Zusammenfassung der Ressource
Educational Reform and Context
in Kazakhstan
- 1. Key stakeholders in education/educational reform in KZ
- NGO
Anmerkungen:
- Social survey and research, Parents community, Trustees board
and overseers board, Scientific and Research agencies,
Centres for Pedagogical Measurements
- Monitoring of students' achievements, Accreditation of higher education,
increasing the quality of education and decreasing the level corruption,
strengthening universities' reputation, providing students' safety,
financial support, providing multileveled system of educational grants,
creating system of educational institutions oriented at local needs
- Government
- Life-long learning, financial support, 12-year education, equality and
equity, integration of international experience, increasing the prestige of
teacher profession.
- Faculty/teachers
- Professional
development, lifelong
learning,
- Students
- Students comittee,
Youth organization
- Participation in political and social life of students
providing youth employment through youth
organizations such as Zhassyl el, Zhassulan, Step to
the future , Zhas Ulan
- 2. How are goals of education and educational reform defined by various stakeholders in Kazakhstan
- New methodologies for both
education and training
- Azerbaijan: Introducing
more student-centered
teaching are recognized,
but mechanisms for
new teaching methods
are limited
- Kazakhsatn:
Transition to
concept-based
teaching
- Uzbekistan: Not adressed
- Monitoring quality
- Azerbaijan: Developed
national admissions
testing system for higher
education
- Kazakhstan: Center for pedagogical measurements
analyzes the quality of students' knowledge in order
to improve teachers' competence and modifying
curriculum
- Uzbekistan: System for
monitoring quality needs
work
- Teacher education, certification
- Kazakhstan: Teacher education is
identified as priority
- Azerbaijan: Teacher
training curriculum has
been revised. Teachers
lack incentives for
participating in teacher
training
- Uzbekistan:
Substantial amount
of teacher
trainingunderway.
- 4. What are some essential initiatives/approaches? Which goals/issues are they designed to address?
How successful is their implementation in view of Kazakhstani and international experts? What are
some weaknesses of the approaches?
- What: Increasing of competitiveness
- How: Practical approach in Maths and
Sciences, concept-based teaching, Trilingual
Policy, Streightening and updating school
facilities
- What: Development of human
capital
- How: providing life-long learning, equal access to education,
equity in education by applying student-centred teaching,
provision of grants, organizing professional internships, trainings
and emplyment of graduates
- What: Improvement of economy
- How: Improvement of educational
management, strategic planning, building
scientific institutions, providing financial
transparency of educational organizations
- 5. What data/indicators are used to assess
implementation of the reforms? How effective is
data/indicator utilization?
- Students' achievements
- International
Assessment
Programmes
- OECD: PISA
- Testing
students'
skills in
Reading,
Applying
Maths and
Sciences
- TIMSS
- Identifying the
peculiarities in
teaching Maths
in different
countries to
make
comparisons
- Cito
- Monitoring
of
students'
progress in
learning
- Local Assessment
Agencies
- Centre for
Pedagogical
Measurements
- Analyzing the quality of
students' knowledge in order to
improve teachers' competence
and modifying curriculum
- National Centre for
Educational Statistics
and Evaluation
- Common goal
- 6. What factors – educational and non-educational –
affect formulation and implementation of educational
reforms in Kazakhstan? What are some key
extra-educational influences?
- Educational
- Effective
implementation by
teachers and Principals,
acceptability by
students and parents,
lack of funding
- Non-educational
- Changes in the
world economy,
cultural values and
ideology of Gvt,
people's attitude
towards reforms
- 7. How does implementation of reforms at one level of
education affect implementation of reforms at other levels
of education?
- Pre-school education
- Primary school -
Secondary school -
Higher education
- Trilingual policy
- Assesment: external, internal
- 12 years schooling
- Concept-based learning
- Implementation of new subjects
- Changes in UNT content
- Provision of trainings to improve
teachers methodology
- Modify the curriculum
- Finance