Turkmenistan and the United Kingdom Expand Practical Cooperation in Education

London, 25 February 2026 — As part of the official working visit of the Government delegation of Turkmenistan to the United Kingdom, led by the Deputy Chairman of the Cabinet of Ministers and Minister of Foreign Affairs Rashid Meredov, a series of meetings was held with leading British universities, quality assurance institutions, and international education companies. The Turkmen side at the meetings was represented by the Deputy Minister of Education of Turkmenistan, Azat Atayev.

The programme of the day began with a visit to the British Museum, one of the world’s largest cultural and scientific institutions, highlighting the importance of the humanitarian dimension of educational cooperation and the continuity of academic traditions.

During the visit, negotiations were held with representatives of University College London (Institute of Education), Cambridge, Oxford EMI, Pearson, the Quality Assurance Agency for Higher Education (QAA), as well as experts in international schools and global educational partnerships.

Systemic Modernization of Higher Education

During the meeting with representatives of University College London, discussions focused on improving education system governance based on evidence-based policy principles, developing analytical instruments for strategic planning, and strengthening executive leadership capacity within the education sector. Particular attention was given to mechanisms for evaluating the effectiveness of educational reforms and aligning academic programmes with labour market requirements.

Cooperation in School Education

In the working meeting with Cambridge representatives, detailed discussions were held on methodological support and the development of a process-oriented quality assurance system for a flagship British-model international school. The parties examined approaches to curriculum design, including the balance between compulsory and elective components, distribution of academic workload, subject progression pathways, and expected learning outcomes. Methodological frameworks for teaching were also reviewed, including lesson planning standards, modern pedagogical approaches, formative and summative assessment practices, and academic integrity principles.

The discussion further covered models for teacher preparation and professional support, including competency requirements, continuous professional development, mentoring systems, subject-based methodological groups, classroom observation, and structured professional feedback. Procedures for entrance examinations with transparent assessment criteria and appeal mechanisms were also considered. Additionally, internal and external quality control instruments were addressed, including self-evaluation procedures, academic reporting, data analysis of student performance and progression, independent evaluation mechanisms, and the use of evidence to inform educational and managerial decision-making. The parties confirmed their interest in continuing constructive dialogue and further detailed work on the identified areas of cooperation.

Development of English-Medium Instruction

During the meeting with Oxford EMI, programmes for enhancing teachers’ qualifications through the English-Medium Instruction model were discussed. The implementation of a pilot project was considered, with subsequent evaluation and potential scaling based on measurable performance indicators.

International Certification and Examination Infrastructure

Negotiations at Pearson Headquarters focused on developing a modern system of international certification in Turkmenistan and establishing examination centres. The discussions addressed the launch of Certiport and Pearson VUE tracks, as well as opportunities to introduce British qualifications within the school sector. The parties agreed to prepare concrete proposals outlining technical requirements and implementation timelines.

International Accreditation and Quality Culture

With representatives of the Quality Assurance Agency for Higher Education (QAA), substantive discussions were held on ESG standards and their adaptation to the national context, accreditation procedures, documentation requirements, evidence-based evaluation frameworks, and monitoring systems for academic programmes. Approaches to assessing learning outcomes and strengthening academic governance were also examined. Opportunities for capacity-building initiatives for university leadership and staff were discussed, including thematic webinars and advisory support during accreditation preparation.

The parties confirmed their intention to move toward a practical phase of cooperation, including the preparation of a written proposal by QAA, the organisation of an initial online session, and the establishment of a joint coordination mechanism.

Review of the Wellington International Schools Model (International Schools Track)

In a separate meeting with Mark Labovitch, an expert in international schools and global partnerships, modern models for British-type international schools were discussed, including governance architecture, academic standards, and mechanisms for sustainable quality assurance. The focus was placed on methodological and institutional aspects, such as school governance structures, the distribution of academic and administrative responsibilities, engagement models with international education brands, and principles for long-term quality oversight.

The discussion also covered academic policy parameters, including mission development, curriculum requirements, student assessment systems, internal monitoring mechanisms, periodic external evaluation aligned with international standards, teacher recruitment and appraisal approaches, professional development frameworks, and the role of academic leadership in ensuring consistent educational outcomes.

The working visit confirmed the steady advancement of educational cooperation between Turkmenistan and the United Kingdom and its clear orientation toward achieving concrete, measurable results within the framework of the long-term national strategy for education modernization.

Ministry of Education of Turkmenistan