Development of education in Western Kazakhstan in the 60-80-s of the XX century (original) (raw)

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.

Rethinking post-soviet legacy in education of Central Asia: focus on Kazakhstan

This presentation was made at IX World Congress of International Council on Central and Eastern Europe Studies held in Makuhari, Japan, on 3-8th of August, 2015. From the very moment of gaining independence and ever since education system of Kazakhstan has been reformed. Education system which was inherited from soviet time was criticized as being ideologically dogmatic by content, overcentralized and obsolete by structure, and, consequently, not competitive in an appropriate for new era way. Thus, reforms were carried out with a purpose to remove dogmatism from textbooks and way of teaching, to decentralize the governance and to modernize the system, and to bring competition or values of free market in every aspect of education. All taken together these reforms were believed to promote fast, significant and successful change in education system particularly and in society in general. Have those reforms achieved their purposes? What kind of change did they bring? Were these changes positive? If they were, why so many people are nostalgic about soviet education? This presentation analyzes education reforms in Kazakhstan, and invites to rethink the value of “post-soviet” legacy in education of Central Asia

System modernization of general secondary education in the Republic of Kazakhstan

Revista Tempos e Espaços em Educação, 2020

The article is devoted to the problem of modernization of the school education system in Kazakhstan, in which one of the main sections is the development and implementation of state compulsory standards of general secondary education in all educational organizations, taking into account the various types of educational organizations, and the systematic revision of the education content. All transformations in the country were carried out through the adoption of the Law of the Republic of Kazakhstan “On Education” and state programs of the education system development. At present, State Compulsory Educational Standard -2012 is in effect in the republic, the essence of which is creation of the basis for updating the education content, transition to the 12-year education and the education digitalization. At the same time, the Ministry of Education and Science of Kazakhstan takes part in international studies jointly with the Organization for Economic Co-operation and Development (OECD)...

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.

Education level in Kazakhstan "How urgent is the problem of inequality between rural and urban schools in Kazakhstan?"

How urgent is the problem of inequality between rural and urban schools in Kazakhstan?, 2023

The problem of inequality between rural and urban students in Kazakhstan remains relevant today. There is a significant difference in the quality of education, the availability of educational opportunities and resources between rural and urban areas. There is a large selection of higher education institutions and vocational schools in cities that provide high-quality education, as well as access to advanced technologies and information resources. At the same time, access to education is limited in rural areas, schools and universities have limited resources, and curricula do not always meet modern requirements. This leads to the fact that students from rural areas have fewer opportunities to receive quality education and develop their skills and potential. This, in turn, leads to a deterioration of their chances in the labor market and limits opportunities for personal and professional development. Consequently, solving the problem of inequality between rural and urban students in Kazakhstan requires increased investment in educational infrastructure and resources for rural areas, as well as the development and implementation of curricula that meet modern requirements and ensure equal access to education for all students.

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)

Socio-Cultural Implication in the Development of Educational Institutions of Kazakhstan: Interdisciplinary Research

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.

RURAL SCHOOL: EXPERIENCE OF EDUCATIONAL WORK IN SOUTHERN KAZAKHSTAN IN 1988-2005 YEARS

The system of education in rural schools of the Republic of Kazakhstan after the collapse of the Soviet Union has experienced serious difficulties with the material support of educational process, due to the reorientation of the spiritual values of any problems with the education of students. The article describes the author's experience in creating models of organization of educational work in one of the rural schools of the South Kazakhstan region in 1988-2005 years, which later became a model for replication in many schools of the republic. The educational activities have been used as elements of Kazakh ethno-pedagogics and psychology with the involvement of the local population, as well as moments of vocational guidance on the basis of existing enterprises.