1. Key stakeholders in education/educational reform in KZ
NGO
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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