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The “Silk Roads Heritage Corridors in Central Asia – International Dimension of the European Year of Cultural Heritage” (2018-2024) project, financed by the European Union and implemented by UNESCO, has been successfully completed. Within the framework of the initiative, rehabilitation work was carried out at UNESCO World Heritage Properties, and educational workshop were organized for tourist guides, teachers of UNESCO Associated Schools, ethnodesigners, and museum workers. A significant milestone was the launch of the at Google Arts and Culture and the , highlighting the region’s rich cultural legacy.

UNESCO Almaty Regional Office implemented a project on “Assisting Kazakhstan in the implementation of the Concept of Family and Gender Policy ensuring gender equality, empowering all women and girls in Kazakhstan, and overcoming the consequences of the COVID-19 pandemic crisis” jointly with UN Women and UNFPA in Kazakhstan with the financial support of the Ministry of Information and Culture of Kazakhstan. Within the project, key achievements include the completion of an anti-discrimination and gender-lensed analysis of education policy documents as well as textbooks, which provided actionable recommendations for improving gender inclusivity at both policy and curricula levels. The analysis of textbooks, which covered both humanities and STEM subjects for secondary education, identified a notable lack of gender mainstreaming in the national curriculum and revealed gender disparities in textbooks. 

In addition, an in-service teacher training program was developed and applied to equip 90 teachers with competencies to foster a culture of equality and non-discrimination in their classrooms, further enhancing teacher capacity to support inclusive learning environment. The training program is set to be incorporated into the Ministry of Education’s professional development courses for teachers, ensuring long-term sustainability and broader impact in promoting gender equality and social inclusion within the education system.

By addressing gender inclusivity in education policy-making, gender bias in educational materials and improving teacher education, the project is gender-transformative as it is the first in its kind to conduct education policy analysis and develop in-service teacher education course on mainstreaming gender equality in and through education in Kazakhstan. The project has ended and laid a strong foundation for further work that is necessary in promoting safe, inclusive and enabling learning environments free from harmful gender norms, violence, bullying, stereotypes, stigma and discrimination through capacity building and normative work at policy, curriculum and teacher training. 

In August 2024, UNESCO Almaty supported two annual summer schools in Central Asia that enabled young people to improve their understanding of geological processes and explore the region's geodiversity. The Kokomeren Summer School on Rockslides in Kyrgyzstan brought together 16 students and researchers from Central Asia and Europe to study geological and tectonic processes, with field visits to major rockslides and cultural exchanges with local communities. The International Summer School on Geoheritage, Geology, and Climatology introduced participants to sedimentology, paleontology, stratigraphy, and climatology through fieldwork in the Tien Shan Mountain range. Both programmes provided practical experience in geological sciences and climate change, equipping young scientists with the skills to address environmental challenges in the region.

As part of the International Day for Disaster Risk Reduction, UNESCO Almaty and Center "Cooperation for Sustainable Development of the Republic of Kazakhstan" (CSD) conducted emergency preparedness training for high school students at D.A. Kunaev College in Talgar, Kazakhstan. Over 50 students learned from experts at Al-Farabi Kazakh National University, the Talgar District Emergency Situations Department, and the Red Crescent of Kazakhstan. The training covered local disaster risks, emergency response protocols, first aid (including CPR), and assembling emergency kits. This initiative aimed to enhance youth resilience and support long-term disaster risk reduction efforts in the region.

The national workshop in Ashgabat on October 8-9 concluded a series of national workshops held across Central Asia as part of the GEF-UNDP-UNESCO Cryosphere project. Experts and policymakers discussed the cryosphere’s role in Turkmenistan’s water resources, identified key challenges in monitoring, and proposed solutions to mitigate the effects of climate change on the cryosphere. Building on the outcomes of the national workshops, a subregional workshop in Almaty on November 4-5 brought together representatives from all five Central Asian countries to advance the Diagnostic Analysis. Participants examined climate projections, including the expected decline in snow cover and glaciers, and proposed adaptation strategies that will shape future national and regional action plans.

In October, Almaty hosted a workshop on early warning systems (EWS) under the AF-funded GLOFCA project implemented by UNESCO. National experts, technical specialists, and representatives from the University of Zurich and SensAlpin gathered to develop a strategy for EWS implementation for pilot sites in each project country, drawing on Switzerland’s experience in system implementation and exploring ways to adapt these systems to local conditions. A field visit to an automated monitoring site in Almaty further enriched discussions, facilitating knowledge exchange and planning for EWS installation and maintenance in the region.

In November, UNESCO Almaty held seminars in Issyk and Talgar to strengthen local preparedness for glacier lake outburst floods (GLOFs) under the AF-funded GLOFCA project. Experts from Al-Farabi Kazakh National University, Kazselezashchita, the University of Zurich, and local emergency services discussed regional flood risks, prevention strategies, and adaptation measures. Participants learned about planned early warning systems in Talgar and low-cost adaptation measures in Issyk, while also engaging in practical emergency preparedness activities. These efforts aim to enhance local resilience, equipping communities with the knowledge and tools needed to respond effectively to GLOF risks. Community feedback from these seminars will help shape the next steps of the GLOFCA project in Kazakhstan.

In October, the GLOFCA project team visited rural schools in Pskem and Tepar, Uzbekistan, to enhance disaster preparedness through interactive lessons and the installation of automated meteorological stations. Experts from the University of Zurich, NIGMI, SE “Uzbekhydrogeology,” and the Institute of Geology and Geophysics taught students about landslides, mudflows, and emergency response using engaging materials and practical exercises. Students learned how weather data can help predict natural hazards and were encouraged to take an active role in maintaining the new meteorological stations. These efforts aim to improve climate awareness and resilience among local youth.