This is an opportunity to be carefully considered in shaping new forms of preschool organization. The introduction of the national quality criterion will also affect its rather narrow definition given in the Education Act of Kazakhstan.
Pre-school and secondary education
There are still 189 schools that are in a very poor condition due to age and lack of maintenance, and 92 schools operate in three shifts. There are also 154 language centers across the country offering English, Kazakh and Russian courses and KAZTEST exams.
Pre-school education
There also seem to be some doubts about the feasibility of the planned trilingual program. Strong learners in the early years do much more than acquire the skills needed for the formal elementary school curriculum.
National standards, curriculum, assessment, textbooks and pedagogy in secondary schools
Concept Document for the 12-year curriculum identifies "the focus on obtaining formal results, rather than on the development of the individual". The requirements of the assessment system determine the forms of pedagogy employed in the classroom.
Trilingual education
By 2020, building on the experience of 33 pilot schools, trilingual education will be expanded to include 700 schools. For example, there is no widespread agreement about the knowledge that should be acquired for trilingual education.
Equity and inclusion 18
The most widely recognized inequality in the system, however, is between children attending urban and rural schools. The quality of education in rural schools remains a serious problem, both in Russian-medium and especially in Kazakh-medium schools. 20.
Equity and special education 23
The term "education for children with special needs" emerged to replace the term "special education", which refers to the education of children that takes place in special schools or institutional settings outside the general education system. In Kazakhstan, students with special needs face many obstacles in accessing the mainstream education system.
Teacher preparation and Continuing Professional Development
At all levels of the school, the professional development program must specifically focus on leadership. All phases and aspects of teachers' career development should be linked to conditions for promoting collaborative learning and practice development.
Buildings and Infrastructure
It will be difficult to provide the same level of resources as the Intellectual Schools, but their standards should be a benchmark for the medium-term development of the entire education system. Over time, the number of computers and other technologies (e.g. whiteboards) in schools has increased.
Finance
The provision of school meals and textbooks is at the discretion of the regional budget (Oblast). 34 "Concept for the development of multi-year school Ministry of Education and Science of the Republic of Kazakhstan.
The Management of Change
Much has been done and is being achieved – renewed educational standards, establishment of Nazarbayev University, establishment of Nazarbayev Intellectual Schools that will lead educational reform in the country, expansion of early years education, development of Kazakh language terminology and databases and specialized dictionaries, the development and implementation of the Bolashak Scholarship Program, the creation of a network of 33 trilingual schools, the development of the UNT and the Kaztest system, the creation of Centers of Excellence for teacher training and the establishment of the ORLEU National Training Center. The achievements are too numerous to detail and analyze in this part of the chapter. This plethora of initiatives - and there are many more across the education sector - also help to demonstrate the importance of the role of educational leaders and managers at all levels in the system and the burden of responsibility that falls on them to manage complex change processes. .
Key requirements for the successful management of change
LERK (Law on Education of the Republic of Kazakhstan) (2007), Government of the Republic of Kazakhstan, № 319-III of July 27, 2007 (with amendments and additions as for MES (Ministry of Education and Science of the Republic of Kazakhstan) (2009 ), “Order of the Ministry of Education and Science of the Republic of Kazakhstan No. MES (Ministry of Education and Science of the Republic of Kazakhstan) (2010a), “State Program for Educational Development for Decree of the President of the Republic of Kazakhstan, No. MES (Ministry of Education of the Republic of Kazakhstan) (2013), “Model regulations for kindergartens”, approved by the Government of the Republic of Kazakhstan on May 17, 2013, no.
Vocational and Technical Education
Updating the content structure of technical and professional education in accordance with the requirements of industrial-innovative economic development.
TVE objectives and strategies in the SPED
The roadmap for the implementation of the SPED (MES, 2011) combines several activities (activities 108-130) and additional indicators linked to the TVE objectives. However, it is noted that the Education Law of the Republic of Kazakhstan and the SPED contain a number of TVE policy provisions. This means that TVE must not only be offered based on the demand of the labor market (employers and industries), but also based on the demand of the (young) population.
National TVE qualifications, standards and assessment
38 For the approval of the state standards of compulsory education of the relevant levels of education. Some of the requirements of such standards (cited below by reference) appear not to be applicable to vocational education programs leading to the qualification of skilled workers. For the adoption of state standards of compulsory education for the relevant levels of education".
Governance, management, planning and funding of the TVE delivery
Such data inputs should include information on regional learning and employment needs of the population as well as data on economic demand for an educated and skilled workforce; some other data involve the annual occupational structures of TVE enrollments and examinations; there should be comparative data on equal access to TVE as well as funding levels for TVE etc. The key role of the Sector TVE Councils is to advise on sector-specific elements of qualification systems and the related occupational standards. If sectoral strategic workforce planning is a function of such councils, those involved should be trained to do so.
Regional level
What is reasonably expected of regional councils is their collective knowledge of the regional supply and demand issues coming from the population and from the economy. However, the regional councils do not have operational concepts, procedures and budgets to evaluate the demand for education and training and to improve the matching of supply with demand in order to advise regional authorities. Therefore, councils should be able to commission local research organizations to collect and interpret data to help guide their recommendations.
TVE institutions
52 Law on the "Republican Budget for the Ministry of Education and Science of the Republic of Kazakhstan. LERK (Law on Education of the Republic of Kazakhstan) (2007), effective July 27, 2007, Government of the Republic of Kazakhstan. MES (Ministry of Education and Science of the Republic of Kazakhstan) (2012), Concept of the National Qualifications System.
Higher Education and Research
In addition, many of the comparator countries have set clear educational targets for higher education to monitor progress and as a way of holding governments accountable for results (see Appendix P). A recent World Bank report, "Kazakhstan: On the Crest of an Oil Wave", noted that Kazakhstan should benefit significantly from increased oil production revenues for at least the next 25 years or more, and that "If oil prices remain stable and high, Off-shore oil production will be one of the main drivers of economic activity in the medium and long term." The report nevertheless emphasizes that diversifying the country's resources, including creating highly qualified human capital, is essential for a more inclusive and sustainable development in the long term (WB, 2013). Higher education is undoubtedly one of the most important and strategic policy areas to achieve this goal.
Priority One: To improve performance and quality of tertiary education to globally competitive levels
However, such a rapid increase in the number of small private institutions has raised concerns about the quality of the education they provide. Part of the recent drop in the gross enrollment rate can be attributed to the decrease in the number of students studying in extramural courses (Table 15). Enrollment in higher education institutions at the beginning of the academic year, thousands of persons.
Priority Two: Align higher education to meet the labour market needs of a rapidly changing, increasingly knowledge-based, technology-intensive economy
Twenty-five percent of them (118,000) had tertiary education.77 Currently, 30% of the working population has tertiary or incomplete tertiary education.78 It is therefore likely that the unemployment rate among graduates was below 5%. A comparison of the distribution of the fields of study of graduates of higher education institutions shows a very pronounced difference between Kazakhstan and the comparison countries. However, the relatively low share of graduates in engineering, manufacturing and construction, which dominated the universities of the Soviet Union, is a surprise.
Priority Three: To build capacity for internationally recognised research and to integrate education, innovation and research in HEIs
A key priority for Kazakhstan is the development of the human resources necessary for competitive research. 82 Embassy of the Republic of Kazakhstan to the United States, Bolashak Program http://www.kazakhembus.com/page/bolashak-program. A potential barrier to the national goals for the integration of research, innovation and education is the splitting of the research enterprise between higher education institutions and research institutions.
PriorityFour: To build the institutional capacity for a diverse, globally competitive higher education system
Higher education institution (HEI): higher education institution (institute, academy, university), which implements higher and postgraduate educational programs and conducts research. National institution of higher education: institution of higher education, which is a major scientific and methodological center of the country, which has a special status. What is not clear to the project team, however, is whether Kazakhstan has a strategy to develop and support other components of the kind of robust higher education system needed to achieve the President's 2050 vision.
Priority Five: To establish a financing framework for a competitive, sustainable higher education system
The data in the following table shows the number of students in higher education by broad type of institution. In terms of research, the government essentially accepts the idea of a public interest – the purpose is explicitly to serve a national interest. These observations led the team to conclude that the country's model for allocating resources for financing higher education needs to be reconsidered.
Priority Six: To establish a leadership and governance framework at both the institutional and national levels for a competitive system
MES (Ministry of Education and Science of the Republic of Kazakhstan) (2010), State Program for Educational Development for Decree of the President of the Republic of Kazakhstan, No. NCESA (National Center for Educational Statistics and Evaluation) (2013), Statistics of the Education System of the Republic of Kazakhstan, Ministry of Education and Science of the Republic of Kazakhstan, Astana. WB (World Bank) (2012), “Postgraduate Education in Kazakhstan: A Report from the World Bank to the Government of the Republic of Kazakhstan.” June 2012.
APPENDICES
APPENDIX E: Standard curriculum approved by the Ministry of Education and Science of the Republic of Kazakhstan. It was wide with the smell of wormwood and wheat straw A) Active participle of the present tense. What do you think about the idea of inclusive education for children with special needs? from the number of respondents).
Teacher characteristics
Submit an application to the attestation commission of the regional department of education no later than May 25. The attestation commission of the regional department of education submits the documents of teachers who need to be attested (certified) to RDK. The US is now 10th in the world in the educational attainment of the 25-34 year old population.
