This chapter introduces the necessity of creating viable and effective multilateral cooperation mechanisms suited to contemporary demands. It discusses the Shanghai Cooperation Organization (SCO) as such a mechanism, evolving from the "Shanghai Five" formed in 1996, initially including China, Kazakhstan, Russia, Kyrgyzstan, and Tajikistan, with Uzbekistan joining in 2021. The organization was renamed accordingly. The chapter highlights the "SCO Development Strategy until 2025" as a practical guide for educational cooperation among member states, emphasizing cultural and humanitarian interactions. It outlines initiatives like enhancing academic mobility, providing scholarships to citizens of SCO countries, facilitating student and scientific exchanges, and improving language teacher qualifications within member states.

1 Шанхайская организация сотрудничества

This chapter introduced the Shanghai Cooperation Organization (SCO), currently comprising ten member states: China, Kazakhstan, Russia, Kyrgyzstan, Tajikistan, Uzbekistan, India, Pakistan, Iran, and Belarus. The expansion of its membership has strengthened regional cooperation and stability, highlighting the SCO's dynamic role as a platform for interstate interaction. It discussed the organization's ability to unite countries of varying scales, strengths, and cultural traditions, fostering conditions for aligning goals and values while promoting intercivilizational dialogue and communication culture. Emphasis was placed on multidimensional cooperation, including politics, security, economy, and especially humanitarian collaboration, which enhances mutual understanding, cultural enrichment, and knowledge exchange among member peoples. The chapter also noted active development in cultural ministries' cooperation, education, science, technology, and youth exchanges.

2 Сотрудничество в сфере высшего образования стран-участниц ШОС

This chapter discussed the intergovernmental agreement signed in June 2006 during the SCO summit in Shanghai, which established key areas of cooperation in higher education among member states. These areas include exchanging experience and information on educational system development, supporting integration processes, facilitating mutual exchange of students and academic staff, and organizing scientific conferences and symposiums. Special emphasis was placed on developing mechanisms for recognizing and equating educational documents. Regular biennial meetings of SCO education ministers, beginning in 2006, have supported these initiatives, with eight meetings held so far and a permanent expert working group established. The chapter highlighted the growing need for highly qualified personnel capable of operating within multilateral cooperation and joint projects. To address this, the SCO University was created to train future specialists equipped with the necessary knowledge and skills, serving as an essential mechanism for the organization’s intellectual support.

3 Университет ШОС и модель деятельности

This chapter introduced the concept of the SCO University as a network of existing higher education institutions from member and observer states collaborating on jointly agreed educational programs focused on priority areas for economic and social development. The initiative was proposed at the SCO Heads of State Council meeting on August 16, 2007, in Bishkek. The legal foundation comprises the Declaration of Ministers of Education adopted on October 24, 2008, the SCO University Concept, meeting protocols of education ministers and expert groups, and an agreement on the establishment and functioning of the SCO University. The SCO University model is based on cooperation among national leading universities designated by mutual criteria, forming an educational network including 74 institutions from member countries such as Kazakhstan, China, Kyrgyzstan, Russia, Tajikistan, and Belarus. Initial agreed fields of study include regional studies, ecology, energy, IT, nanotechnology, pedagogy, and economics. For each specialty, national and international expert groups work to harmonize curriculum modules and educational programs. Full-time education aims to maintain a unified educational space, facilitate student and faculty exchanges, expand academic cooperation, apply modern teaching methods, and prepare personnel for SCO structures. Educational levels cover bachelor's, master's, doctoral (three-year postgraduate), professional development, retraining, and distance learning programs. Student recruitment follows mutually agreed quotas, allowing students to continue studies at leading foreign universities of the SCO University network from any semester. The duration of study abroad and number of foreign partner institutions are not strictly limited but must align with the total academic hours needed for the national diploma. Students are required to undertake at least one module at a foreign partner or leading SCO university, ideally for at least one semester. Diplomas are issued by the university where the program was completed, with the possibility of earning a second diploma from the partner university upon successful joint program completion.

4 Руководство и администрирование Университета ШОС

This chapter describes the governance and administration structure of the SCO University, highlighting the Coordinating Council as its supreme body accountable to the education ministers of member states. The council includes one representative from each member country and the chairpersons of the Rectors’ Councils, with its chairperson elected on a rotational basis and a secretary appointed from the university’s rectorate staff. The council meets at least annually. A Board of Trustees is established to support the implementation of joint educational programs, scientific projects, and to secure additional external funding. The permanent governing body is the rectorate, responsible for information-analytical, legal, and financial-organizational support, staffed by specialists from leading universities and based at the host university, where the rector of SCO University is appointed by the Coordinating Council upon the Rectors’ Council’s recommendation. The Rectors’ Council serves as an advisory body comprising rectors of leading universities and education authorities from member states. Expert groups operate continuously to coordinate cooperation on joint educational programs. Funding for leading universities’ activities is provided according to the legislation of member states, the rectorate’s operations are financed by the host state, and costs for Coordinating Council and Rectors’ Council meetings are covered by the hosting member state.

5 Достигнутые результаты Университета ШОС

This chapter discussed the achievements of the SCO University over more than a decade of development, highlighting its role as a key educational network among member states. It detailed cooperation among 82 institutions across seven priority areas: regional studies, information technology, energy, ecology, nanotechnology, education, and economics. The 2024-2026 roadmap expanded fields to include agronomy, medicine, journalism, and law. By the end of 2021, 20 Chinese universities had signed over 50 cooperation agreements with more than 30 SCO universities. From 2012 to 2019, China sent 591 students abroad and received 326 foreign students. Since 2013, a pilot "2+2" bachelor's program in regional studies has enabled over 80 students to complete their education across member states, yielding positive outcomes.

6 Вызовы и точки роста Университета ШОС

This chapter discussed the absence of an overarching international agreement within the SCO framework for mutual recognition and equivalency of foreign education documents and qualifications, though some bilateral and CIS agreements exist among member states, including Kazakhstan, Kyrgyzstan, China, and Russia. Various SCO-related educational activities are conducted; however, the distinction between "Universities of SCO countries" and the "SCO University" remains unclear, hindering effective assessment of the SCO University as a cooperative mechanism. Analysis of official university websites revealed a lack of specialized sections to assist students in finding application information for partner institutions. Despite an increase in member states, the SCO University network does not yet include institutions from Uzbekistan, India, Pakistan, and Iran, posing challenges for integrating these new members effectively. Language barriers also present challenges, as official SCO languages are Chinese and Russian, limiting instruction in Kazakh, Uzbek, Urdu, Farsi, and other national languages, thereby restricting foreign study accessibility. External geopolitical changes have affected cooperation, exemplified by Russia's decision to exit the Bologna system and revert to its previous degree conferral model. Addressing internal and external challenges depends not only on the SCO Secretariat but also on initiatives from each member state and the presiding country. Under Kazakhstan’s chairmanship, an international symposium was held in Astana on higher education cooperation and industrial integration, accompanied by an exhibition of educational and scientific achievements from SCO countries. The symposium featured the presentation of a book on international higher education cooperation among SCO member states. Following Kazakhstan's chairmanship, the Astana Declaration reaffirmed member states’ commitment to deepening educational cooperation, expanding inter-university collaboration, embracing digital education innovations, increasing participating universities and specializations, and supporting China’s proposal to establish an SCO Digital Education Association. The upcoming 2025 SCO chairmanship by China and the forthcoming Education Ministers’ meeting are expected to further deepen cooperation and set future development directions in higher education.