Higher Education in Kazakhstan: New Opportunities and the Problem of Crystallization of Middle Strata Status

Abdiraiymova, Gulmira; Kenzhakimova, G.A.; Verevkin, A.V.; Lifanova, T.; Burkhanova, D.K.

doi:10.1016/j.sbspro.2015.02.366

Cited by 2 publications

(2 citation statements)

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“…Kazakhstan has put education on the number one priority for the development of its nation (Abdiraiymova, Kenzhakimova, Verevkin, Lifanova, & Burkhanova, 2015). Desired skills sets at the end of the mentorship were broadly seen as enabling or building the, capacity of local teachers to teach just as good as any modern day international teacher, employing student-centred approaches, and also teaching in English.…”

Section: Expected Results Of the Kazakhstan Mentoring Program (Read And Straighten)mentioning

confidence: 99%

Teacher Mentoring: Experiences from International Teacher Mentors in Kazakhstan

Schulleri¹

2020

Asian Journal of Education and Training

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In this paper, a closer look at mentoring in education is presented. The research sample was a team of eleven international teachers who were engaged in mentoring local teachers in a high school for gifted students in Kazakhstan. The purpose of the study was to explore the experiences of international teachers, as they relate their experiences of mentoring local teachers. The author sought the stories of the international mentor teachers and the meaning they placed on these experiences. Answers were sought to questions of how mentors defined mentoring, what they perceived as benefits of mentoring, and how they dealt with mentoring difficulties. Face to face semi-structured interviews were used to collect data from eleven volunteering international teachers. Seven categories of mentoring were found to be: Leading, guiding, modelling advising, and exposition; Supporting, challenging and suggesting, exploration and experimentation; Sharing, collaboration, Improving, passing on information; Coaching, change and improving, passing on information; Challenging and suggesting, exploration and experimentation; Sharing, collaboration; and Trouble-shooting. Benefits of mentoring were discussed under six categories: Dialogue and new ideas; self-awareness and motivation; emotional benefits; and professional improvement; mutual benefit; emotional betterment, modelling and emulation; and sharing, experimentation, dynamism. All mentors experienced difficulties in mentoring at some part in their employment. Mentoring pairs did something to resolve mentoring difficulties when they arose. The mentee holds the key to the success of the mentoring relationship.

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Section: Expected Results Of the Kazakhstan Mentoring Program (Read And Straighten)mentioning

confidence: 99%

Teacher Mentoring: Experiences from International Teacher Mentors in Kazakhstan

Schulleri¹

2020

Asian Journal of Education and Training

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“…Sebagai contoh adalah sistem pendidikan Kazakhstan, melewati proses transformasi, meningkatkan kualitas program pendidikan dan berusaha untuk sesuai dengan standar internasional untuk membentuk sumber daya manusia yang berkualitas (Abdiraymova et al, 2015) . Pendidikan merupakan bagian yang sangat penting dalam pembangunan karena pendidikan bisa dijadikan sebagai investasi jangka panjang untuk membangun dan mengembangkan manusia Indonesia seutuhnya.…”

Section: Pendahuluanunclassified

Implementasi Community Development Bidang Pendidikan dalam Meningkatkan Kualitas SDM dan Mengatasi Kemiskinan

Cahyadi¹,

Yudistyana²

2018

EDAJ

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Abstrak ___________________________________________________________________Penelitian ini memiliki beberapa tujuan yaitu mengidentifikasi model implementasi program Community Development bidang pendidikan yang dilakukan PT Badak NGL dan mengidentifikasi dampak implementasi program Community Development bidang pendidikan tersebut. Jenis penelitian ini adalah penelitian kualitatif dengan metode analisis deskriptif. Sumber data yang digunakan adalah primer dan sekunder. Hasil penelitian menunjukkan bahwa program Community Development bidang pendidikan yang dilakukan oleh PT Badak NGL adalah pemberian beasiswa penuh untuk siswa SMP, SMA, dan Perguruan Tinggi serta beasiswa untuk mahasiswa LNG Academy; peduli pendidikan di daerah terisolir dengan membuat boarding community untuk siswa dari daerah terisolir agar dapat mengikuti Ujian Akhir Nasional; dan program peningkatan kualitas guru dengan memberikan pelatihan kepada guru. Program-program tersebut dilaksanakan oleh PT Badak NGL sebagai bentuk tanggung jawab dan peran serta PT Badak NGL mewujudkan masyarakat yang berdaya, mengurangi tingkat kemiskinan, dan turut dalam proses pembangunan yang berkelanjutan. Abstract ___________________________________________________________________ This research aims to determine the implementation of Community

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Higher Education in Kazakhstan: New Opportunities and the Problem of Crystallization of Middle Strata Status

Cited by 2 publications

References 0 publications

Teacher Mentoring: Experiences from International Teacher Mentors in Kazakhstan

Teacher Mentoring: Experiences from International Teacher Mentors in Kazakhstan

Implementasi Community Development Bidang Pendidikan dalam Meningkatkan Kualitas SDM dan Mengatasi Kemiskinan

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