to jump into water from the height of 8 m. But having passed 5 m, you’ve changed your mind. Willy-nilly, but how much is it left for you to fly? 6. A snail is crawling along the tree of 6 m long. It crawls4 m forward a day, and 3 m back a night. How many days should it crawl to get the top of the tree? 7. The distance between my house and school is 60 m. Having passed 20 m, I remembered that I had forgotten my pencil-box at home. I returned home and went to school again. What distance did I pass? 8. The board of 6 m long was divided into5 parts. What was the length of each part? 9. Draw two lines. The first line is 2 sm longer than the second line and the sum of their lengths is 14 sm. 10. Two snails are crawling to meet each other. The one crawled 9 sm, the other crawled 2 sm less. How long is the path? 11. Children grew two cactuses. The length of one was 1 dm, the length of second is 5 sm. The second cactus was 7 sm lower than the first one. How long would the second cactus be if it grew 9 sm upwards? 12. There are 8 stones in the first row. The distance between them is 2 sm. There are 15 stones in the second row, and the distance between them is 1 sm. Which row is longer? Weight units of measurement As human society developed it became necessary to trade with goods, provisions (barley, wheat, meat and others) At first people measured grain and liquid by means of sieve or pail (=pints). But this caused difficulties. Except grain and liquid it was necessary to measure weight of iron and building materials. Idea of need to measure the mass of things appeared so scales were invented. It is not clear even nowadays when and where scales appeared. It is known that scales are present in Egypt monuments. Egyptians were likely to consider scales to be very accurate device. And they even believed that Osiris, the God of underworld, measured people’s sins by means of scales. They thought Osiris put person’s good affairs on one side and his sins on other side of the scale. And he decided if person had to go to the Paradise or to the Hell and It depended on the weight of his good and bad affairs. It was necessary to find weight unit of measurement. Ancient people measured weight, like length, by means of units based on natural phenomena. Grain, barley and other crops were very often used as weight units; and people began making iron weights which equaled the weight of these crops. In Russia the grivna was used as unit of weight measurement, later pound became the unit. And like other units of measurement, weight units were also mentioned in proverbs and sayings: “It is not pound of raisins for you” (about hard work) and etc. Pound became an old unit of measurement in Russia, but in the USA It is used even nowadays. Americans weight provisions, persons, car in pounds. For example, the weight of spaceship “Gemini “ equals 7000 pound, the weight of “Apollo” (the spaceship that moved round the Moon and came back to the Earth) is 11700 pound. English pound is bigger than Russian one, and equals 453,5 gramm. There were less units of weight measurement in Russia. They were half an ounce, portion and zolotnik. They are mentioned in proverbs and sayings. In Russia they used pood for measuring heavy weights 40 or 16,32kg ). It should be noted that except cars, building materials the weight of jewelry was also measured. But jewelry was also measured in carats. Carat is a plant the grain of which weights only 0,2 g. 142 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Tasks to define weight 1. Ildar and his grandmother bought 1 kg of onion, 2 kg of beet, 2 kg of carrot, 3 kg of cabbage. But the grandmother didn’t permit Ildar to lift more than 4 kg. So what vegetables could Ildar lift? 2. How to measure 6 kg of grain by means of 8 kg, 5 kg, 3 kg. You can use only one measure. 3. If a wolf is very hungry it can eat 10 kg of meat. How much meat will 5 wolves be able to eat? 4. From three balls the red one is heavier than brown, and brown ball is heavier than green one. Is red or green ball heavier? 5. It is necessary 8 kg of grain to feed a duck, 5 kg – for a hen. How much grain do we need to feed the duck and the hen a month? 6. Geologists found 7 stones of 1, 2, 3, 4, 5, 6,7 kg. They put them into 4 rucksacks and the weight of each rucksack was equal. How did they do so? 7. Two boys together ate 6 kg of honey. One of them ate 3 kg of honey. And how much honey did the second boy eat? 8. A wolf is full with 2 kg of meat. But if it is very hungry it can eat 5 times more. How much meat can hungry wolf eat? 9. The spoon is heavier than the fork. The knife is much easier than the spoon. Which one is easier? 10. The father and the son bought 6 kg of potatoes and 5 kg of cabbage at the greengrocery. The son lifted 3 kg of potatoes and 2 kg of cabbage. Who lifted more? 11. The body mass of the cock standing on one leg is 4 kg. How much will it weight if it stands on both legs? From the history of measures of time People tried to solve the problem of space and time within more than one millennium. The Greek philosopher Aristotle (384-322. BC) drew attention to the fact that in the nature time was the most unknown phenomenon, because no one knew what time was and how to manage it. Even in ancient times people faced not only with the need to navigate in space, count, measure distances and area, to determine the weight and capacity, but also to orient in time and be able to measure it. It was necessary to find measure of time. Fingers and steps could not be units of measurement. The situation was more complicated. And this measure had to be found in nature. The most ancient “clock”, which, moreover, never broke down and did not stop, it turned out to be the sun. In ancient times people noticed a periodic shift of day and night: the day came after the morning, then evening and night came, and then all over again. And people connected with this phenomenon the change of time for work and time for rest. There appeared the first idea of 24 hours day (day from the Greek language means “noschedenstvie”). Gradually, people learn to evaluate and measure the time in smaller units: day was measured by the sun, and night – by the stars. It was noticed that the stars in the sky move slowly, remaining attached to a bright motionless star by as if invisible strings. This star was called Polaris (some peoples called it the nail of the Sky), and it shows the direction to the north. Far from it, there are seven stars, arranged in the form of the bucket with a handle. It is the Big Dipper. The Big Dipper goes around the North Star full circle per 24 hours day, per night - half a circle. Thus, it appears that there is a natural night clock with a stellar pointer in the sky. It was convenient to determine the time of day by means of the sun and stars, but people needed to have large measure of time. Observations of the periodically varying views of the Moon (phases) have led to the second natural unit of time, to the month. It is time interval from one new moon to the next, equaling approximately thirty days. It is clear why in Russian and many other languages the word “month” means both the moon, and the length of time. The time from one lunar phase to another (from new moon to the first quarter) is a seven-day week. The names of weekdays in some languages have been associated with the names of the Sun, the Moon, and the five planets. In ancient times people thought that separate days of the week were run by planets. So there appeared the following of the weekdays: Saturday - day of Saturn Sunday - day of the Sun, Monday - day of the Moon, Tuesday - day of Mars Atatürk University October 13,15 2012 • Erzurum/TURKEY 143 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Wednesday – day of Mercury Thursday - day of Jupiter Friday - day of Venus. The current names of the weekdays are explained quite simply. In old times the day of rest was called “nedelya” from the word meaning “to do nothing”, then it was renamed into “Sunday” by clergy. In Ukrainian language it is still “недiля”. The day following the "nedelya ", was called Monday, the second- Tuesday, the fourth - Thursday, the fifth Friday, and the middle day of the week was called Wednesday . Saturday comes from Hebrew “Shabbat” meaning rest, quietness, etc. Month names and their duration connected with the time of domination of Rome. Some months were called in honor of the gods and emperors: -the first month of the year was named January in honor of two-faced god Janus, one face was drawn forward (future), and another - back (the past); -February, by assumption, derived from the Latin word “februm” – refreshing (it was a month of religious confession); -March was named in honor of the Mars, the god of war; -April comes from the Latin word "aperire" - the disclosure (in April the trees reveal the buds); - May was named in honor of God Mayusa, the patron saint of growth; - June – by name of the queen of heaven, Juno; -July and August was named by flattering courtiers in honor of the dictator Julius Caesar and Emperor Augustus. To avoid offending the emperor Augustus, the month was lengthened to 31 days at the expense of February; - Name of the last four months came from ordinal numbers, when start of the year was March 1: September - the seventh, October - the eighth , November - the ninth, December - the tenth. Then April and May were also renamed in honor of the emperor Nero and Claudius, but the names are not kept. The emperor Domitsiant tried to give his name to the month of October by force, but the name was soon dropped. Old Slavic-Russian names for months, kept partly in the Ukrainian and the Belarusian languages, associated with the time of chores and seasonal natural phenomena. For example, the "fierce " (February) - the time of fierce snowstorms, “berezen”(March)- the time of appearing of birch buds, “traven” (May) – the time when grass grows intensively, "Lipen" (July) – the time when limes flower, "serpen" (August) - the time of harvest, etc. When people began to move from a nomadic lifestyle to settled one and engaged in agriculture, there was a need to know the frequency of alternation and duration of spring, summer, winter, autumn, associated with movement of the sun, as it was then thought. Larger unit of time appeared. It was a year. But if you want to count it is necessary to start from something And where does time start? It has no beginning and no end, it flows and flows. To measure time it is necessary to establish some beginning. Our calendar year begins on January 1, in Iran - March 21, the Ethiopian it begins on September 11 or 12. The year of the ancients did not start in winter, as we have now, it began in summer. The longest day of the year was considered to be the beginning, i.e. June 21. In ancient Russia, as it was established by Tatishchev, the year began in March. The ancient Egyptians took for the year time span from a flooding of the Nile to the next, and then from one early morning sunrise of a bright star Sirius to the other. Gradually the duration of the solar year equaled 365 days. Many nations used not solar but lunar year, which was determined by the movement of the moon. So the southern nations did (and even now they continue this tradition). One of the explanations for this is the fact that people pass the southern deserts mostly at night due to heat of the day, and time, of course, determined by the moon. Lunation (the time between two full moons) was taken to be 29.5 days, so the lunar year equals 354 days, while the tropical year (the period between the return of the sun to the same point of the firmament), contains 365.24 22 days . 144 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” For measuring large intervals centuries (century) are used. When people talk about some historical event, they use not only the term age (century), but also the era. The term era is explained in different ways: either from the Latin word meaning copper plates, on which remarkable events were recorded, or as a derivation from the first letters of the words of the phrase from the beginning of the reign of Augustus. The era of Muslim chronology called Hijra is July 16, 622 – the day when Mohammed escaped from Mecca to Medina. Translation of dates in the chronology from European to Muslim carried out using a special table, since the latter is a lunar calendar. In science, there are the following eras: Archean (900 million years), Proterozoic (200 million years), Paleozoic (340 million years old), Mesozoic (163 million years), Cenozoic (lasts 67 million years, now - the Quaternary period of this era). Also the term period is used. They say, for example, about the era of feudalism, or about the age of Pushkin, etc. Since ancient times man measured time by means of clock, which for centuries have experienced a tremendous evolution. The first clocks were sunny. Firstly they appeared in Babylon in the form of sticks, attached vertically to the bottom of the hollowed in stone or brick bowl in the shape of the hemisphere and then in Greece and Rome. Day was broken to pieces by the movement of the shadow of sticks on the edge of the cup divisions. Gradually clocks took the form of dial with a wand, casting a shadow. There were other design of sundials, for example, the Egyptian ones were two corner bars put together. In the morning when the sun had just risen, the place of shade on a long plank was marked. It was believed that the hour had passed when the shadow reaches from one grade to another. In the afternoon the clock was overturned to the other end, and now a shadow, growing, again walked through the markers. And so six hours of the morning and six of the evening equaled twelve daytime hours. But sundials worked only on sunny days. But what about other times? Solution was found. In ancient Egypt and Babylonia water and sandglass were invented. They were called night clocks. Water clock is just a vessel through the hole of which water is gradually leaking. The size of the hole is such that all the water will flow smoothly for an hour. Then you have to fill the vessel with water again. This, of course, is not very comfortable, but fairly accurate way of measuring time. We still often say: time is up. This expression has arisen in the use of a water clock. The first mechanical clocks with wheels appeared in the thirteenth century, and spring watch - in the sixteenth century. Using Galileo's work about pendulum, Joost Bürgi in 1612 created the Prague clock with a pendulum, and later H. Huygens manufactured watches with a spiral spring. Since the appearance of the first pocket watch (1680) achieved the accuracy of their testimony to the minute, and the minute hand appeared on the clock. The division of the dial on the twenty-four pieces was rejected, and in the late XVI century Rudolf introduced dividing of the dial into 12 parts. The Greeks divided both day and night into three watches, but from the time of Aristotle (IV century. BC) day was divided into 24 hours. The start of the day in astronomy from the time of Ptolemy was noon. The division of hours into 60 minutes and minutes into 60 seconds was connected with division of the circle into the degrees and minutes. The terms "minute" and "second" were taken from the Latin language. Romans said: prima minute - the first fraction 1 / 60, "minute second" - the second fraction - 1 / 3600 Then the first part was called minute and the second part - second. In measures of time, the basic units of which are year, month, day, single relations measures are not whole numbers, which greatly complicates the issues and tasks of measuring time. Atatürk University October 13,15 2012 • Erzurum/TURKEY 145 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Particular difficulties arise in the construction of calendars. It is considered that the term calendar comes from the Latin word "kahlere" meaning to sing out. Special officials announced the emergence of crescent moon at the beginning of the month. But there is another version according to which the word “calendar” meant debt book in Rome. Debtors paid interest on the day of Calends, so-called, first day of each month. The first calendar showing the beginning of the year (June 21) was built 4,000 years ago. It was made from stone and well preserved to nowadays. It is kept in England. Exploring in the Peruvian Andes Inca monuments, American scientist J. Diborn found that so-called Torreon, which was considered to be a temple, was a unique calendar in stone. One of the windows of Torreon hacked so that it directs to the rising sun during the winter solstice. Watching the sunrise in this box determined remarkable date calendar, celebrated by the Incas as the most important holiday of the year. To determine the date of the summer solstice - the festival, when young men were welcomed into the adult world, subtle system consisting of a window, covered with a rock ledge. The sunrays can penetrate into the room only at a certain angle when the summer solstice began. The National Museum of Anthropology in Mexico there is the so-called Sun Stone, which has carved circles with bizarre characters. Scientists believe that they stand for chronology, as well as the names of the months of Aztec. This stone calendar is amazing for all museum visitors. Employees of the archaeological museum of the Polish city of Gdansk, found an ancient calendar pomoryan (West Slavic tribes), referring to the VI-VII centuries BC. It represents a system of ceramic things with lines and signs on them. It was used by pomoryans during the sail on the Baltic Sea and in agricultural works. The most successful of the old calendar was the calendar invented by the Egyptians. The Egyptians entered the solar year by setting 12 months in a year consisting of 30 days and the extra 5 days. Subsequently there were attempts to improve the calendar. Difficulties arose for the reason that the basis for measuring time was the earth's rotation around its axis and around the sun, but neither month nor year does not contain whole number of days. The duration of the lunar month is of 29 days, 12 hours, 44 minutes and 3 seconds, and the length of the solar year is 365 days, 5 hours, 48 minutes and 46.1 seconds. About the fact that the Earth, according to “a resident” of Sirius from the novel by Voltaire, is drawn “very dishonestly”, satirist, Kurochkin wrote: In terms of fire, like a butterfly fluttering, With pale-faced companion, the Moon Globe flies, not recognizing divisions over themselves. One of the reforms concerning ancient calendar undertaken by a group of scientists led by astronomer Sozigenom at the direction of the Roman emperor Julius Caesar (46 BC). The calendar was named Julian in honor of Julius Caesar. But according to this calendar year contained 365 days, but one in four 366 (leap year - more times 6). However, with such terms calendar year turned out to be an average of 11 minutes, 14 seconds longer than real, and for 128 years the difference became in one day. In 325 AD Julian calendar was adopted by the Council of Nicaea as a Christian. Over time the difference between the calendar and the actual year continuously grew and in the sixteenth century reached 10 days. It was necessary to make adjustments to the calendar. In 1582 Pope Gregory XIII approved the draft of the reform proposed by Luigi Lilio. According to the papal decrees after the 4th of October 1582 followed the 15th of October. In addition, to eliminate the difference further it was decided that leap years were not 100 years from 400, but only 97. According to a new calendar (Gregorian) all full years of centuries (1700, 1800, 1900, etc.) were considered to be not leap years , except those whose number after writing off the last two zeros was divisible by 4 without remainder - 1600, 2000, 2400 and etc. 146 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Lilio project reduced the discrepancy between the calendar and the actual years significantly, and it was called the new style calendar in order to distinguish from the Julian, the old style. Calendar year of the new style is much closer to the true sun, the difference in 24-hours day was not accumulated in 128 years, as in the old style, but in 3300 years. The compilers of the ancient calendars were trying to build forecasts based on the naive idea that the planet controlling the first day of the year, affected all the events throughout this year, including the weather. So, in their view, the year that is under the patronage of Saturn, will be cold, wet and lean, with repeated floods. Year of Jupiter is often wet than dry, more rain falls in spring and autumn, so it will be fruitful. Year of Mars, as a rule, has dry summer, much heat, and drought. Year of the Sun is warm, fruitful, and the year of Venus is a cold, foggy, but the summer is warm enough. Year of Mercury is cold and dry, only occasionally fruitful, but a year, run by the moon, wet and cold. These forecasts were written for 4 solar cycles (cycle is of 28 years), i.e. for 112 years, and was named centennial calendar. By random coincidence there was an impression that such forecasts are sometimes true. However, it is just hypothesis; there is no scientific basis for such predictions. Many people were for introducing a new style in Russia, especially ardent enthusiast was Dmitry Mendeleyev, but the Orthodox Church actively opposed to it. The new style in our country was introduced by decree of the Soviet government on January 25, 1918. By this year the difference between the old and the new style was 13 days, so the 2 of January 1918 was counted as the 15th of January of the same year. The modern era was proposed by Italian monk Dionysius the Small in VI century. He offered to begin the counting from the 25th of December 753 AD (Jesus Christ was supposedly born this very day). Before the thought of Dionysius the Small time was counted "from the founding of Rome." This era was proposed by the Roman writer Varro (II-I BC). Of course, both these events were legendary, but the most important thing here is that astronomically fixed, unchanging reference point of time, era, is appeared in the chronology. It should be noted that until 1700 the start of the year in Russia was on September 1, and the time was conducted from some conventionally chosen moment, which is called the beginning of “creation of the world”. It was considered to be Friday, March 1, 5508 BC. From 1700, Peter I by a special decree "for the sake of a better agreement with the European nations in the contracts and treatises" postponed the start of the year on January 1, and it was told to count the 1st of January, 7209, the "creation of the world" to be January 1, 1700 by Christmas AD (according to the Julian calendar). In the XIII - XVI centuries in Russia the days were counted by the fingers of the hands. This method was called "Domaskin’s hands" on behalf of the Greek theologian. Used for this purpose, 7 letters of the Slavic alphabet were considered to be strictly related to certain days of the week. By these letters and fingers weekdays were set, and they came to any number of any months of the year. By means of the fingers the phases of the moon were calculated. As you can see, fingers played an important role not only in calculating, but also in the construction of calendars. Despite the advantages, the calendar of a new style is not without serious disadvantages; mainly it is the inequality of months or even six months and the lack of coherence between different units of time. Neither month nor year have a whole number of weeks, the same day of the month fall on different days of week, etc. For this reason, the issue of a new reform and the introduction of a single global calendar were recently raised. At the initiative of the United Nations several projects of the new calendar have been developed. According to one of these projects a year consists of four quarters to 91 day, the first month of each quarter begins on Sunday and has 31 days. The second month of 30 days begins from Wednesday, the third - from Friday, the 365th day of each year is not included in the weeks and months, is left without the numbers and declared as "Day of Peace and Friendship of Peoples"), without the number added day of a leap year is also left, and all months have the same number of working days. There were repeated proposals to introduce a decimal division of units of time. There were not only theoretical arguments but also practical attempts and it is evidenced by a curious artifact of the Moscow Kremlin Armory. This is a gold pocket watch made in the eighteenth century by one of Paris companies. The basic scale of the dial of this watch is not divided by 12, but by 10 hours. On seven additional miniature dials you can see months, days, holidays and decades. Atatürk University October 13,15 2012 • Erzurum/TURKEY 147 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Intensive development of science and technology required a new definition not only for the basic unit of length, but for the measurement of time - seconds. It was found that due to the uneven earth's rotation around its axis and the accuracy of the earlier definition of a second as 1 / 86400 of the mean solar day no longer satisfied the requirements of modern technology. International Conference on Weights and Measures in Paris in 1960 a new definition of a second was adopted. It was based on the period of Earth's orbit around the Sun. According to this definition, the second is 1 / 31556925, 9747 part of the tropical year for 1900 January 0 at 12 o'clock ephemeroid time. This is a new natural reference of time. Such a definition does not lead to a new unit of time, but allows a more rigorous use of the natural standard, defined by aggregate apparent motion of celestial bodies. It turns out that all the key measures of time people have borrowed from nature. Tasks to define time 1. The brother is 12, the sister is 9. How old will the brother be when his sister is as old as he is now? 2. The builders have to construct a school for a year and a month. But they finished the work 4 months earlier than it was planed. How many months had they been building the school? 3. Alsu fell ill with the flu and was in bed for two weeks. How many days did she miss classes? 4. Two boys were playing chess for two hours. How long was each boy playing? 5. Azamat can eat 10 spoons of soup for 10 minutes. But for the same time he can eat sweets two times more. How many sweets can Azamat eat for 2 hours? 6. In two years Yamil will be two times older than he was two years ago. How old will Yamil be then? 7. A crane lives 10 years less than an owl; an owl lives 40 years longer than a starling. How many years is crane’s life longer than starling’s? 8. Yulay came to his granny on Thursday, and went home on Friday next week. How long did he stay at his grandmother’s house? 9. The letters are taken from the letter-box 5 times a day. The first is taken at 7 a.m., the last - at 7 p.m. The interval between the times of taking the second, the third, and the fourth letters is equal. What time are these letters taken? 10. The son helped his father to saw wood. They divided each log into 5 parts. It took 3 minutes to saw a part. How much time would they need to saw 4 logs? 11. A magpie can live 27 years, a starling lives 18 years less, but a crow can live 40 years longer than a starling. How many years can a crow live? 12. Hamit eat 8 spoons of soup for 10 minutes, but he eats sweets 3 times longer. How many sweets will Hamit eat for 1 hours? The fairy-tale about Zero Once upon a time far, far away there was a country of figures. Very honest and industrious figures lived there. Only Zero was lazy among them. It was useless to give him any work to do, they say. Once they heard that there was a kingdom the other side of desert. It turned out that the Kingdom was employing workers of different professions. Figures received the invitation too. They agreed with pleasure because they suffered from lack of work. It was quite dangerous and troublesome to trip through the desert alone that is why figures decided to go together. They started their way late at night. They were hardly walking in the heat of the sun for a long time. They were thirsty and deadly tired of. So they reached the spring of Sum. The figures began drinking water. But the spring said: “You can drink water if only you add up yourselves in twos. The more the sum will be the more water you’ll get” The figures did as the spring had said. But only the figure summed up with the Zero did not get enough water. a+0=a The figures continued their way. The sun was heating. Walking all day long in the sun the figures got tired very much. Soon they came to the river of subtraction. Cautious River set the figures task too: "You have to subtract from greater figure less one. The less the result will be, the more water you'll get" - he said. a-0=a 148 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” And again the figure which was paired with the Zero did not drink enough. The spring of multiplication said figures to multiplicate in twos. And again the figure which was in pair with the Zero did not get even a sip of water. Finally, figures tired and thirsty, reached the river of division. This time no figure agreed to pair with the Zero. All figures quarreled with him. Since figures were not divided into Zero. a:0 The clever king of the country of figures found a trick to make peace. 1 10 100 1000 2 20 200 2000 3 90 900 900 increased 10 times increased 100 times increased 1000 times How did the king reconcile figures with the Zero? Old units of measurement Atatürk University October 13,15 2012 • Erzurum/TURKEY 149 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Mirela Tase University Moses Alexander, Durres, Albania Manjola Xhaferri University Moses Alexander, Durres, Albania CONTRIBUTION OF RENEWABLE ENERGIES IN THE DEVELOPMENT OF ECOLOGICAL TOURISM IN ALBANIA Abstract Physical and geographical conditions in Albania offer a very diverse climate and rich in terms of renewable energies. Latest technologies and renewable energies of wind, solar energy conversion, biomass, energy of sea waves, etc., in an area of Albania has a very favorable environment to provide higher economic efficiency related to other countries. This presentation aims to offer some considerations on specific aspects of climate that offers and made Albania favorable, all new construction tourism while protecting the environment and tourism to provide a higher degree of ecological standpoint. Albania, with about 300 sunny days or more of annual global radiation per m2 1800kWh for modules with spite-optimal direction, with designated spaces on the annual wind speed at heights 5m/sec 20, 50 or 80 m above the surface where to use wind energy, with very large opportunity to use plant mass and the appropriate options to use the energy of sea waves and convert it into electricity really creates an environment highly suitable for the successful implementation of energy technologies alternative. Villages or tourist centers, tourist items, transport and telecommunications systems in the tourist areas and many other services can be independent and successful use of renewable energy sources, making tourism more attractive and cost to stay for tourists much lower. Key words: Climate / Klima, Tourism / Turizmi, Renewable energy / Energji te rinovueshme, Albania / Shqipëria. General considerations The combination of declining trends for fossil-based energy sources, climate changes and their impact, make that conclusion to have safe energy sources, at a time when global demand for energy growing ever comes, we aim to concentrate resources and energy renewable. Over 90% of renewable sources of energy used to produce electrical energy are directed by the performance of weather, in other words they depend entirely on weather systems / climate. So while these sources of renewable energy have the capability to liberate us from dependence of fossil fuels (coal, oil, gas), they enter the game a different dependency complicated, what the weather. This dependency affects all aspects of renewable energy projects that will depend on the weather, starting from their accommodation to making the integration work with existing networks. Following is a picture (Fig.1) of last year on the performance and the amount of energy production from renewable resources in the world. 150 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Fig. 1: The resource from different renewable energies. Climate of Albania in the context of renewable energies. Albania, though a small country in the area has a climate which features mostly Mediterranean and continental in the east part of her, offering a highly diversified potential of alternative energies (to renewable Group), which in weaving with each other really our country can issue at the top in many respects. Few countries in our continent have a weaving of water resources in the same room where the observed sources and solar energy, wind or biomass, without skipping and sea, which we really refer to the technical indicators, which constitute a potential First stop should seriously and carefully, our country has the opportunity to make radical changes in development policies so far not only in the energy sector but also in separate directions of social economic development. In summary let us present some characteristics of the climate of Albania, which also compared with other countries, we will suggest where and how much is appropriate climate of our country in this goal, and if so how much was possible that these energy sources were used in the field of tourism. Hydro Resources Albania has an accumulative area about 44 thousand km2 making it possible that due to the watershed could have Water energy high capacity, and that there is an appropriate management levels of scientific and technical, to provide energy production that in weaving and Other sources not only meet domestic needs but also to export. Precipitation falling in the U.S. vary in levels from 2500-3000 mm in part V of the VP of the country until 1000-1500 in the central part, up to 2000 mm per year in the SW area near Gjirokastra, the figures noted in the lower part VL of JL where rainfall reaches its height in the 800-900 and 650 respectively-700mm. These water volumes are added and those derived from parts outside the boundary that completed in watersheds of rivers and lakes of Albania. Also a special reserve is and while storage of these resources are rainfall and snow which make it possible that a portion of the amount deposited in the water height and for a time affect the setting time for transfer and free flow of toward the sea. An evaluation of the potential that a part of Albania in the area regarding water resources and how it worthwhile to invest in this direction, and that is a fact already known, is shown in the map for the VP, where the global index evaluation and effectiveness that have investments in water resources utilization is near 90% levels, levels so very positive. Sources of solar power (photovoltaic) Solar radiation and the various indicators used to assess its highlight that our country is characterized by the values Atatürk University October 13,15 2012 • Erzurum/TURKEY 151 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” that provide the potential not really important and that should be in the first plan for the investment policy guidelines for the implementation of new technologies. In Albania, where the map reflects the number of hours of sunshine our country is characterized by indicators that reach values up to 2800 hours of sunshine per year. Maximum values observed in the central part of UP. We view renewable energies referred located optimal grade 34-36 in the whole country made a large amount of radiation, which appears in the following map for the VP, recording kWh/m2 values up to year 1800. While it should be noted this potential Fig.2 - Illustrating photo about the use of solar energy. values are not equal in scale and the possibility of their use varies according to By prof.Petrit Zorba conditions. We view renewable energies referred located optimal grade 34-36 in the whole country made a large amount of radiation, which appears in the following map for the VP, recording kWh/m2 values up to year 1800. While it should be noted this potential values are not equal in scale and the possibility of their use varies according to conditions. Fig. 3: The potential energy for the optimum orientation of photovoltaic panels. Climate Atlas of Albania Edition Academy of SciencesIHM, 1990 Fig.4: Global annual radiation for Albania Climate Atlas of Albania Edition Academy of SciencesIHM, 1989. Orographic and geographic position. It should be noted that unlike many southern part thought (Saranda) and north of Kukes p.sh are near each other on the potential value and opportunities that climate has on these two spaces. This map is clear and annual values of global radiation kWh/m2 annual income from solar energy to tilt 40 degrees. Wind energy resources Wind is an important element in renewable energy sources. In this context, even though evidence for this element are relatively limited and have an essential difference with those who sought to have the field, we can give some estimates preliminary, which serve as a guideline for the detailed studies in space as well and evaluating this potential. In addition, presented a map with the distribution of wind roses and meteorological stations referred to the characteristics of this element. 152 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Evaluated in terms of energy must be said that the standards of many countries where this kind of power plants are already implemented, assessments made about the level of speed, and its frequency in some standard height 20, 50 and 80m, which are available and information our country. In this context the following is a map with the 80m height indicator for a rating to a certain point the potential to produce electricity from wind energy. Assessment of wind gear at 80 m and height values within 68% confidence interval. At the point shown on the map with latitude 41,216 ° and 20,379 ° geographic longitude and height of 80.0 m is the interval 4.7-9.1 m / sec. Observed as can be expected in advance of theoretical knowledge on the characteristics of circulation and movement of air measures on the territory of our country that potential areas with the highest potential for wind energy production are the height and inside the country , and somehow they near the coastline. The problem is that the indicators referred to above average speed 5m/sec annual average that is generally the minimum for the use of wind energy. Fig.5: Wind Roses for Albania – Climate Atlas of Albania Edition Academy of SciencesIHM, 1988. Fig. 6. Wind resource evaluation for Librazhd area. Albania is limited in space. Secondly, even if it is limited in space and distance from the nearest point of connection with the national energy network that indirectly reflects a higher degree of loss and consequently lower effectiveness of plant. Atatürk University October 13,15 2012 • Erzurum/TURKEY 153 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In addition, taking into account a range of indicators is given a map, which in order to give a thumbnail summary, where you should focus attention when it comes to wind energy in the U.S. and many worthwhile to invest in this kind of power in the country tone and an appreciation for a certain point in the territory in the country's VP, global indicator evaluation where the wind is 83%. Fig. 7: The annual average wind speed in m / sec. Fig. 8 - General evaluation about the wind energy in Albania. Atlas of Geography of Albania Sources of biomass, geothermal power and sea waves are also to be kept in consideration when we will seek a combined use of these energies, and that also has reviews of studies and an unquestionable potential. 154 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Some estimates in view of the resort and use the values of these resources. First we view tourism in particular the summer season in the territory of our country, and was attended by a large number of people to come out, of course, requires resources and higher energy, which in most cases are destined for services sector. Following are some of the processed data for station Shkodra and indicators relevant to the assessment of radiation and the possible amount of energy produced. Atatürk University October 13,15 2012 • Erzurum/TURKEY 155 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In the table below are reference values of solar radiation and corresponding indicators. Solar radiation - Average monthly. For two systems of calculation have been made which appear in the following tables under the respective indicators. For fixed systems. Ed: The average daily energy produced from the given system. (KWh) Em: The average monthly electricity produced from the given system. (KWh) Hd: Average daily amount of radiation per square meter to take the modules of the system provided. (KWh/m2) Hm: average amount of global radiation per square meter to take the modules of the system provided. (KWh/m2) As we follow the system move according to two axes and the following indicators in the table below are presented the values of energy, which as seen in the Shkodra area reaches up to 1760 kWh for the entire year for a module. Ed: The average daily energy produced from the given system. (KWh) Em: The average monthly electricity produced from the given system. (KWh) Hd: Average daily amount of radiation per square meter to take the modules of the system provided. (KWh/m2) Hm: average amount of global radiation per square meter to take the modules of the system provided. (KWh/m2) 156 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” In these conditions taking into account the values and needs of consumers, especially during the hot season which coincides with the tourist and it is obvious that with the implementation and use of these systems can meet domestic needs as well as for lighting and in public facilities. Fig.9 – Values of energy produced by different modules in Shkoder area. Fig. 10 – Practical use of solar energy. In this context referred to the coastal areas of the radiation data is fully possible that thanks to solar radiation 20deri cover about 30% of energy costs and completely voices as lighting in public areas and many other items of household consumption, in building environments joint, etc., facilitating the consumer, tourist and national power network, precisely in a period when hydro resources are at their minimum. Atatürk University October 13,15 2012 • Erzurum/TURKEY 157 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Conclusions A potential still untapped energy that we used that to achieve the whole, so in combination with each other to different types of renewable energy, enough to reach satisfactory levels of production of electricity in our country, especially in space Lowland West, exactly where and number of population is high and exactly where and the number of tourists who come to focus more on the summer season, covering voice completely lighting (which is about 15 to 25% of total energy expenditure) common in urban areas, in buildings, in particular infrastructure, and the family. Bibliography - Albania - Climate Vulnerability Assesments, World Bank, December 2009 co-edition contributing). - Annual Report on the energy of sea waves in the territory of Albania. INEUM -2008 - Climatic features of the Shkodra Lake and Buna River for a sustainable Development. - Tirana, May 15, 2009 Presentation - Interregional Conference INEUM. -Climate Atlas of Albania, Ash, Tirana, 1988 - Drought and low flow - Introduction Workshop, Bratislave – 2008 - EUMETSAT Albania. - International workshop presentation in Budva, Monte Negro, 2009 - Graphics and data from the Institute of Meteorology - Integration of seismic microzoning Tirana in a GIS environment. Scientific Bulletin, UFSN, No.17, 2009 (co). - Zorba.P Climatology - Tirana Albpaper edition, 2009. - “Albania - Climate Vulnerability Assessments”, World Bank, December 2009 (co-edition contributing). - “Annual Report on the Energy of Sea Waves in the Territory of Albania”. INEUM -2008. “Climatic features of the Shkodra Lake and Buna River for a sustainable Development”. Tirana, May 15, 2009 PresentationInteregional Conference INEUM. - “Drought and Low Flow” - Introduction Workshop, Bratislave, 2008. - “Atllasi Klimatik i Shqipërisë”, ASH, Tiranë, 1988. - EUMETSAT Albania. - International Workshop presentation in Budva, Monte Negro, 2009. - “Integration of Seismic Microzonation of Tirana in a GIS Environment”. Scientific Bulletin, UFSN, No.17, 2009 (co). - Zorba.P Climatology - AlbPaper Edition, Tirana 2009. 158 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Z.Yekeyeva Vice Rector, Goncharov Kazakh Auto-Road Academy, Kazakhstan A.Kabashev Vice Rector, Goncharov Kazakh Auto-Road Academy, Kazakhstan DISTANCE LEARNING IN GONCHAROV KAZAKH AUTO-ROAD ACADEMY: CONDITION AND DEVELOPMENT PROSPECTS Development of distance learning is one of priority problems of development of an education system of Kazakhstan as a whole. The national network of satellite communication (DAMA) is created in the country. As a whole the state program on creation of the National information superhighway on the basis of the fiber-optical communication lines, connected among themselves the large cities and the regional centers of the country is executed by modern communication channels also. Distance learning for Kazakhstan occupying the huge territory, has special value. Distance learning supplements internal and correspondence form of education, improving and developing them, promotes integration of various educational structures. The system of distance learning created now has no borders, this education system for all and throughout all life. “The social importance of development of distance learning isn't settled by the solution of economic problems. One of the most important problems of global information society - use of information and communication technologies with a view of granting possibility of training during all life, in particular to those categories of citizens which otherwise wouldn't have access to education and vocational training” [1] Goncharov Kazakh Auto-Road Academy (KazADI)-the only specialized Academy which carries out the training of specialists with higher education (Bachelor) and postgraduate (Master's) education and scientific training for the automotive industry in the Republic of Kazakhstan. On the basis of the academy operates Auto-Road College of Almaty which provides continious training of specialists on the system of “College-Higher Education Institution”. According to State program of education development for 2011-2020 years, the development of electronically supported learning (e-learning), designed to raise the availability and quality of education is considered to be a priority. [2]. The project on introduction of distance learning (DL) is begun in KAZADI since 2007. Need of introduction remote was trained caused by that in 7 cities of Kazakhstan (Astana, Kokshetau, Kostanay, Taraz, Sara-Agash, Shymkent, Aktobe) is representations of KazADI where over 5000 students were trained. Atatürk University October 13,15 2012 • Erzurum/TURKEY 159 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” Picture 1. KazADI representatives The working group on introduction of distance learning which structure included authors of this article was created. The project assumed creation of three-level structure of the organization of distance learning: - The center of Distance Learning in Almaty - The centers of Distance Learning in representations; - a free access to a portal among the Internet. Picture 2. E-Learning in high school The realization project DL in KazADI is based on models of network training and a case technologies. The model of network training and case technologies is intended for training differentiation: • on the basis of existing textbooks, electronic courses on compact discs are created in addition to them the courses aimed at more detailed explanation of the main concepts, the organization of additional practical works, laboratory works, animation, • existing textbooks, electronic courses are accepted to a basis on electronic disks, and management of informative process is carried out in networks. 160 October 13,15 2012 • Erzurum/TURKEY Atatürk University 3rd Eurasian Silk Road Universities Convention (ESRUC): “Most Successful Projects in Your Administration” To create this system KazADI formed a human, technical, and methodological support. Since 2003 Institute operates using the credit technology of education, and develops distance learning technologies (DLT); already implemented casestudy method for students of all forms of education fully provides them with all the necessary academic and academic-methodological materials on electronic media; Center of Innovation Technologies (CIT) created for organizing learning processes using the Internet. Also KazADI has electronic libarary. On www.kazadi.kz website students can find all necessary academic, methodological, and informational materials for the particular speciality. Development of electronic educational and methodical complexes of new generation was the most important work of collective of KazADI for realization DL. More than 400 electronic educational complexes were developed by teachers. Realization of a laboratory practical work is the most difficult question at creation of electronic educational complexes. In June 2010, KazADI and the Association of Universities of Ghent “HOWEST” (Belgium) signed a Memorandum about Cooperation, in the frames of which for the first time in Kazakhstan created and operates an interactive laboratory for study of the hydraulic systems of transport vehicles, using expensive equipment from Belgium. On October 13, 2010 during his official visit to Kazakhstan, Philippe Prince of Belgium, His Royal Highness, the Duke of Brabant made a launch of this interactive lab. The technology of distance learning of KazADI uses an educational portal which provides performance of all main functions network and a case technologies. The PLATONUS-Automated Information System for high school system is taken as a basis an educational portal. The portal represents a uniform information channel with a straight line and feedback for realization of educational activity of academy. The portal contains a set of all necessary tools for the organization and management of educational process. Students, teachers and experts KazADI across all Kazakhstan can organize virtual communities for the solution of specialized problems of training, for example, for creation of an electronic course or the textbook, for carrying out scientific or student's a body, video, audio of conference, for carrying out scientific researches in a mode of interactive communication. The center of innovative technologies developed and introduces the program of preparation of users DL. The program trains in use of modern information technologies in educational process and in the current activity of academy. Each employee or the teacher who has gone to work in academy, should pass this program to get the work permit. Prospects of development of distance learning in KazADI: • Expansion of Bank of electronic training materials; • Introduction of the DL interactive technologies: videoconferences, virtual forums; • Remote professional development of teachers. Creation of a complex information control system by academy for increase of a level of quality of education on the basis of modern information and communication technologies is one of tasks of the strategic program of development of KazADI. The list of the used sources: 1. Karpenko O. M., Bershadsky M, Voznesensky Yu.A., Gadrani L.A. “Distance learning in the world countries: scale factor//Cross-border education: modern realities and prospects”: Scientific works SGA. M, 2008. Page 11-39. 2. State program of education development in the Republic of Kazakhstan for 2011-2020 years// Astana, 2010. Page 26. Atatürk University October 13,15 2012 • Erzurum/TURKEY 161
