Bolashak International Scholarship was established on November 5, 1993 by the Decree of President of the Republic of Kazakhstan N. A. Nazarbayev
At the dawn of independence, the Republic of Kazakhstan needed highly- qualified professionals capable to conduct further reforms and worthily represent the country at the international arena.
For the first time in history of the post-Soviet countries, talented youth of Kazakhstan got a chance to obtain education abroad.
Bolashak Scholarship turned into some kind of guarantor of successful career growth and professional self-realization of its graduates.
Year by year the Program had been gaining pace and was adapted to the implementation of state objectives.
Between 1994 and 2012, the Bolashak program sponsored the undergraduate and graduate education of 9233 Kazakhstani students at universities abroad. Fluctuating over time, the number of Bolashak awards was low in the “formation” years (1993–2000); during this period, the number of new awards ranged from a low of 17 in 1995 to a high of 187 in 1994. Between 1994 and 2004, 785 awards were made for study in 13 nations. In 2005 President Nazarbayev called for the program to expand to support 3000 students at any point in time. About 3000 individuals now study in 200 universities in 24 nations with support from the program.
Despite the relatively small number of Bolashak scholarships awarded, ministry officials, program administrators, employers, and recipients believe that the program has generated many benefits. Some asserted that the program is preparing, in the words of one employer, “the next generation of leaders of the country.”
Employers also perceived other benefits, reporting that foreign-educated individuals tend to have strong communication, self-presentation and leadership skills; are flexible and adaptable; and understand how to network. A financial services employer stated, “Bolashakers are more open-minded. They have lived abroad, are more adaptable. They easily can be exposed to other colleagues, management… They can quite quickly be integrated to organization.”
An employer in the transportation sector described the contributions of foreign study to critical thinking, saying: “For middle management it is preferable to have foreign education… You should have critical thinking. You know, we don’t have a subject “critical thinking” here in Kazakhstan. All universities abroad have elements of critical thinking.” Similarly, an employer in the financial services sector stressed the value of foreign study to developing “judgment,” explaining, “If you studied at a local school, you are exceptional at rule-based subjects… Judgment is the key, and it is very difficult to teach especially the senior level.”
An employer in the construction sector explained that Bolashak recipients possess needed knowledge of international standards. The employer summarized the contributions of a master's degree recipient stating, he “knew our requirements and international requirements. His language proficiency was high and, besides, he knew all requirements regarding standards of international contracting.”
The program may also advance connections to “the global world,” something that requires effective communication and credible relationships with foreign partners. An employer in the financial services sector most clearly states this view:
Bolashak recipients were able to deal with international companies and they started to give contracts and licenses for international products to be made locally. I think that with international education they were able to do that so efficiently, and this also gives them credibility when talking with international company.
For a nation that seeks to establish trading and other relationships with international partners but where most citizens speak only Russian or Kazakh, the program's encouragement of English-language expertise may be especially beneficial. An employer in the information-technology sector praised the English-language proficiency of scholarship recipients, stating, “Usually we don’t have people whose English language is better than that of those from Bolashak.” An employer in the financial services sector explained the value of foreign language skills to his company, stating that, “If some kind of project is initiated and it requires dealing with foreign partners, then we need people that know foreign language. If someone had studied in foreign language than I think it is easier to work with foreign partners.”
Some employers are explicitly capitalizing on the ways the program is perceived to expand participants’ perspectives. A master's degree recipient described the contributions of his international vision to his company, explaining: “My first responsibility is to think like an American. They just ask me: ‘Don’t be a local guy, we are paying you for being an American. Look at things as an American marketer, not the Kazakhstani marketer.”’
http://www.sciencedirect.com/science/article/pii/S0738059314001503#bib0015
While-reading
1. While reading the text pay attention to the opinions given by different employers about the Bolashak scholarship holders and using “agree or disagree spectrum” say to what extend you agree or disagree with them. Give the reasons and examples to support your ideas.
- Bolashak recipients are the next generation of leaders of the country…
- Bolashakers are more open-minded. They have lived abroad, are more adaptable. They easily can be exposed to other colleagues, management… They can quite quickly be integrated to organization…
- Bolashak recipients were able to deal with international companies and they started to give contracts and licenses for international products to be made locally. I think that with international education they were able to do that so efficiently, and this also gives them credibility when talking with international company…
4. Usually we don’t have people whose English language is better than that of those from Bolashak…