Adapting agricultural water use to climate change in a post-Soviet context: challenges and opportunities in southeast Kazakhstan

The convergence of climate change and post-Soviet socio-economic and institutional transformations has been underexplored so far, as have the consequences of such convergence on crop agriculture in Central Asia. This paper provides a place-based analysis of constraints and opportunities for adaptation to climate change, with a specific focus on water use, in two districts in southeast Kazakhstan. Data were collected by 2 multi-stakeholder participatory workshops, 21 semi-structured in-depth interviews, and secondary statistical data. The present-day agricultural system is characterised by enduring Soviet-era management structures, but without state inputs that previously sustained agricultural productivity. Low margins of profitability on many privatised farms mean that attempts to implement integrated water management have produced water users associations unable to maintain and upgrade a deteriorating irrigation infrastructure. Although actors engage in tactical adaptation measures, necessary structural adaptation of the irrigation system remains difficult without significant public or private investments. Market-based water management models have been translated ambiguously to this region, which fails to encourage efficient water use and hinders adaptation to water stress. In addition, a mutual interdependence of informal networks and formal institutions characterises both state governance and everyday life in Kazakhstan. Such interdependence simultaneously facilitates operational and tactical adaptation, but hinders structural adaptation, as informal networks exist as a parallel system that achieves substantive outcomes while perpetuating the inertia and incapacity of the state bureaucracy. This article has relevance for critical understanding of integrated water management in practice and adaptation to climate change in post-Soviet institutional settings more broadly

Leadership for Education in a Digital Age

The article deals with some pedagogical aspects of the digitalization of education. The idea of a digital teacher as the leader of digital educational activity is in the focus of the theoretical analysis presented in the article. It is noted that knowledge and information, together with sustainability initiatives, organizational and technological innovations, start-ups, next-practice platforms, smart solutions, systems, technologies and instruments, etc., have become the present-day key drivers of innovative educational platforms, online courses, digital textbooks, etc. influence on the transformation of the educational environment. Education is becoming more personalized. The content of teaching and learning is being changed radically according to its new values, meanings, orientations, as well as educational and pedagogical discourses. It is stressed in the article that teacher’s digital skills and competencies should be identified as the key professional pedagogical skills and competencies for his or her life-long learning, professional development and professional growth due to the challenges of the 21st-century knowledge, information and innovations society and education. As it is stated in the article, to fulfill a system of professional-pedagogical and educational functions more effectively and to guarantee the optimal implementation of information and communication technologies. It is quite necessary for teachers to have adequate skills and competencies that characterize his or her digital professional culture of teaching