In education, reform and renewal are constant. Policies are continually changing to meet the needs of the times and the society. Political advisors, such as the Organization for Economic Cooperation and Development, play an important role among private consultants as policy actors. According to Gunter’s (in: Howlett and Mukerjee (eds), Handbook of policy formulation, Edward Elgar Publishers, 2017) classification of policy actors, the OECD can be classified as a supra-national organization. This paper examines the impact of OECD research on the education system of Kazakhstan. Based on the literature, the authors address two key issues—what role the OECD is performing in education policy reforms in Kazakhstan and whether this facilitates or undermines the provision of public education. The authors focus on the influence of Programme for International Student Assessment (PISA) as a global phenomenon, how Kazakhstan has embraced this international test, and how, even though PISA has made little or no difference to student outcomes, it is still credited for educational achievements.
One of the important indicators of the development of modern Kazakhstan society is the training of professional teaching staff. Traditionally, the training of social educators focused on personal and social development of students, formation of their General culture, on the harmonization of the social sphere in educational institutions, the willingness to protect the life and health of pupils in the educational process. Professional activity of social pedagogue influenced by his personality, and how to be prepared for practice, will largely depend on social welfare, social immunity and stability of the functioning of contemporary society. The author of the article considers the formation of the readiness of future social teachers for professional activity as a socio-psychological phenomenon. Within the framework of this article, the concept of "readiness for professional activity of future social teachers" will be clarified and its main characteristics will be considered. The results of the research, theoretical conclusions and practical developments in the process of forming the professional readiness of social teachers can be used in the field of social pedagogy, psychology, pedagogy, and social work.
The COVID-19 epidemic has triggered a negative spiral in the global economy and had a profound effect on the higher education system. As a social distancing technique to avoid community transmission, the abrupt shutdown of universities has switched face-to-face classrooms to online learning platforms. The article analyzes the impact of COVID-19 on the development of graduate and postgraduate education in Kazakhstan. It was found that the main forms of education in a pandemic are asynchronous or part-time education, synchronous and mixed. Four groups of teachers formed as a result of the forced transition to distance learning are characterized: teachers of disciplines that require a significant amount of practical, laboratory work; teachers who actively used digital technologies before the pandemic; teachers familiar with digital technologies; teachers who have not been able to master new tools for organizing learning, teamwork and the expanded use of digital resources. The problems common to most universities are identified: the lack of professionally developed programs for online learning, insufficient funding, and the need for methodological training of teachers to work with students online.
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