DAE-2013 Higher Education and Sustainable Development in Kazakhstan (original) (raw)
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Higher Education and Sustainable Development in Kazakhstan
Procedia - Social and Behavioral Sciences, 2014
The Republic of Kazakhstan has inherited from the USSR a hierarchical and strictly regulated higher education system. In the past two decades there has been significant reform intended to meet the needs of a modern competitive economy and offer degrees which are comparable with those offered within the Anglo-American systems. In 2010 the Republic of Kazakhstan became a signatory to the Bologna Process. In the present paper the progress of the Kazakh higher education system in modernizing has been reviewed. The principal contention of this paper is that progress in structural reform has been significant which must now be matched by changes in the learning experience to ensure sustainability. These changes require a change in the higher education content.
Addressing Challenges in Kazakh Education for Sustainable Development
Sustainability
Sustainability education equips individuals with the knowledge, skills, and values to address complex environmental, social, and economic challenges. Like many other nations, Kazakhstan recognizes the importance of integrating sustainable development principles and values into education to foster a sustainable and resilient future. However, several hurdles, such as the COVID-19 lockdown, have impeded the country’s effective implementation of Education for Sustainable Development. The study explores these barriers and constraints and proposes potential strategies for advancing sustainability education practices in the Kazakh educational scene. This study used a qualitative methodology involving interviews with first-year students from four Kazakh universities. The study results show that preserving the role of education in fostering a sustainable society will pave the way for a brighter and greener future for the nation and its citizens beyond lockdown. The findings revealed that usi...
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.
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)
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.
CHALLENGES FOR KAZAKHSTAN UNIVERSITY EDUCATION.docx
NORDSCI Social Sciences Conference, Helsinki, Finland, 2018
University education throughout the world undergoes a fundamental transformation in terms of its role in society, the system of functioning, economic structure, and value. At present, many countries observe and discuss the crisis of universities. There is an opinion that The University from a purely educational institution is transformed into a business structure with all its specific rules and goals for achieving a commercial result. The main trends could be traced based on numerous analyzes, both internal and external, carried out in many countries and regions of the world. These analytical projects allow highlighting the most common development trends in this area and the challenges that some universities, perhaps even the most successful ones are already facing, but almost all other educational institutes will inevitably feel them in the near future. Is Kazakhstan's higher education system ready for these global changes? Is there a basis that will allow the universities of our country to withstand the onslaught of new demands and tests that will require new generations of young people as consumers and clients of educational services? Can Kazakh citizens count on domestic education in the future competition in the labor market? All these and other issues are of strategic importance because the social, economic and political development of our country directly depends on the answers. We chose five parameters from many others to analyze the development trends of modern higher education in Kazakhstan in local and global dimensions. 1. The democratization of access to knowledge 2. The content of educational markets and financing 3. Digital technologies 4. Global mobility 5. Integration with industry. These are the main trends that, according to experts, will determine the progressive development of universities around the world in the next 10-15 years. Understanding of the challenges and the need for reforms aimed at radical restructuring of the existing system, awareness of responsibility to the citizens of the country - these factors are present, hence the constant desire for reforms, steps forward, sometimes throwing in search of creative solutions. On the other hand, inadequate funding, weak management, reluctance to move away from traditional and therefore convenient ways, often negates many of the positive impulses and plans of the Ministry of Education and Science, which does not want to let the stirrups of power out of their hands, thus limiting the vital independence of universities in decision-making. However, there is still a hope for the survival of Kazakhstan universities in the new models. Keywords: Kazakhstan, education, development, university, reform
2016
University sustainability in relation to higher education funding model in Kazakhstan in the context of transition period. NUGSE Research in Education, 3(1), 30-31. Retrieved from nugserie.nu.edu.kz Full issue available from nugserie.nu.edu.kz NUGSE Research in Education is a free, open source publication. All work in this issue carries the Creative Commons Copyright license BY-NC-SA 4.0 Any future publication or reference to this work should include attribution to this publication.
2013
The Republic of Kazakhstan has inherited from the USSR a hierarchical and strictly regulated higher education system. In the past two decades there has been significant reform intended to meet the needs of a modern competitive economy and offer degrees which are comparable with those offered within the Anglo-American systems. In 2010 the Republic of Kazakhstan became a signatory to the Bologna Process. In the present paper the progress of the Kazakh higher education system in modernizing has been reviewed. The principal contention of this paper is that progress in structural reform has been significant which must now be matched by changes in the learning experience to ensure sustainability. These changes require a change in the higher education content.
Towards Critical Global Education for Development with a Kazakh Human Face
Journal of Alternative Perspectives in the Social Sciences, 2021
The purpose of this article is to propose critical development (global) education for Kazakhstan. The article observes and sympathizes with the version of state capitalism unfolding in the country. To this end an analysis of Kazakhstan’s development trajectory is done. The drive towards economic development that is aimed at enabling Kazakhstan to be in the top 50 competitive countries of the world is discussed as well as the associated higher education role and policy. Utilizing seminal national documents on education and the country’s development policy framework, the article augments and extends the conceptualization of the role of (higher) education advocating for inclusive development that addresses the developmental issues of all Kazakhs including the marginalized. The utilized documents portray an emphasis on neoliberal economic development that seem to subordinate other aspects of development and hence the call for a development with a human face. It is concluded and recommended that higher education should consider the development that goes beyond economic growth and promote one that leads to the expansion of people's freedoms to live long, healthy, and creative lives.