The impact of OECD research on the education system of Kazakhstan

Sarmurzin, Yerbol; Amanzhol, Nazerke; Toleubayeva, Kamshat; Zhunusova, Marina; Amanova, Aray

doi:10.1007/s12564-021-09715-8

Cited by 12 publications

(7 citation statements)

References 39 publications

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“…Y. Sarmurzin et al (2021) also write that the qualitative introduction of such a law into action could positively impact the development of the country's educational sphere. This work notes that a unique role was played by studies conducted by the OECD regarding the development of education in Kazakhstan (Gunter, 2017).…”

Section: Discussionmentioning

confidence: 99%

Financing education spending in the context of interbudgetary relations in the Republic of Kazakhstan

Zamirbekkyzy,

Saparova,

Bulakbay

2024

J. Public Nonprof Aff.

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In the current conditions, education is endowed with strategic importance as a sphere of social activity that directly forms the level of intelligence of the population, ensuring competitiveness and innovation in the development of the country's economy. Therefore, the study’s relevance is because the educational capital obtained in the learning process is a combination of theoretical knowledge, practical skills, work experience, and personal characteristics that bring a person income during his career and stimulate further investment in education. Education impacts each citizen’s income and directly affects the economic development of the country, its financial capabilities, and national competitiveness. Thus, this article aims to reveal the critical aspects of republican and local financing of education in Kazakhstan and the prospects for its development. The methodological basis of the research is formed by a system of general scientific and unique research methods: synthesis, system-analytical analysis, and abstract-logical method. The critical result of the work is the systematization of acquisitions within the framework of the researched topic and the study of the features of optimizing the decentralization of education financing in Kazakhstan. Proposed: to increase the efficient distribution of financial resources at all levels of the budget system; increase the opportunities for educational institutions to raise additional funds through educational innovations, expand the list of paid services provided by such institutions; carry out decentralization of education, taking into account the characteristics of the regions, their production potential, the demographic situation and the interests of territorial communities. The results of this scientific study, as well as the conclusions formulated on their basis, are of significant importance both for the scientific community and for financial experts and practitioners from the educational field since they have a structured presentation of the material based on which logical and constructive conclusions are drawn, which may have an impact on the subsequent processes of reforming the financial provision of education in Kazakhstan.

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Section: Discussionmentioning

confidence: 99%

Financing education spending in the context of interbudgetary relations in the Republic of Kazakhstan

Zamirbekkyzy,

Saparova,

Bulakbay

2024

J. Public Nonprof Aff.

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“…The Ministry of Education of Kazakhstan (henceforth referred to as the MoE) suggested radical changes to the country's educational system in 2001 in response to rising concerns with the current system (Sarmurzin et al 2021). Hence, the government of Kazakhstan enacted a set of educational reforms intended to increase academic achievement levels (Sarmurzin et al, 2023a).…”

Section: Policy Measuresmentioning

confidence: 99%

Enhancing Teacher Status in Kazakhstan: The Role of School Leaders and Legislative Measures

Sarmurzin

2024

Preprint

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This article presents research on the role of school leaders in improving teachers’ status in Kazakhstan. The research uses a mixed-methods approach, integrating data from questionnaires and semi-structured interviews. The findings demonstrate a positive attitude towards legislative measures. Nevertheless, there is a gap between policy and reality, since school leaders often violate legal obligations. The study highlights the vital role of school leaders in offering support and chances for professional growth, which greatly impacts teachers' views of their standing and level of work satisfaction. In addition, the research reveals that the built environment of schools and their academic rankings have a role in determining the social status of teachers. The results underscore the significance of successful policy implementation, increased support from school administrators, and a concentration on teacher welfare to raise their professional status. The findings of this study are of great importance for policymakers, school administrators, and educators.

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“…The global adoption of EMI in education was facilitated by the 1999 Bologna Statement, as noted by Kirkpatrick (2014). Following this event, Kazakhstan initiated substantial changes to its higher education system, culminating in the recommendation of the Bologna Declaration in 2010 and the aim of achieving a position among the top 30 nations globally by 2050 through coordinated educational overhauls (Sarmurzin et al, 2021(Sarmurzin et al, , 2022.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This includes a trilingual education policy and EMI integration in universities (Karabassova, 2020a; Tajik et al ., 2022), despite the challenges in transitioning from Kazakh/Russian to English (Karabassova, 2020b, c; Oralova, 2012). The Bologna Declaration's recommendation in 2010 led to educational reforms (Sarmurzin et al ., 2021, 2022).…”

Section: Educational Contextmentioning

confidence: 99%

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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The impact of OECD research on the education system of Kazakhstan

Cited by 12 publications

References 39 publications

Financing education spending in the context of interbudgetary relations in the Republic of Kazakhstan

Financing education spending in the context of interbudgetary relations in the Republic of Kazakhstan

Enhancing Teacher Status in Kazakhstan: The Role of School Leaders and Legislative Measures

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

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