Educational Reform and Context in Kazakhstan

Mind Map by tanaizhan, updated more than 1 year ago
Created by tanaizhan about 6 years ago


Educational Reforms in Kazakhstan

Resource summary

Educational Reform and Context in Kazakhstan
  1. 1. Key stakeholders in education/educational reform in KZ
    1. NGO


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