System modernization of general secondary education in the Republic of Kazakhstan (original) (raw)
Related papers
SOME THE ORETICAL AND LEGAL ISSUES IN EDUCATION IN THE REPUBLIC OF KAZAKHSTAN
2016
The article is devoted to current legal issues in the field of education in post-Soviet countries. The author, by the example of the Republic of Kazakhstan and foreign countries, is the problem of the constitutional right to education, and proposes amendments to Article 30 of the Constitution of Kazakhstan. The article explains the need for systematization of legal acts in the field of education with a view to the adoption of the Education Code. In addition, the author rightly proposes to implement teacher training institutions to teach students new curriculum - Educational Law of the Republic of Kazakhstan.
Educational development in a period of transition: the case of Kazakhstan
Central Asian Journal of Social Sciences and Humanities, 2021
Educational development in a period of transition: the case of Kazakhstan The development of education in the post-socialist space is one of the most interesting objects for comparative research. Countries that had similar or even identical education systems before the fall of the socialist regime can today serve as a research platform for testing modern theories of social development. According to modernization theory, the "underdeveloped" post-socialist countries had to catch up with their more "advanced" Western counterparts. Due to the fact that in all countries the goals of the reforms were similar, the expected result should have been more or less the same. However, despite the recommended reforms of Western consultants, different trajectories are observed in the educational system. Obviously, the prevailing tendencies in the educational system are divergence instead of convergence. According to the theory of dependence, the world is a single economic system, and countries, in turn, perform different roles and functions. On the example of Kazakhstan, we see that over 30 years of independence, the education system of independent Kazakhstan has received a worthy international recognition. During the years of Independence, a national model of education has been formed, aimed at improving the quality of training of human resources, meeting the needs of the individual, society and the state. A regulatory legal framework has been formed. The laws of the Republic of Kazakhstan "On education", "On higher education", "On science", "On the rights of the child in the Republic of Kazakhstan", "On the state educational accumulative system", "On the commercialization of the results of scientific and (or) scientific and technical activities "," On the status of a teacher "and others.
Development of education in Western Kazakhstan in the 60-80-s of the XX century
Қарағанды университетінің хабаршысы. Тарих, философия сериясы, 2023
Development of education in Western Kazakhstan in the 60-80-s of the XX century The article discusses the main stages of education development in the region. Particular attention is devoted to the reasons for the lag in implementation rate of general secondary and vocational education. The introduction of extensive ways of development at the expense of increasing volume of the studied material, without considering the quality of teaching and the development of independent and critical thinking skills of students. The lack of teaching facilities providing the education system with highly qualified personnel. Correlation of education development pace in the region with the republican rates in general. The role of government reforms in overcoming the mentioned problems.
Development of strategic directions for education reforms in Kazakhstan for 2015-2020
2014
The development of the education system is a priority for Kazakhstan, as investment in education is key to the well-being of society as a whole. Education, which constitutes a major investment into human capital, is also a key driver of economic growth. In an integrated dynamic global market place, education systems must continually improve and work to adapt to changing circumstances. The State Programme of Education Development in the Republic of Kazakhstan for 20112020 (SPED) is the foundation document driving education reform in the country. Although the SPED states that “in 2015, the transition period will be completed, and the education system of the Republic of Kazakhstan will correspond to the models of developed countries in its structure, content, management and financing mechanisms”, no clear vision has been established for the second stage of this development for 2015 to 2020.
The subject of this article is the analysis of the conflicting rhetorical issues in solving problems of education quality in Kazakhstan's higher education system. An attempt is first made in this paper to analyze the official documents defining and guaranteeing higher education quality in Kazakhstan, followed by a critique of the logical inadequacies internal to these documents. As well, discrepancies between stated and official aims and goals and practices to be found in national universities are reviewed. The author contends that in the end, higher education means and ends which are legislatively confirmed as a common standard by the Government run counter to international trends. Rather than making new information sources available and encouraging the free-flow of ideas, “quality education ” in Kazakhstan’s higher education model continues to diminish such possibilities.
Policy Brief: Education Reform in Kazakhstan
The Failure: Specialised elite secondary schools, called the Nazarbayev Intellectual Schools (NIS), were launched in 2008. There are currently 20 such schools in the country. Graduates from the NIS often go on to study at the elite Nazarbayev University. This two-tier system favours a small number of elite students (who are selected at an early age) at the expense of the majority of students. The elite schools benefit from special funding diverted from the Ministry of Education & Science (MoES) by the Presidential Administration. Why to change: To reap significant benefits and positive externalities of a more inclusive education policy and a uniformly educated population Chances of inclusion into the OECD (Kazakhstan is not yet a member state but has expressed interest in joining)
Journal of Intellectual Disability - Diagnosis and Treatment, 2020
Objective: The purpose of the paper is to determine the specifics of the modern process of democratisation of the educational environment in Kazakhstan through the analysis of the implicative development of subject-to-subject interactions in educational institutions of the country. Background: The implication of traditionalism, patriarchy (collectivism), and individualism in the modern culture of Kazakhstani society form the basis for the development of a special, paternalistic type of subject-to-subject interactions in educational institutions of Kazakhstan. The specific nature of this type of interaction is in the preservation of students' value-and-role views about teacher's functions in the educational process. Method: The study used a comparative method, conducted a questionnaire survey among students and schoolchildren with special educational needs, an expert survey of teachers, as well as in-depth interviews of schoolchildren and teachers at the second stage. Results: Based on the results of empirical studies, proposals are being developed on the conceptualisation of the development of the educational environment in the Kazakh school and on the further development of subject-to-subject relations in higher educational institutions. Democratisation of the educational process as a world trend necessitates considering local specific peculiarities when modernising the educational process in societies with a predominance of collectivist values. Conclusion: The authors, analysing the results of studies on the formation of an individual's subjectivity in various types of societies, having identified implicative relationships in the socio-cultural development of Kazakhstan, conclude that a new institutional significance of education is necessary as a fundamental factor in the overtaking modernisation of Kazakhstan.
INTED2016 Proceedings, 2016
The article analyzes basic subregional, regional and supernational associations in which the Republic of Kazakhstan takes active part and sometimes acts as initiator. In conditions of globalization the number of regional units, groups and associations is constantly growing. Today their quantity is about 200. Today future of integration of Kazakhstan into world community is determined by such world associations as CIS, EEC, SES, SCO and very soon by WTO.