Considering that society lives in an era of global challenges, it is important to optimise the training of religious leaders in accordance with current requirements, says Ershat Ongar, Vice-Rector of the Nur-Mubarak University of Islamic Culture.
After gaining independence in the 1990s, Kazakhstan faced an influx of preachers from various religious denominations, including followers of destructive movements. During this period, religious ideas were actively spreading in society, and mosques were no exception.
However, over the past three decades, the Spiritual Administration of Muslims of Kazakhstan (SAMK) has undertaken significant efforts to build a system for religious education and training of spiritual leaders.
Today, two universities and nine madrasah colleges under the SAMK supervision conduct the training of imams and Islamic scholars in Kazakhstan.
The number of mosques in the country has also grown significantly: from 68 in 1991 to 2,800 in 2024, and this figure continues to grow.
Nur-Mubarak University of Islamic Culture became one of the leading educational institutions in the field of Islamic education. It is one of the universities in Kazakhstan included to the TOP 20 ranking of the Independent Agency for Accreditation and Rating (IAAR).
In a CABAR.asia interview, Ershat Ongar, PhD, Vice-Rector of this university, spoke about imams and Islamic scholars’ training in the country.
– Ershat Agybayuly, how are spiritual leaders – imams – trained in Kazakhstan?
– The Nur-Mubarak University of Islamic Culture was established in 2001. Since then, we have trained approximately 2,800 specialists with higher education degrees. Among them are Islamic scholars, religious studies experts, theologians, and specialists in foreign philology and translation.
Admission to the Islamic Studies programme requires serious preparation, so special preparatory courses are available for applicants in Almaty, Bakanas, Talgar, Shymkent, and Aktobe. These courses help students acquire the necessary knowledge for further studies.
The courses provide the knowledge required for admission to the Islamic Studies programme.
Additionally, the Husamuddin al-Sygnaqi Islamic Institute operates in Astana, along with nine madrasah-colleges in various regions of the country.
Alongside standard school subjects and secular disciplines, professional educational institutions offer courses on the fundamentals of Islam, the Arabic language, the Qur’an, Hadith studies (a set of religious disciplines aimed at determining the authenticity of narrations about the sayings and actions of the Prophet Muhammad, and their narrators), and the ethical principles of religious service.
Diplomas from madrasah colleges are recognised on par with diplomas from other professional educational institutions in the country.
Graduates of these colleges who wish to continue their education enrol in a three-year accelerated programme at the Nur-Mubarak University. Today, these educational institutions train professional Islamic scholars at both intermediate and advanced levels.
– How is the quality of education assessed in these institutions? Are there state standards?
– The Nur-Mubarak University is the flagship of the religious education system in Kazakhstan. We began operations in 2001 with 56 students, and during the first 10 years, education was offered exclusively on a tuition fee-paying basis. In 2011, the Islamic Studies programme was included in the state classifier, enabling students to receive state educational grants.
Since 2012, the university has introduced Master’s and Doctoral programmes, and in 2015, we celebrated our first PhD graduates.
All religious disciplines – Islamic Studies, Religious Studies, and Theology – comply with state educational standards approved by the Ministry of Science and Higher Education of the Republic of Kazakhstan. This ensures a harmonious integration of secular and religious education. The quality of education is monitored through accreditations and internal evaluations.
In 2017, a Quality Management Department was established, which conducts surveys of students and lecturers, performs internal evaluations, and makes recommendations for programme improvement. Additionally, we have implemented a staff motivation system. At the end of each semester, contests for the titles of ‘Best Lecturer’ and ‘Best Employee’ are held.
Since 2018, the university has been ranked among the TOP 20 universities in the country according to the Independent Agency for Accreditation and Rating (IAAR).
– Do students at these institutions receive secular knowledge? Are the latest approaches, including technologies, used?
– Yes, absolutely. The educational programmes are initially developed in accordance with the requirements of the Ministry of Science and Higher Education. The main focus is on harmoniously integrating secular and religious knowledge. Applicants take exams in the history of Kazakhstan, literacy, and an exam on creative thinking.
From the first year, students study history, sociology, psychology, fundamentals of law, English and Arabic languages, ecology, rhetoric, information and communication technologies, and others. Particular attention is paid to innovations.
The university regularly holds the ‘IT-StartUp’ student scientific project competition, which involves students from universities across the country.
The Nur-Mubarak University also offers an online academy for anyone interested in Islamic sciences. Classrooms are equipped with modern technology, multimedia tools, and online testing systems. Students also have access to a digital library.
– How profound is the knowledge students receive?
– An Islamic scholar is like a doctor, not for the body but for the soul. Therefore, a profound understanding of Islamic sciences requires significant time.
At the Nur-Mubarak University, students in the four-year undergraduate programme acquire knowledge in the fundamentals of Islam, the Qur’an, Hadith studies, and Fiqh (Islamic jurisprudence), alongside secular disciplines. Students begin studying Arabic in their first year, and from the second year, professors from Egypt’s Al-Azhar University join the teaching process. During their studies, students achieve proficiency in Arabic sufficient for text analysis.
In addition to mandatory courses, students can engage in activities such as memorising the Qur’an and studying classical works by Islamic scholars. Through academic mobility programmes, students receive the opportunity to study in Turkey, Egypt, Malaysia, or Singapore. Bachelor’s graduates can continue their studies in Master’s and Doctoral programmes, specialising in their chosen field. The university collaborates with international institutions, enabling students to deepen their academic research.
– Who teaches at these institutions? Where did the instructors receive their education? How are they selected?
– Today, the profession of a religious scholar is often associated solely with imams in mosques. However, Islamic sciences date back to the VII century. The Nur-Mubarak University, despite being relatively new, has a deep connection with the renowned Al-Azhar University in Egypt, founded in 970.
Since its establishment, the university has invited leading scholars from Al-Azhar, Cairo, and Ain Shams Universities. They are selected with consideration for the traditional Hanafi madhhab (the dominant school of Sunni Islam in Kazakhstan) and the Maturidi creed (adopted by the majority of Hanafis as the doctrinal foundation of faith), which align with Kazakhstan’s historical religious practices.
Among the lecturers are Kazakhstan’s first holders of doctorate degrees in theology, such as Mukhitdin Isauly, Alau Adilbayev, Shamshat Adilbayeva, and Kalmakhan Yerzhan. Since 2015, the university’s own PhD graduates have joined the teaching staff.
Secular subjects are taught by local scholars with high academic qualifications and strong reputations in their fields.
The teaching staff consists of 154 members, including six Professors, 54 PhD holders, three Doctors of Science, and 17 Candidates of Science. The university also offers unique opportunities to learn from 24 lecturers from Egypt and Turkey, who teach courses and provide students with access to knowledge from the world’s leading specialists without needing to study abroad.
– Are your university’s graduates in demand in the country?
– The demand for graduates of Nur-Mubarak University is high. Between 80% and 90% of graduates secure employment immediately after completing their studies.
They are invited to work for the regional offices of SAMK, government institutions, law enforcement agencies, and even correctional facilities, where they provide religious consultations.
Since 2016, the university has had an operating Centre for Countering Religious Extremism, which organises professional development courses for imams, theologians, and religious scholars.
For example, since 2020, in collaboration with the Ministry of Culture and Information, courses on deradicalisation and rehabilitation of adherents to radical ideologies have been offered. These courses cover 15 disciplines with a total duration of 140 academic hours and have demonstrated high effectiveness.
– How are diplomas from foreign theological institutions recognised?
– The recognition of diplomas from foreign theological institutions is governed by Kazakhstan’s legislation, particularly, by the Law on Education and related regulatory acts. This process involves the ratification of dissertations or nostrification [validation] of diplomas.
Graduates of foreign universities submit their documents to the Ministry of Science and Higher Education of the Republic of Kazakhstan, where the education they received is assessed for compliance with Kazakhstan’s standards.
Diplomas from renowned universities such as Al-Azhar (Egypt), theology faculties of universities in Turkey, Malaysia, and other countries with internationally recognised high accreditation levels are accepted the most.
However, diplomas from institutions that do not meet international standards or lack accreditation are not recognised in Kazakhstan. This ensures that high standards of religious education are maintained.
– What is your opinion on the initiative proposed by the Kazakh authorities in 2017–2018 to restrict studying abroad without first obtaining a basic religious education in Kazakhstan?
– I believe this initiative is justified and necessary. Restricting education at foreign theological institutions without a foundational education in Kazakhstan is based on several key reasons:
- Preservation of national identity. Young people should acquire religious knowledge rooted in the traditions and values of Kazakhstan to avoid the influence of foreign ideologies.
- Alignment with standards. Programmes at foreign universities do not always meet the requirements of Kazakhstani society. Foundational education in Kazakhstan ensures a proper base.
- Prevention of radicalism. Some foreign institutions promote radical ideologies, as practice shows.
This approach helps maintain religious stability in society and strengthens national values.
– How are graduates of religious universities appointed to serve in Kazakhstan’s mosques? What are the main challenges in imam training?
– The appointment of graduates of religious universities to serve in mosques is overseen by the Spiritual Administration of Muslims of Kazakhstan (SAMK). Regional SAMK offices meet with graduates in advance to discuss their preferences and available vacancies. Lists of candidates are then submitted to the Grand Mufti, who issues the corresponding orders.
Currently, there are approximately 2,800 mosques in Kazakhstan, and this number continues to grow. However, graduates of Nur-Mubarak University are in demand not only in mosques but also in religious research centres, government agencies, and other institutions.
However, the shortage of qualified religious staff remains a pressing issue.
As for imam training, Nur-Mubarak University currently has 2,508 students enrolled in its three-tier education system (Bachelor’s, Master’s, and Doctoral programmes). However, the university’s existing building is designed to accommodate only 1,000 people, which has necessitated the construction of an additional building. The university is funded through donations and support from sponsors via the ‘Nur-Mubarak Qory’ Public Foundation. As the number of applicants increases, efforts are simultaneously being made to improve the university’s material and technical resources.
– What gaps and challenges are observed in the work of imams after graduating from educational institutions?
– As in any other field, young specialists face a lack of practical experience after graduating from university. Although the university has a training mosque, its capabilities are limited. However, students begin hands-on practice in their first year, participate in work placement training during their third year, and complete pre-graduation internships before finishing their studies.
The role of an imam involves direct interaction with society, making rhetorical and leadership skills crucial. These qualities often develop with experience.
Young imams need skills in public speaking, confident delivery of sermons, and organisational work.
Another challenge is funding. According to Kazakhstan’s legislation, SAMK is a private organisation, thus, imams’ salaries are not funded by the state. Nevertheless, SAMK takes measures to support young specialists.
– What changes or innovations would you introduce in the imam training?
– I was appointed Vice-Rector of Nur-Mubarak University in 2023. Before, this position was held by Professor Shamshadin Kerim and Dr. Kairat Kurmanbayev. We share a common goal: to train qualified and well-educated religious specialists. Since my appointment, I have emphasised the importance of open dialogue with students and staff. Providing opportunities to express opinions and propose ideas fosters an atmosphere of cooperation and mutual understanding.
Modern society lives in an era of global challenges. The fascination with fast information consumption and short videos on social media reduces the capacity for deep learning. Therefore, I believe it is essential to optimise the training methods, focusing on practical aspects of working with society.
Necessary changes include:
- Use of technology. Active integration of social media and online platforms for educational purposes.
- Strengthening cultural and traditional knowledge. Teaching national values and traditions helps earn the respect and trust of the community.
- Continuous professional development. An imam must always stay one step ahead to effectively interact with society.
Combining theoretical knowledge with practical skills, promoting national values, and incorporating modern technologies will enhance the effectiveness of imams. This will better meet the spiritual needs of society and strengthen religious stability.