The Role of Summer Intensive Programmes on Improving Students’ Learning Outcomes in Rural Areas

Abstract

Many countries face serious challenges with education in rural areas. Vast majority of education in rural areas are disadvantaged. In Kazakhstan, inef-fective outcomes of education in rural areas impact on most rural students are lack employability and entrepreneurial skills. This research investigates the role of intensive summer programmes on improving students’ learning outcomes aim to develop and Inspire employability and entrepreneurial skills and STEAM-education in rural schools of Kazakhstan. This research suggest that the summer program transferred practical skills and knowledge to stu-dents, while increasing their motivation to learn outside of the classroom in a way that traditional educational system has not. There are social and eco-nomic challenges in the rural areas: unemployment, the lack of highly skilled professionals, and low motivation. Summer programs appear to ad-dress all above issues by motivating youth to learn and providing them with practical skills that can be used in their private life and careers.

Application of Mobile Information System in Quality Education of Research Activities

“…STEAM research and learning activities take the STEAM education concept as the guiding ideology, take the school rural children's palace independent activity curriculum as the carrier of project construction, and take research-based learning as the way to solve project activities [5]. Starting from the needs of real life and development, by perfecting and solving project problems in real situations, we can cultivate students' scientific literacy, strive to achieve allround development, and cultivate professionals who meet the needs of national development.…”

Junior university: fostering young minds’ interest in higher education

“…Programs prepared by Children Universities may present several benefits according to participants' age, school governance (whether private or state-run), region of origin, or family background (Gomes, 2007). Such benefits seem particularly relevant to the motivation of students with limited school achievement (Sloan McCombs et al, 2011) and whenever participants come from remote rural areas or low-income families (Sagyndykova et al, 2021). The motivation of youngsters also depends on developing challenging and stimulating learning programs (Bazrafcan et al, 2014).…”