Research of the Educational Policy in Kazakhstan: Analysis Reflection and Modeling

Abstract

Problem statement: Under conditions of education globalization and society openness a problem involving comparison of educational policies practiced in different world countries is becoming more important, on the one hand, for coordination of vectors and trends of development and enrichment of education content and methods, and, on the other hand, for clearer identification, preservation of national educational values, and definition of a national development way. Issues of the research: It stimulates comparative researches of the educational policy to extend and elaborate reforms, a need for education managers and students to master methods of comparison and modeling for educational system development in an institution, region or a country. Research objective: Development of methods to be used in the comparative analysis of the educational policies practiced in various countries and definition of skills to model educational strategies focused on internationalization of education taking into account national traditions. Research methods: Methods of the research are based on a historiographic approach, systems and comprehensive approaches in education, critical analysis, and modeling. Historiographic materials of the research included:-works of Kazakhstani and foreign scientists specializing in history of pedagogy and education, comparative pedagogy, and educational policy; -laws and regulations; -statistical digests and summaries, national reports on education in Kazakhstan; -national websites; -Kazakhstani and Russian periodicals, etc.Summary: The following strategies are typical for Kazakhstan. The Soviet period: elimination of illiteracy, compulsory secondary education, popular education; a tradition of Kazakhstani people to appreciate knowledge and education is set. Educational strategies of independent Kazakhstan: "livelong learning -LLL", continuous education, integration into world community, competitiveness of education, "triunity of languages", computerization, variation of training, etc. A strategy map for education development in Kazakhstan is being developed starting from the 1930s to the present moment. Conclusion: A peculiar feature of the research is analysis using key tools of the educational policy -"strategy", introduction of "strategy pyramid in education" concept, principles, parameters, and criteria of evaluation. As a basis of comparative research methods a comparative tool is built up: strategies (strategy pyramid) principles parameters and evaluation criteria of the educational policy. A hierarchized model of educational policy and strategy influence on education content and methods is worked out.

Development of an Educational Sustainability Assessment Model: Application of the Delphi Technique and Pilot Study

“…Once the person in the organisation sees the importance, it will lead to sustainability in the organisation. As previously stated by Mynbayeva, Yesseyeva and Anarbek (2015), a policy is a strategy accepted to solve or improve the quality of a problem. In addition, Silvius, Schipper and Nedeski (2012) stated that sustainability in projects and project management is seen in the development, delivery and management of projectorganised change in policies.…”

An overview of trends and themes in education policy research 2017–2021: findings from Scopus database

“…It also explains the implications and constraints of utilizing this method. (Mynbayeva et al, 2015) In light of the globalization of education and the openness of society, a problem involving the comparison of educational policies used in various nations is becoming more crucial, both for the coordination of development and enrichment vectors and trends in educational content and methods and for a clearer identification, preservation, and definition of a national development path. Research questions: It encourages comparative studies of educational policy to broaden and elaborate changes, necessitating the training of education administrators and students in comparison and modeling techniques for the advancement of the educational system in a given institution, region, or nation.…”

“…The Local Cultural Heritage and its Effects Upon Present Local educAtional Policies in Arad County from Romania. (Măduţa, 2014), schooling for the future in United States of America: Educational policy at the crossroads (Cogan, 2004), educational policies and poverty reduction in Côte d'Ivoire (Grimm, 2005), inclusive National Educational Policies as Protective Factors for LGBTI Youth Adjustment: An European Cross-National Study (Ioverno, 2023), British and French language and educational policies in the Mandate and Trusteeship Territories (Wolf, 2008), the Educational Policy in Kazakhstan: Analysis Reflection and Modeling (Mynbayeva et al, 2015), Turkey's educational policies in Central Asia and Caucasia: Perceptions of policy makers and experts (Akçalı & Engin-Demir, 2012), educational Policies for the First Nation Child: Impediments and Future Perceptions (Ghizan, 2013), reationism and intelligent design: Presence in the Brazilian educational policy (Silva & Prado, 2010a) Educational policies, also, are relevant to teacher training, such as Educational Policy and Continuing Teacher Training (Cosmin & Elena, 2014), teachers and educational policies (Moreau & Brownhill, 2017), Educational Policies on Initial Training for the Teaching Career in Romania (Şerbănescu, 2013) Education policy, as in other fields, is very important to education. It is the method by which governments, public authorities, and educators develop plans and regulations for education.…”

Not all students are online: The case of business graduate students in Kazakhstan

“…For one, Kazakhstan, as a former member of the Soviet Union and the largest country in Central Asia, welcomes such reforms as a challenge to their young nation in achieving autonomy and recognition (Hartley et al, 2016). Kazakhstan’s educational system went from illiteracy elimination during the Soviet period to being progressively educationally competitive after gaining independence in 1991 (Mynbayeva et al, 2015). The Organisation for Economic Co-operation and Development (OECD) report mentioned that Kazakhstan has to put emphasis on skills required in the labour market such as literacy and problem-solving (OECD, 2017).…”