ministry of education republic of azerbaijan

General Information The first Ministry for enlightenment and education in Azerbaijan - the Ministry of Public Enlightenment was established by the Order of the Government of the Azerbaijan Democratic Republic of 28 May 1918. Its structure consisting of three departments (general secondary education, higher and secondary special education, and vocational schools) was approved by the Order of the Council of Ministers of 30 June 1918. The Ministry of Public Enlightenment was renamed and reorganized as the Commissariat of Public Enlightenment by the Order of the Council of Ministers of Azerbaijan SSR of 28 April 1920, and all education institutions operating in the country were placed under its control. In 1940, the Department for Labor Reserves was established by the Order of the Council of Ministers of Azerbaijan SSR and vocational education institutions were put under the control of the Department. In 1959 there was founded the State Vocational Education Committee, which operated until 1988. Moreover, in 1959, by the Order of the Council of Ministers was established the Committee of Higher and Secondary Special Education, and all institutions operating in the Republic were put under its control. In 1964, the Committee was reorganized as the Ministry of Higher and Secondary Special Education. Overall, two ministries (Ministry of Public Enlightenment and Ministry of Higher and Secondary Special Education) and one committee on education (State Vocational Education Committee) operated in Azerbaijan during the period 1959 -1988. In 1988, by the Order of the Council of Ministers of Azerbaijan SSR all three departments were abolished and the Ministry of Public Education was established on their base. The Ministry of Public Education was renamed as the Ministry of Education by the Order of the President of the Republic of Azerbaijan of 3 September 1993. The Regulations of the Ministry were approved by the Presidential Decree dated 1 March 2005. Jeyhun Bayramov has been appointed as the Education Minister of the Republic of Azerbaijan by the Order of the President of the Republic of Azerbaijan of 23 April 2018.

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• Azerbaijan (headquarters)
• Address: 49 Khatai Avenue

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Təhsildə Keyfiyyət Təminatı Agentliyi Education Quality Assurance Agency 2B, Gara Garayev avenue,  Baku, Azerbaijan AZ1060 Phone: +99412 5991155 E-mail: [email protected] Website: http://www.tkta.edu.az Head of Centre: Aysel Karimli, Head of the Qualifications Recognition Department

National Education Bodies

Azərbaycan Respublikası Elm və Təhsil Nazirliyi The Ministry of Science and Education of the Republic of Azerbaijan is the central executive body that participates in the development and ensures the implementation of the state education policy, ensuring state control in the field of education and the quality of education. Link(s): Azerbaijani , English , Russian

System of Education

The education system in Azerbaijan consists of the following levels: Pre-school education (ages 3-5). General education : Primary education (grades 1–4, ages 6–9); Basic education (grades 5–9, ages 10-14); Secondary education (grades 10–11, ages 15-16). VET education : Initial vocational education (1–3 years of study); Secondary vocational (specialised) education (2–4 years of study). Higher education : I cycle: Bachelor degree study (4 years of study); II cycle: Master's programme (2 years of study); and, III cycle: Doctor of Philosophy and Doctor of Science (3 years of study). Additional education . Individuals can access qualifications at the next level only after completing qualifications at the prior level. Individuals can access qualifications (in general, VET and higher education levels) at the next level only after complete qualifications at the prior level. In addition to the requirement of completing qualifications at the prior level, there is also a requirement of passing entrance examinations carried out by the State Examination Committee to progress to the Secondary specialised education, Bachelor’s and Master’s degrees.

University Education

Higher education in Azerbaijan is divided into three levels: First level (Bachelor Studies); Second level (Master Studies); Third level (PhD Studies). First level of studies includes Bachelor Studies – last for 4-5 years, carrying 240 to 300 ECTS (300-360 credits at medical education). Second level of studies includes Master Studies – lasting for 1.5-2 years and carrying 90 to 120 ECTS. Third level of studies includes doctoral studies that are carried out in two programs: Doctor of Philosophy (PhD) and Doctor of Sciences. Doctoral studies are carried out full-time (leaving employment) and part-time (without leaving employment). Full-time education under the Doctor of Philosophy program lasts 3 years, part-time 4 years and through dissertation research 4 years. Full-time education under the Doctor of Sciences program lasts 4 years, part-time 5 years and through dissertation research 5 years. Higher education institutions organize and implement study programmes within an academic year commencing, as a rule, on 15 September and lasting 12 calendar months. Institutions can decide which approach they will take to educating their students, can choose the precise contents of their curricula and create academic plans for each area of study. Link(s): Azerbaijani , English , Russian

Recognised Higher Education Institutions

Link(s): Azerbaijani , English , Russian

Qualifications Framework

Azerbaijan's National Qualifications Framework National Qualifications Framework for Lifelong Learning of the Republic of Azerbaijan (adopted by the Cabinet of Ministers Decree No.311 dated 18 July 2018) is a tool for systematizing national qualifications, developed for all citizens - learners, education providers and employers and serves to facilitate the comparability between national and international qualifications. As yet, there is no system-wide implementation. Different projects have contributed to pilots and studies, and currently projects are underway or expected to be launched which will be able to move developments forward in a more systematic way. NQF Decree proposes a NQF as a quality assurance tool for qualifications. The Decree contains general provisions, the objectives of the AzQF, AzQF level descriptors, responsibilities of institutions, quality assurance arrangements, a table with the level descriptors, a glossary, and a list of acts, decrees and regulations used to develop qualifications framework. It builds on the Law of Education (2009), as well as on principles derived from the QF-EHEA and the EQF. The Azerbaijan Qualification Framework (AzOF) has eight levels, whereas level 1 is the lowest and level 8 is the highest. AzOF imparts qualifications starting from primary education to doctoral studies. Level 1 covers outcomes of basic education, level 2 outcomes of lower secondary, etc. Level eight covers outcomes of PhD and Doctor of Sciences Degrees in line with international practice. VET qualifications cover Level 3 and level 4 (initial VET) and level 5 (higher VET). All qualifications from level 3-7 with a labour market orientation will be based on occupational standards. Occupational standards will be adapted to NQF levels. NQF level descriptors have three domains: Knowledge and Understanding, Skills, Autonomy and Responsibility. Key competences are integrated. The AzQF level descriptors are compatible with the corresponding EQF level descriptors. Link(s): Azerbaijani , English

Self-Certification

National Qualifications Framework The National Qualifications Framework for Lifelong Learning of the Republic of Azerbaijan is a tool for systematization of national qualifications, developed for all learners, educators and employers, and serves to ensure that national qualifications are consistent with international qualifications. Link(s): Azerbaijani

Quality Assurance in Higher Education

Quality assurance at the national level in Azerbaijan is regulated by educational standards covering internal quality arrangements, whereas external quality arrangements are regulated by the Law on Education , the Rules for accreditation of educational institutions approved by Executive Order #167 of the Cabinet of Ministers as of 28 September 2010 and other normative documents. Quality assurance at college level is also regulated by the Requirements and Criteria for Organisation of attestation and accreditation of higher and secondary specialised education institutions approved by Decree No 187 of the Minister of Education on 24 March 2005. According to the Rules for accreditation of educational institutions , the accreditation of an education establishment is carried out in order to specify the conformity of the organisation of education process, material and technical basis of the establishment, curricula, personnel potential, financial resources and educational infrastructure to the requirements of state education standards and other normative-legal acts.   Moreover, the Rules establish a legal basis for determining the status of an educational institution and a legal guarantee for an extension of its activity for the next 5 years (3 years for educational institutions established by foreigners and/or persons without citizenship and foreign legal entities). The accreditation of an educational institution is implemented and the requirements and criteria for the implementation of accreditation are specified by MoE (starting from 2016, by Education Quality Assurance Agency ). In accordance with the Rules for accreditation , an educational institution submits a self-assessment report to MoE at least a month before the accreditation process. The report on self-assessment results includes an organisational and legal provision of the education activity; management of the education establishment; the content and the structure of preparedness on education programmes – assessment of the organisation of the training process; quality of the preparedness on education programmes; staffing; scientific-research activity; international co-operation; a material and technical base; social condition; and financial provision. An accreditation of education providers under the auspices of MoE opens possibility for a self-evaluation. According to the European Co-operation for Accreditation, accreditation is an impartial and objective process carried out by third parties. Link(s): Azerbaijani , English , Russian

Policies and Procedures for the Recognition of Qualifications

“Regulations on the recognition and determination of equivalence of foreign higher education specialties” approved by the Decision No. 64, dated 13.05.2003 of the executive order of the Cabinet of Ministers of the Republic of Azerbaijan govern the procedures for the recognition of foreign higher education qualifications. The Ministry of Science and Education of the Republic of Azerbaijan is the institution that issues the certificate of recognition. Link(s): Azerbaijani , English , Russian

Diploma Supplement (DS) Information

Responsible organisation, information on ds (legislation, template, chart, etc).

Azerbaijan started the reform of its higher education system by joining the Bologna Process in 2005, followed by the adoption of the new Law on Education in 2009. This law formally introduced the European Credit Transfer System, three-cycle system of study and diploma supplement. The diploma supplement is issued automatically to all students who receive Bachelor or Master`s degree. The student receives a diploma supplement, which contains information regarding the level, type and content of the studies successfully finished. Diploma Supplement is signed by the rector and dean of faculty of a higher education institution. Diploma Supplement is issued in Azerbaijani language. However, upon written application of the graduate it can be issued in English. At present, the work on elaboration of new Diploma Supplement which complies with EU/Council of Europe/UNESCO format is coming to an end. Link(s): Azerbaijani , English

Access to Higher Education

Post-secondary non-university education.

Initial Vocational Education and Training (IVET) IVET in Azerbaijan is a formal education system available to students after general education; this gives entrance to the world of industry and work. After year 9 of schooling, students can choose to proceed by either completing general secondary education or starting vocational education. The period of study at vocational institutions lasts about three years, depending on the programme. IVET is part of the continuing education system and operates in two forms: vocational schools and vocational lyceums. There are 110 formal vocational education institutions in Azerbaijan (2018 data); of these, one is private, 109 are public. In total, these have approximately 22533 students studying over 186 different occupations. There are approximately 5500 educators in the VET system.  Secondary specialised education Post-secondary vocational education is offered in colleges; this is completed with a sub-bachelor specialist degree (comparable to level 5 of the European Qualifications Framework, post-secondary VET or short-cycle higher education). Diploma on the post-secondary vocational education gives the right of admission to institutions of higher education and is the basis for higher education at the next educational level. Link(s): Azerbaijani , English , Russian

Recognition of Qualifications held by Refugees

Verification sources.

Recognised higher education institutions Accredited and Recognised higher education institutions list Link(s): English , Russian Checking of recognized foreign higher education qualification Checking of recognized foreign higher education qualifications

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OVERVIEW Download PDF

• Establishment and operation of educational institutions, both state and private, is monitored by the Ministry of Education and competent authorities
• There are both public and private universities in Azerbaijan
• Every year, a number of agreements and notes are signed to cooperate between local and foreign higher education institutions

Detailed info:  

1. General information Establishment and operation of educational institutions, both state and private, is monitored by the Ministry of Education and competent authorities. There are both public and private universities in Azerbaijan.Every year, a number of agreements and notes are signed to cooperate between local and foreign higher education institutions.Any educational institution should receive a special permit (license) from the respective executive authority (Ministry of Economics) under the established legislation in order to provide educational activities. State educational institutions are issued special permanent permits (license). Private educational institutions founded by the individuals and legal entities of the Republic of Azerbaijan are issued special permits (license) for a 5-year period.  

2.The structure of the Higher Education system In the Republic of Azerbaijan, access to higher education is open to every person who finishes secondary education level of general school. Azerbaijan started the reform of its higher education system by joining the Bologna Process in 2005, followed by the adoption of the new Law on Education in 2009. This law formally introduced the European Credit Transfer System, three-cycle system of study and diploma supplement. As a result, from the academic year 2009/2010, all newly admitted students have studied under the reformed study programmes at all higher education institutions. Higher education is divided into three levels: First level (Bachelor Studies), Second level (Master Studies), and the Third level (PhD Studies). Higher education in Azerbaijan is provided at universities/institutes/academies/conservatoires. Higher education institutions organize and implement study programmes within an academic year commencing, as a rule, on 15th of September and lasting  for 12 calendar months.  

An academic year might be divided into:

• two semesters, each lasting 20 weeks;
• summer semester lasting 6 weeks;

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NATO’s Cyber Challenge: The Role of AI in Russia’s Confrontation with the West

FPC Briefing

Samuel Bendett, Adjunct Senior Fellow, CNAS Technology and National Security Program

Thursday, June 20, 2024, 10:00 a.m. ET

Washington, D.C.

June 20, 2024

In the lead-up to the upcoming   NATO   Summit, this on-the-record briefing will   explore the   technology’s impact   on   the threats facing   NATO   with the   Samuel   Bendett   from the Center for New American Security (CNAS) .    He will discuss the organization’s latest report “ The Role of AI in Russia’s Confrontation with the West ,” which concludes that   Russia will   retain   certain AI capabilities that will pose challenges for the West .         

THE WASHINGTON FOREIGN PRESS CENTER, WASHINGTON, D.C.

MODERATOR:  Good morning, and welcome to the Washington Foreign Press Center’s latest briefing in the lead up to the NATO summit.  My name is Zina Wolfington, and I’m the moderator this morning.  This briefing is on the record, and we will post a transcript and video of the briefing on our website fpc.state.gov.  Journalists joining us, please take a moment now to rename yourself with your name and outlet.  

And our briefer today is Samuel Benett, an advisor with CNAS Strategy, Policy, Plans and Programs center which he is – where he is a member of the Russia Studies program.  Before Mr. Bendett’s opening remarks, one quick reminder.  He is an independent subject matter expert, and the views expressed by briefers not affiliated with the Department of State are their own and do not necessarily reflect those of the department, of the U.S. Government.  Their participation in Foreign Press Center programming does not imply endorsement, approval, or recommendations of their views.  

And with that, I’m going to turn it over to Samuel Bendett. 

MR BENDETT:  Zina, thank you.  Good morning to you and to everyone.  I appreciate the State Department for giving me the floor to discuss the latest report that I authored for the Center for New American Security.  We looked at the development of Russian artificial intelligence because, as a major belligerent in the war in Ukraine, Russia is currently undergoing a major structural change to its military, security, and defense environment writ large, and artificial intelligence plays a very important role.  We looked at public and open-source information when it comes to what we actually wrote about Russian AI research development, testing, and evaluation.  And of course, we understand that such public and open-source information comes with its own caveats.  We understand that some of the public sources are part of the larger information environment, and we treated it as such.  

The bulk of the paper is devoted to Russian military artificial intelligence developments, again, because Russia is a major belligerent in the war against Ukraine.  And we drew on prior research and some of the prior data accumulated over the number of years on Russian AI developments, specifically in the military and civilian domain.  Therefore, we looked at what the Russia military academics and researchers are writing about AI.  We looked at the official statements from the ministry of defense, or the MOD, as well as the Russian Government.  We looked at how AI is positioned within the MOD and the government as a tool as well as a major asset for the Russian foreign defense, security, and internal policies going forward.  We looked at how the war in Ukraine has impacted Russian artificial intelligence thinking and development writ large.  And so we provided several examples on artificial intelligence in UAVs, unmanned ground vehicles, cyber and information environment.

In fact, cyber and information environment remains one of the more interesting and, at the same time, more elusive elements of Russian AI research, development, testing, and fielding.  Recent reports have come to light that Russia did in fact use AI tools for information and cyber operations, but overall it is very difficult to judge the veracity of such data unless it is reviewed by actual technical companies that are looking at the information.  And so we accepted Russian statements that AI is going to play a very important role in cyber and information operations, and tried to look at it in terms of the larger picture that we highlight in the report.  

We also looked at how artificial intelligence is impacting Russian military’s thinking with respect to nuclear weapons and other important facets of its development going forward.  Of course, Russia as a country is very much top-heavy when it comes to the role of the state in the high-tech and artificial intelligence ecosystem writ large, and therefore, most of the developments in Russia related to AI are actually coming from the state in one way or another – either funded by the state, supported by the state, or is imbedded in companies and institutions affiliated with Russian defense industrial conglomerates, which themselves are of course connected to and funded by the state and the military.   Therefore, we looked at how the civilian AI developments are going forward and can impact Russia’s military AI research, development, testing, and evaluation.  

We looked at some of the strengths and weaknesses in Russian high-tech sector going forward, such as the loss of some of the people who have migrated after the February 2022 invasion, the role of STEM – science, technology, engineering, mathematics – education, as well as some of the structural benefits and impediments to Russia’s high-tech ecosystem, such as, for example, its education and greater government involvement in such affairs.  We looked at Russia’s role with respect to its international partners, especially China, and how Russia may actually use its international cooperation to get what it needs in the high-tech and especially AI ecosystem. 

Of course, we know by now that the international sanctions have had a very mixed effect on Russian defense, security, society, and economy.  And Russia with lots of international partners – that includes China, include Iran, of course, North Korea, India, and many other states – actually has access to many technologies, both hardware and software, that it can get through both willing and unwilling partners.  And so we basically concluded the report by saying that this is going to be sort of a mixed bag of results for Russia.  In some ways, it may be set back, because of lack of access to tools that it used to rely on for its AI development, especially in the civilian sphere.  At the same time, Russia does possess certain strengths that it can actually build on, if only in a limited capacity.  Therefore, the government today is restructuring some of the internal processes for technology development, funding allocation, and both domestic and international partnerships to facilitate how artificial intelligence will go forward.  

Finally, the report is concluded by an appendix where we try to list some of the major international cooperation initiatives between Russia and other states.  Some of the data that we draw upon is relatively recent; some of the data is more dated – no pun intended.  And we view this report as part of a larger reference work, meaning we would like the researchers – whether they be academics or analysts or journalists like yourself – to look at it sort of as a snapshot in time.  This is where Russia is today, as of spring, early summer of 2024.  Some of the stuff we discussed in the report may actually change drastically or maybe even incrementally.  And so these reports are probably – they probably have a shelf life of about 24 to 48 months and probably should be updated.  So if we talk two years or three years from now, some of what we wrote may still be in force, and some of what we actually described may change. 

So with that, I will stop, and I look forward to your questions and comments.  

MODERATOR:   Thank you for the remarks.  And now I would like to open it up for questions.  Journalists, please click on the hand icon at the bottom of the screen.  And when called on, we will ask you to unmute yourself and turn on your camera to ask your question.  And I see Alex.  Please go ahead. 

QUESTION:   Good morning, Zina.  Thank you so much for doing this.  And Sam, just read the report – a good one.  Two questions about the ways to combat Russia in this field.  You mentioned international sanctions have mixed effect.  Any reason to why they are not laser-focused enough to constrain Russia’s AI development?  Any suggestions on that?  

And you mentioned Russia’s international partners.  One of the key takeaways from the report is that the Russian Government understands the importance of AI, not just to the future of the world, but also to overall its global competitiveness.  Given that, when it comes to NATO, yet we have seen some members, such as Hungary – the problem child of the Allies, if you want – and its prime minister, Viktor Orbán, continues to amplifying Russia’s lies when it comes to AI – not even to mention some politicians here in this town.  Can NATO make sure that Hungary, for instance, or politicians in this case pull their socks up and basically join the cause?  Thank you so much.  

MR BENDETT:  Great questions.  Let me start with the first one.  The sanctions actually expose the degree to which Russia was dependent – in some cases almost wholesale – on imported hardware and software.  But in many cases, this hardware and software is actually available in the larger consumer space.  And so limiting its access, limiting its – eliminating the flows of these hardware and software products is extremely difficult, because they could be accessed practically from anywhere.  If they cannot be accessed from Russia, they can be accessed through partner nations that Russia has through allies and transferred back to Russia.  That’s why when it comes to the high* sector and especially AI, the sanctions have had a mixed effect, when of course, the major role is – a major role in that is China, and that China is a partner to Russia is also a very big source of lots of these hardware and software technologies.  

With respect to why some of the policies against Russia have not been uniform within the European Union, well, I’m not a European Union expert.  I actually invite you to reach out to our CNAS colleagues who are looking at a European transatlantic relations.  I will say that each country pursues its own foreign policy.  And just because the leadership of a certain country actually believes something, it doesn’t mean that the rest of the population or some of its institutions are actually believing in the same thing.  So this is probably the case of Hungary as well.  Maybe the government and some parts of its population do believe in what Russia is saying, but other institutions and other populations within the country may not.  So it’s always going to be a mixed bag.  European Union has many states, both large and small.  They’re very diverse.  And they’re very diverse in how they were and still are sometimes dependent on Russia for certain products and services.  And so they’re going to craft their foreign policy based on their major priorities.  

MODERATOR:   Thank you.  I don’t see any raised hands as of now.  So maybe while journalists who join us are still thinking of questions, I’ll ask one pre-submitted question.  Okay, Alex.  Go with your follow-up. 

QUESTION:   Thank you so much.  I’ll just do one more quick follow-up.  We have heard the Secretary Blinken and NATO Secretary General when he was in town this week.  They spoke about the AI being one of the major topics next month during the summit in Washington, D.C.  Is there anything you expect at the NATO level to be delivered next month?  Thanks so much.  

MR BENDETT:   I think, more or less, a unified response to how artificial intelligence should be developed by the military, how it should be used and developed by the security services within the NATO environment is probably something that’s going to be on the agenda.  With respect to adversarial developments, where NATO is concerned, such as developments in Russia, China, Iran, and other states, that’s probably also going to be on the agenda.

Again, a lot of AI development globally is powered by commercial technologies, and commercial technology developments are actually going way faster than any government response is capable of understanding them.  And so even some of the AI tools unveiled just last week and a week before that turn images to video or that can actually bring a short video clip to life, again, are much more realistic and have been developed much faster than the governments are capable of understanding them and understanding their impact. 

 And so that’s probably also going to be agenda.  How does the private sector impact the larger artificial intelligence ecosystem around the world?  What is the relationship between the private sector and the state?  And especially what is the relationship between the private sector and some of the states as consumers of this technology?  

MODERATOR:   Thank you.  I’ll ask a pre-submitted question that came from a South African journalist Pearl Matibe:  “What and how is AI aiding Russia increase in its influence in Sub-Saharan Africa?  And how is this different from how the U.S. does all things AI to influence African populations?  Are there any or any like potential Africa country enablers, and if so, which ones?”  And the last is:  “Did Russian AI play in any African country?”  

MR BENDETT:   It’s a good question.  I do have to say I’m not an Africa expert.  I am an expert on Russia specifically, so some of the information may not be quite as familiar to me.  We do know that when it comes to AI Russia’s role on the continent is relatively small and minor and is probably limited to some of the companies and industries dealing with extractive technologies, such as mining and such.  Russian geopolitical influence in Africa is growing writ large, especially in Central Africa, but it’s not clear how the AI tools can actually supercharge or facilitate this involvement. 

Russia’s use of AI in different regions actually depends on the infrastructure, the high-tech infrastructure that exists in those regions.  And so right now, in many parts of Sub-Saharan Africa the high-tech sector is relatively underdeveloped.  So it’s not exactly clear how Russia can facilitate its influence in specific Sub-Saharan African states.  

But for example, Russia does intend to use the BRICS organization and South Africa’s role in the BRICS as a way to promote its technologies and AI policies.  It has, in fact, made BRICS cooperation one of the cornerstones of its international approach.  So if anything, some of the Russian technology, some of the Russian principles related to AI may in fact be facilitated by South Africa going forward. 

MODERATOR:   All right.  Thank you.  Well, I encourage journalists to think of a question, don’t be shy.  Feel free to raise your hand.  I have one more question on our end:  In your opinion, are there beneficial ways to use AI when it comes to international competition, especially Russia versus the West?  Or will it always be used in a dangerous way?

MR BENDETT:   Well, it’s a good question.  Russia, for example, claims that artificial intelligence is already aiding some of its domestic industries, like the financial sector, like medicine, like infrastructure, and retail, and Russia claims to actually have significant successes via its domestic high-tech companies in those specific industries.  And of course, that – those successes deal with data analysis, probably image recognition, and essentially analyzing unstructured data to make sense of the patterns and processes.  

And so that type of cooperation, assuming things may end peacefully in Ukraine, may actually facilitate Russia’s role in the larger global AI ecosystem, as a country that can export technologies, that can facilitate certain benign beneficial processes around the world.  Of course, Russian high-tech sector is relatively small when compared to the one in the United States or in China and in many other countries.  And Russia will face significant competition to its products from very mature industries in certain regions around the world, but it doesn’t mean that its products will not be sought after.  In fact, just like with military exports, some countries will want to deal with Russia strictly for political and other reasons, and that may involve export of certain Russian AI technologies to certain states and regions. 

MODERATOR:   Thank you, Samuel.  Well, I do not see any other questions from journalists with this.  All right.  We have Istvan.  

QUESTION:   Yes, sorry.  Hi.  Istvan from HVG, independent outlet in Hungary.  So do you think the Russian AI developments will have negative impacts for the security of the European Union?  I mean, you maybe know that the Hungarian foreign affairs ministry got hacked by the Russian state hackers.  So with the development of the AI tools, will it be more dangerous in the future, these cases?  Thank you.  

MR BENDETT:  Well, artificial intelligence definitely has a way to supercharge some of the processes.  So when it comes to AI, for deep fakes, for example, or AI in the cyber domain, it can actually be quite a nefarious actor.  And a country with enough resources and knowledge of how such AI-enabled processes can be directed can actually cause a lot of damage.  I don’t know exactly what the Russians’ extent of cyber involvement is across the European Union.  It probably varies from state to state.  But we have witnessed how AI is already having an impact on larger global populations.  

The whole point of using AI, for example, in deep fakes, is to essentially make people question reliable news sources and reliable information, because AI-generated content can in fact be highly believable.  I mentioned how private sector technologies are supercharging way faster than the governments’ abilities to understand them.  And some of the tools unveiled recently can actually be part of that process, that private sector AI use, which is going to spill over into some of the government uses in information cyber domain, can actually mess things up quite substantially, again, by questioning legitimate sources, legitimate outfits, and legitimate sources of information.

MODERATOR:   Thank you.  And with this, I think it ends the Q&A session.  Samuel, do you have any final thoughts to share?

MR BENDETT:  Thank you.  I appreciate the questions asked.  I appreciate all the journalists that have tuned in.  And I certainly appreciate State Department and CNAS for giving me this platform.  

I think what’s important is for us to continue learning about what our adversaries are doing, to continue analyzing public and other sources of information, and to try to make sense of the disparate amounts of data that exists when it comes to topics of interest.  Again, the report that I – that I wrote for CNAS is a reference point, meaning it should be treated as a reference and it should be treated as something that can aid in people’s understanding of where Russia is at the moment with artificial intelligence.  But that’s – that sentiment can change, the technologies can change, the policies can change, in fact, the world can change in two years as well.  And so I hope we can revisit this conversation in several years’ time so we can again talk about how certain countries are developing and applying artificial intelligence.

MODERATOR:   And I would like to give special thanks to our briefer, Samuel Bendett, for sharing his time with us today, and to all the journalists who participated.  Thank you again.  This concludes today’s briefing.  

U.S. Department of State

The lessons of 1989: freedom and our future.