Sustainable Development Solutions Network (SDSN) Kazakhstan was officially launched on June 8, 2022, on the premises of the Graduate School of Public Policy, Nazarbayev University. The event was welcomed by contributions from academics and research institutes through roundtable discussions with members from SDSN Kazakhstan. The first part of the launch included keynote speeches from Mr. Shigeo Katsu (President of Nazarbayev University, SDSN Kazakhstan Chair), Professor Jeffrey Sachs (President of SDSN), Professor Woo Wing Thye (Vice-President for SDSN Asia and Head of SDSN Kuala Lumpur Office) and Mr. Ruslan Sultanov (Chairman of the Management Board of Economic Research Institute (ERI).
Mr. Shigeo Katsu initiated the SDSN Kazakhstan opening. He warmly welcomed eighteen SDSN Kazakhstan members and highlighted the importance of the Sustainable Development Goals (SDGs) in Kazakhstan. He mentioned that “SDSN, as the name indicates, is a network to support SDGs.” Mr. Shigeo Katsu said that SDGs still play an essential role even in times of high uncertainty and turbulence such as COVID-19, subsequent crisis and turmoil, and recent Russian and Ukrainian tension.
Mr. Shigeo Katsu initiated the SDSN Kazakhstan opening. He warmly welcomed eighteen SDSN Kazakhstan members and highlighted the importance of the Sustainable Development Goals (SDGs) in Kazakhstan. He mentioned that “SDSN, as the name indicates, is a network to support SDGs.” Mr. Shigeo Katsu said that SDGs still play an essential role even in times of high uncertainty and turbulence such as COVID-19, subsequent crisis and turmoil, and recent Russian and Ukrainian tension.
Professor Jeffrey Sachs highlighted the importance of SDSN in promoting sustainable education and research practices in Kazakhstan, “This is a wonderful boost for the global network of the universities around the world to play their roles in this difficult time.” Aside from his welcoming speech, he also provided a presentation where he outlined critical challenges in different areas of Kazakhstan, such as agriculture, education, economic development, and energy.
Professor Woo Wing Thye congratulated Nazarbayev University for hosting SDSN Kazakhstan. Prof. Woo placed high attention on SDG17, especially on partnerships for promoting sustainable education and research, “Partnerships among educational institutions is very crucial in achieving SDGs.”
Mr. Ruslan Sultanov of the Economic Research Institute (ERI) also highlighted how partnerships play an essential role in promoting sustainable development, especially in Kazakhstan. During his speech, he provided information about the ERI and its SDG activities as well as other research areas such as macroeconomy, regional development, and entrepreneurship. He also indicated that ERI actively cooperates with stakeholders such as ministries of Kazakhstan and international organizations (UNDP, FAO, etc.), “It is necessary to build strong collaboration to achieve sustainable development in a post-pandemic world.”
The second part of the event was designed to have an open panel discussion based on three thematic priorities related to 'Education (SDG 4) and Partnerships (SDG 17)', 'Land (SDG 15), Water (SDG 6), and Communities (SDG 11)', and 'Energy (SDG 7) and Climate (SDG13)'. The panel included representatives from seven universities: Narxoz University ( moderator ); Almaty University of Power Engineering and Telecommunications (AUES); Atyrau State University (ASU); Suleyman Demirel University (SDU); Saken Seifullin Kazakh Agrotechnical University (KAU); M. Narikbayev KAZGUU University, Kazakh-British Technical University (KBTU, online); as well as one international NGO, the Coalition for a 'green' economy and Development of G-Global; and one association, Conservation of Biodiversity of Kazakhstan (ACBK). The moderator asked each participant to provide answers to a variety of questions and give examples of how SDG-related activities are/were implemented in their Universities/NGOs/associations.
1) 'Education (SDG 4) now becomes important for sustainable growth.'
The first session included three questions related to education, internalization of SDGs in the education system, and promotion of best education practices. A representative of M. Narikbayev KAZGUU shared her experience by stating that engaging students and building social responsibility among them are necessary. Social responsibility is essential for society and must be integrated into the education system. A focal point of G-Global mentioned that partnership with universities also plays a critical role in the internalization of SDGs in higher education. A spokesman of Atyrau State University indicated significant issues associated with the employment possibilities of graduates. The key challenge is that high salaries make prospective students select specializations in universities that do not coincide with their true willingness. This creates a substantial mismatch between demand and supply of the labor force among recent graduates in the job market. It was also mentioned that there are considerable problems related to the performance of teachers and professors in universities. The main challenge is low wages, which are lower than the other relevant professions in the public and corporate sectors. There is also a motivation challenge as the Ministry of Education often dictates the university's overall performance. Motivating teachers and professors through higher payments and providing professional growth, for instance, through the 'Bolashak' state program was suggested.
The first session included three questions related to education, internalization of SDGs in the education system, and promotion of best education practices. A representative of M. Narikbayev KAZGUU shared her experience by stating that engaging students and building social responsibility among them are necessary. Social responsibility is essential for society and must be integrated into the education system. A focal point of G-Global mentioned that partnership with universities also plays a critical role in the internalization of SDGs in higher education. A spokesman of Atyrau State University indicated significant issues associated with the employment possibilities of graduates. The key challenge is that high salaries make prospective students select specializations in universities that do not coincide with their true willingness. This creates a substantial mismatch between demand and supply of the labor force among recent graduates in the job market. It was also mentioned that there are considerable problems related to the performance of teachers and professors in universities. The main challenge is low wages, which are lower than the other relevant professions in the public and corporate sectors. There is also a motivation challenge as the Ministry of Education often dictates the university's overall performance. Motivating teachers and professors through higher payments and providing professional growth, for instance, through the 'Bolashak' state program was suggested.
A representative of Kazakh Agrotechnical University highlighted that they have a department of career services that attempts to build a strong relationship with employers. Exposure to international experience was also mentioned, for example, partnerships with universities from Germany and France. It was pointed out that local, regional, and international partner universities are an important part of the sustainable development of any university in terms of internships and exchange programs. These opportunities can allow one to gain theoretical knowledge and practical skills. The KazGUU representative also added that it is necessary to start employment activities such as internships and part-time jobs as soon as possible. For example, students of KazGUU usually begin their employment in the 2nd year. A career center of the University monitors whether students are satisfied with internship conditions and also provides different job offers for them.
A participant from Narxoz University pointed out the significance of strategic development of any university, which should include strategic (at the university level), tactical (at the Faculty level), and operational plans (at the Department level). All governance, including any university's senior, middle, and operational structures of any university should be engaged in improving educational practices.
A participant from Narxoz University pointed out the significance of strategic development of any university, which should include strategic (at the university level), tactical (at the Faculty level), and operational plans (at the Department level). All governance, including any university's senior, middle, and operational structures of any university should be engaged in improving educational practices.
2) 'Water (SDG 6), land (SDG 15), and communities (SDG 11) are vital for sustainable development.'
The second part of the panel session included questions divided into two sets: 'Water and Communities' and 'Land and Communities'. For the 'Water and Communities' questions, two aspects were related to the quality of drinking water and the development of environmental and conservation policies. A representative of G-Global commented on the drinking water issues by providing an example of green rural areas such as Arnasai, StopMusor (Stop of Waste), and World Clean-Up Day. Concerning fresh water, G-Global's participant suggested installing filters to purify water, using water-efficient technologies, cleaning rainfall water, and upgrading water cleaning systems already in use. A delegate from Suleyman Demirel University also provided an example of SDU, which uses its freshwater wells. The water from these sources was instantly employed in the university's canteen.
For the 'Land and Communities' discussion, three questions were raised, which were designed to capture strategies to decrease droughts and their consequences, issues of sustainable land use, and reducing inequalities between the urban and rural populations of education, health, and job opportunities. A member of Atyrau State University (ASU) highlighted a big problem of droughts in Kazakhstan. According to ASU, 60% of Kazakhstan's land is already in the process of active desertification. One of the main challenges is the Aral Sea and Atyrau region, which mostly suffers from livestock breeding and oil extraction activities. The continental climate and weather conditions also contribute to deforestation and desertification of the lands. As a result, these patterns increase the salinity of the soil and reduce plant breeding practices. To solve and overcome such kinds of issues, the participant of ASU suggested using drainage systems which are not only crucial for Atyrau but also for the Kyzylorda region. The representative of Kazakh Agrotechnical University shared her opinion about unsustainable land-use practices in the country. Several challenges are associated with poor land use management, such as outdated machinery and equipment and low qualification of farmers. Such obstacles lead to inefficient use of land in terms of its conservation and preservation practices. It also pointed out the ineffective role of government interventions, weak liability, and awareness of land use. It is mentioned that a government should take a lead in promoting and monitoring sustainable land management.
The second part of the panel session included questions divided into two sets: 'Water and Communities' and 'Land and Communities'. For the 'Water and Communities' questions, two aspects were related to the quality of drinking water and the development of environmental and conservation policies. A representative of G-Global commented on the drinking water issues by providing an example of green rural areas such as Arnasai, StopMusor (Stop of Waste), and World Clean-Up Day. Concerning fresh water, G-Global's participant suggested installing filters to purify water, using water-efficient technologies, cleaning rainfall water, and upgrading water cleaning systems already in use. A delegate from Suleyman Demirel University also provided an example of SDU, which uses its freshwater wells. The water from these sources was instantly employed in the university's canteen.
For the 'Land and Communities' discussion, three questions were raised, which were designed to capture strategies to decrease droughts and their consequences, issues of sustainable land use, and reducing inequalities between the urban and rural populations of education, health, and job opportunities. A member of Atyrau State University (ASU) highlighted a big problem of droughts in Kazakhstan. According to ASU, 60% of Kazakhstan's land is already in the process of active desertification. One of the main challenges is the Aral Sea and Atyrau region, which mostly suffers from livestock breeding and oil extraction activities. The continental climate and weather conditions also contribute to deforestation and desertification of the lands. As a result, these patterns increase the salinity of the soil and reduce plant breeding practices. To solve and overcome such kinds of issues, the participant of ASU suggested using drainage systems which are not only crucial for Atyrau but also for the Kyzylorda region. The representative of Kazakh Agrotechnical University shared her opinion about unsustainable land-use practices in the country. Several challenges are associated with poor land use management, such as outdated machinery and equipment and low qualification of farmers. Such obstacles lead to inefficient use of land in terms of its conservation and preservation practices. It also pointed out the ineffective role of government interventions, weak liability, and awareness of land use. It is mentioned that a government should take a lead in promoting and monitoring sustainable land management.
A participant from the Conservation of Biodiversity of Kazakhstan (ACBK) gave an example of the mismatch between land use and conservation practices. A representative of KazGUU stressed the importance of citizens' responsibility in promoting sustainable land management. A member of Narxoz University supported the Kazakh Agrotechnical University delegate's ideas and added that it is essential to have regulatory frameworks and proper implementation of laws and legal requirements, especially in areas where desertification is expanding. Finally, the representative of Suleyman Demirel University (SDU) shared her opinions about inequality. SDU has provided employment opportunities for local communities and noted that attention is given to hiring the technical and administrative staff from suburban and rural areas of SDU. Students are encouraged to buy products from local shops and support the local market. It is important to note that the library is open to students, university staff members, and the general public from local communities and areas. The university alumni help and support a socially vulnerable group of people in the region.
3) 'It is time to revise traditional energy policies (SDG 7) and care about climate change (SDG 13)'
Concerning the 'Energy and Climate' discussion, several questions related to the Paris Agreement, carbon emissions, and sustainable climate solutions were discussed. A delegate of the Almaty University of Power Engineering and Telecommunications (AUES) stated that it is necessary to use all potential of education and research. As the AUES representative mentioned, Universities may act as moderators, suggest ideas, and share their experiences. For example, researchers of AUES made a monography related to the decarbonization of extractive industries in Kazakhstan. The research covered significant challenges of using traditional energy sources and the possibility of using alternative and renewable energy solutions such as solar, wind, and hydro. The AUES delegate also indicated the importance of developing hydrogen as a source of energy.
As energy consumption significantly grows, there is a plan to increase energy generation by 1.5 times in Kazakhstan. To reach this goal, international cooperation should be considered a priority. One example of this international collaboration is the Kazakh-Swedish agreement which has an agenda to produce 2 million tons of ‘green’ hydrogen. Currently, AUES is implementing different initiatives, such as creating and developing educational programs related to alternative energy sources. It is also planned to open a center for preparing experts in renewable energy management. A focal point of AUES suggested cooperating with other universities to promote and internalize the use of alternative energy resources. As AUES is considered a university specializing in energy, it also focuses on incorporating best practices of energy efficiency, for example, industrial solutions. However, it was noted that it is still economically challenging to introduce energy-efficient solutions and decarbonization practices.
Concerning the 'Energy and Climate' discussion, several questions related to the Paris Agreement, carbon emissions, and sustainable climate solutions were discussed. A delegate of the Almaty University of Power Engineering and Telecommunications (AUES) stated that it is necessary to use all potential of education and research. As the AUES representative mentioned, Universities may act as moderators, suggest ideas, and share their experiences. For example, researchers of AUES made a monography related to the decarbonization of extractive industries in Kazakhstan. The research covered significant challenges of using traditional energy sources and the possibility of using alternative and renewable energy solutions such as solar, wind, and hydro. The AUES delegate also indicated the importance of developing hydrogen as a source of energy.
As energy consumption significantly grows, there is a plan to increase energy generation by 1.5 times in Kazakhstan. To reach this goal, international cooperation should be considered a priority. One example of this international collaboration is the Kazakh-Swedish agreement which has an agenda to produce 2 million tons of ‘green’ hydrogen. Currently, AUES is implementing different initiatives, such as creating and developing educational programs related to alternative energy sources. It is also planned to open a center for preparing experts in renewable energy management. A focal point of AUES suggested cooperating with other universities to promote and internalize the use of alternative energy resources. As AUES is considered a university specializing in energy, it also focuses on incorporating best practices of energy efficiency, for example, industrial solutions. However, it was noted that it is still economically challenging to introduce energy-efficient solutions and decarbonization practices.
Aside from AUES, a delegate from Kazakh-British Technical University (KBTU) is also actively promoting energy-efficient solutions. KBTU is doing important education and research activities to increase the use of renewable energy sources. One of them is laboratories that were designed to develop solar batteries. As KBTU's focal point mentioned, government and industry should cooperate closely to achieve targeted goals. For example, KBTU is planning to participate in events organized by the Kazakh Association of Organizations of Oil, Gas, and Energy Producers (KazEnergy) related to carbon neutrality and disseminate the important role of universities and research in SDG 7 (‘Affordable and Clean Energy’) and SDG 13 (‘Climate Action’).
4) 'Partnerships (SDG 17) are essential for sustainability’
Finally, several points were also raised regarding the partnership-related SDGs. In this discussion, delegates of KazGUU and G-Global shared different views and opinions about the most significant SDGs for education and research, as well as the engagement of other stakeholders to reach targeted SDGs. A focal point of KazGUU mentioned the importance of SDG 4 (‘Quality Education’) and 5 (‘Gender Equality’) as the most important ones. Concerning SDG 4, a spokesman of KazGUU said that it is necessary to increase the quality of education in terms of pedagogical and psychological approaches and apply and transfer best international practices. Regarding SDG5, a representative of KazGUU also stressed the significance of gender issues where it is needed to balance gender equality, especially in education systems. For example, KazGUU attempts to balance gender equality by increasing the number of female students up to 65% in the entire university. A spokesman of G-Global also indicated that SDG17 (‘Partnerships for the goals’) is one of the essential indicators among the SDGs. G-Global provided an example of preparing 17 ambassadors who promoted the incorporation of the 17 SDGs in both public and private organizations throughout Kazakhstan.
4) 'Partnerships (SDG 17) are essential for sustainability’
Finally, several points were also raised regarding the partnership-related SDGs. In this discussion, delegates of KazGUU and G-Global shared different views and opinions about the most significant SDGs for education and research, as well as the engagement of other stakeholders to reach targeted SDGs. A focal point of KazGUU mentioned the importance of SDG 4 (‘Quality Education’) and 5 (‘Gender Equality’) as the most important ones. Concerning SDG 4, a spokesman of KazGUU said that it is necessary to increase the quality of education in terms of pedagogical and psychological approaches and apply and transfer best international practices. Regarding SDG5, a representative of KazGUU also stressed the significance of gender issues where it is needed to balance gender equality, especially in education systems. For example, KazGUU attempts to balance gender equality by increasing the number of female students up to 65% in the entire university. A spokesman of G-Global also indicated that SDG17 (‘Partnerships for the goals’) is one of the essential indicators among the SDGs. G-Global provided an example of preparing 17 ambassadors who promoted the incorporation of the 17 SDGs in both public and private organizations throughout Kazakhstan.
The event garnered several questions and comments from the audience. One question was related to measuring SDG implementation and key performance indicators (KPI). A delegate of KazGUU replied to this question by mentioning the importance of setting measurable goals in education and research among universities. Finally, a member from Narxoz University also supported this point and stressed the significance of having local indicators and indexes. An Economic Research Institute (ERI) representative commented on monitoring the SDG implementation in Kazakhstan. According to ERI, there are 262 national indicators, of which 82 are critical ones that should be closely monitored. However, it also highlighted the need for proper measurement and reporting of SDG incorporation in Kazakhstan.