national report on the state and development of educational system of the republic of kazakhstan
TRANSCRIPT
JSC “INFORMATION-ANALYTIC CENTER”
NATIONAL REPORT ON THE STATE AND DEVELOPMENT OF EDUCATIONAL SYSTEM
OF THE REPUBLIC OF KAZAKHSTAN (concise version)
ASTANA 2015
2
UDC 37.0 LBC 74.00 Н 35
National report on the state and development of educational system of the Republic of
Kazakhstan. S. Irsaliev, A. Kultumanova, T. Buldybaev, G. Karbaeva, Sh. Shaymuratova,
G. Nogaybaeva, G. Kusidenova, A. Ibrasheva, Z. Alyamova, M. Alpysbaeva, K. Manakova. -
Astana: “IAC” JSC, 2015 - 177 с.
ISBN 978-601-7080-95-2
National report on the state and development of the education system of the
Republic of Kazakhstan provides a dynamic and comparative analysis of the
implementation of the State Program for Education Development of the Republic of
Kazakhstan for 2011-2020.
The report is addressed to decision-makers in the field of education,
professionals at all levels of educational sphere and the broad range of civil society.
UDC 37.0 LBC 74.00
ISBN 978-601-7080-95-2
National report is the intellectual property of “Information-analytic center” JSC. Any duplication or reproduction of text, including partial and in any forms are forbidden
without reference to the original source.
© Publishing service of “IAC” JSC, 2015
3
CONTENT
LIST OF ABBREVIATIONS 4
INTRODUCTION 7
1. EDUCATIONAL SYSTEM OF KAZAKHSTAN: SOCIO-ECONOMIC AND INTERNATIONAL CONTEXT
9
1.1. Influence of macroeconomic factors on the development of education 10
1.2. Educational system of Kazakhstan: international assessment
25
2. IMPLEMENTATION OF STATE EDUCATION POLICY 45
2.1. Early childhood education
46
2.2. Primary, basic secondary and general secondary education
66
2.3. Vocational education and training
106
2.4. Higher and postgraduate education
122
3. REGIONAL EDUCATION SYSTEMS: RATING OF REGIONS 140
GLOSSARY 164
BIBLIOGRAPHY 172
4
LIST OF ABBREVIATIONS
AC Agro industrial complex
AEO Autonomous educational organization
ATS2 Academic teaching staff
APEC Atyrau Petroleum Educational Center. Atyrau Oil and Gas Training Centre
BT Board of Trustees
CBD Chemical and biological direction
CRR Construction rules and regulations CS MNE RK
Committee on Statistics of Ministry of National Economy of the Republic of Kazakhstan
CT Complex testing
DAAD (Deutscher Akademischer Austausch Dienst) The German academic exchange service
DGRK Decree of the Government of the Republic of Kazakhstan
EAAA External assessment of academic achievements
EDI Education development index
EFA Education for all
EL Education leadership
EHEA European higher education area
EKR East Kazakhstan region
ENQA European Association for Quality Assurance in Higher Education
ETF European Training Foundation
EU European Union
GIC Global index of competitiveness
GIZ (Die Deutsche Gesellschaft für Internationale Zusammenarbeit) German community for international co-operation
GDP Gross domestic product
GSE General secondary education
HDI Human Development Index
HEI Higher educational institution
HCDI Human Capital Development Index
IAAR Independent Agency for accreditation and rating
IAEQA Independent agency of educational quality assessment
ICT Information and communication technologies
ILO International Labour Organization
5
INQAAHE International Network for Quality Assurance Agencies in Higher Education
IMD The International Institute for Management Development
JSC Joint-Stock Company
JAMK University of Applied Sciences Yuvyaskyulya city, Finland
LB Local budget
LEB Local executive bodies
LLP Limited liability partnership
MA RK Ministry of agriculture of the Republic of Kazakhstan
MCS RK Ministry of culture and sport of the Republic of Kazakhstan
MD RK Ministry of defence of the Republic of Kazakhstan
MES RK Ministry of education and science of the Republic of Kazakhstan
MHSD RK Ministry of health and social development of the Republic of Kazakhstan
МIA RK Ministry of internal affairs of the Republic of Kazakhstan
MTB Material and technical base
NAC National accreditation center
NB National budget
NC National company
NCERK National chamber of entrepreneurs of the Republic of Kazakhstan
NCFT National center of further training
NCT National center of testing
NESS National education storage system
NFC National framework of classifications
NIS Nazarbayev Intellectual Schools
NKR North-Kazakhstan region
NLA Normative-legal act
NOES National obligatory educational standard
NESS National education storage system
NPED National program of education development of the Republic of Kazakhstan for 2011-2020
NPJSC Non-profit joint stock company
OECD Organization of economic collaboration and development
OUN Organization of United Nations
PDP People’s democratic party
PE Private entity
РhD Doctor of Philosophy
6
PISA Programme for International Student Assessment
PSO Preschool organization
PMD Physical and mathematical direction
QS WUR Quacquarelli Symonds World University Rankings. The world ranking of QS Universities
RB Republican budget
RK The Republic of Kazakhstan
RI Research institute
RETW Research, experimental and technologic activities
RIFTETS Republican Institute for development of leading and research-pedagogic staff
RSMC Republican scientific and methodological center SAIT Polytechnic Southern Alberta Institute of Technology in Canada
SFT System of further training
SKR South Kazakhstan region
SPFIID State program of forced industrial and innovative development
SPP State and private partnership
SRS Sanitary regulations and standards
TAFE Technical and Further Education (institutions provide a wide range of predominantly vocational tertiary education, qualification courses under the National Training System)
TIMSS Trends in Mathematics and Science Study.
TM Teaching materials
TOEFL Test of English as a Foreign Language
TTP Technical and teaching personnel
UGS Ungraded school
UNT Uniform national test
UNODP United nations organization development program
UNICEF International organization acting under the aegis of the United Nations
UNESCO The UN organization in the sphere of education, science and culture
USA United States of America
VET Vocational education and training
WB The World Bank
WKR West Kazakhstan region
WSI World Skills International
7
INTRODUCTION In the establishment of the knowledge economy, the quality
of educational services is a key factor for socio-economic development of the country.
In the Address to the people of Kazakhstan "Kazakhstan's way - 2050: Common Aim, Common Interests and Common Future" the Head
of State Nazarbayev N.A. set the task of forming an advanced national education system.
Competitive education system involves information and analytical support of education policy at all levels of education - from preschool
education to postgraduate. 23 of 30 most developed countries of the world adopted the practice of publishing reports on the state and prospects of the
development of education. In our country, this official source of objective information is the National report on the status and development of the
education system.
The report includes an education state assessment, expressed in concrete figures and indicators in the interregional and international
comparisons, the analysis of the achievement of certain objectives and the expected results, as well as recommendations to improve the effectiveness
of Kazakhstani education system. The report consists of an introduction, three chapters with
conclusions and recommendations, and annexes in the form of statistical tables. In the first chapter, "The educational system of Kazakhstan: socio-
economic and international context" presents the analysis of external factors in the development of the education system of the Republic and
monitoring of six prestigious international rankings. In addition, for the first time, the report presents an analysis of Gini index for the Republic
of Kazakhstan, which assesses the level of income distribution in society.
8
Another innovation of the ninth issue of the national report is the analysis
of the results of Kazakhstan's participation in Human capital index ranking The second chapter, "The implementation of state education policy"
covers achieving the main priorities of the State program for education development of the Republic of Kazakhstan for 2011-2020. It contains the
analysis of key performance indicators in the light of the International
Standard Classification of Education (ISCE-2011) by four levels: "Early childhood education", "Primary, basic secondary and general secondary
education", "Vocational education and training", "Higher and postgraduate education." This chapter presents for the first time the best practices of the
Organization for Economic Cooperation and Development (OECD) in the field of education, as well as the best regional experiences.
The third chapter "Regional educational system: rating of regions" presents ranking of regional educational systems according to criteria such
as access to education, financial and material resources, human resources and efficiency of educational organizations. The rating results are used to
determine trends in the development of regional systems of education and provide the necessary support.
National report on the results of 2014 is based on statistics of the National education storage system, as well as official data of structural
units of Ministry of Education and Science of the Republic of Kazakhstan and its subordinate organizations.
The report, as ever, addressed to a wide range of users: legislative and executive authorities, educators, different social groups and the media.
Information about the state of the education system can be used to take necessary effective solutions and be useful in helping to increase
competitiveness of the country by improving the quality of educational
services.
Глава 1EDUCATIONAL SYSTEM OF
KAZAKHSTAN: SOCIO-ECONOMIC
AND INTERNATIONAL CONTEXT
10
1. EDUCATIONAL SYSTEM OF KAZAKHSTAN: SOCIO-ECONOMIC AND INTERNATIONAL CONTEXT
1.1. INFLUENCE OF MACROECONOMIC FACTORS ON THE
DEVELOPMENT OF EDUCATION
Head of the State Nursultan Nazarbayev in his Address to the Nation "Kazakhstan's way - 2050: The common goal, common interests, common future" has outlined the strategic objective of becoming one of top 30 developed countries. Education will be oriented to the standards of member countries of the Organization for Economic Cooperation and Development (OECD). Values of the Mangilik El idea such as civil equality, hard work, honesty, the cult of learning and education, a secular country - a country of tolerance should be at the core of educational system.
Global changes in economic and political life of the country lead to the emergence of new socially significant standards in the educational system.
The State program of education development of the Republic of Kazakhstan for 2011-2020 years (State Program of Education Development) aimed at improving the competitiveness of education and human capital development by providing access to quality education for sustainable economic growth is being implemented successfully.
The effectiveness of educational strategies’ implementation depends on a number of external and internal factors, including the level of socio-economic development, demographic, cultural and political factors.
One of the main macroeconomic indicators, reflecting the economic condition of the country is the Gross Domestic Product (GDP). This indicator shows the material prosperity of the nation, and, consequently, the standard of living of its population.
According to the results of 2014, GDP grew by 4,3% compared to the year 2013 (Fig. 1.1.1).
11
Figure 1.1.1. Dynamics of GDP bn. tng
Source: Data of CS MNE RK
Kazakhstan's GDP per capita increased by 84 times in comparison with 1994 and reached 2 199 828 tenge (12 277 US dollars) in 2014.
However, in comparison with 2013, the GDP growth rate in 2014 decreased from 6% to 4,3% due to decline in demand for Kazakh export positions on foreign markets (especially in Russia), as well as due to drop in prices for oil and metals on world market (Fig. 1.1.2).
Figure 1.1.2. Dynamics of GDP / Kazakhstan
Source: Data of CS MNE RK
10 214 12 850
16 053 17 008 21 816
27 572 30 347
35 275 38 033
2006 2007 2008 2009 2010 2011 2012 2013 2014
2 199 828
-9,2
-12,6
-8,2
0,5 1,7
-1,9
2,7
9,8
13,5
9,8
9,3
9,6 9,7 10,7
8,9
3,3
1,2
7,3 7,5
5,0
6,0 4,3
-15,0
-10,0
-5,0
0,0
5,0
10,0
15,0
0
500 000
1 000 000
1 500 000
2 000 000
2 500 000
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Annu
al g
row
th
of G
DP,
%
GD
P pe
r cap
ita, K
ZT
GDP per capita, KZT % to the last year
12
Stability of macroeconomic indicators has become one of the factors contributing to the improvement of Kazakhstan's positions from 72nd (2011) to 50th place (2014) in the annual report of competitiveness of world economies. However, GDP and GDP per capita in Kazakhstan are still low in comparison with Finland, Singapore, Sweden, Russia and other countries (Fig. 1.1.3).
Figure 1.1.3. GDP of countries in 2013, mln. US dollars
Source: World bank Data, data.worldbank.org
The Gini coefficient is the statistical indicator that shows the degree of inequality of income distribution in society and of wages of different population groups in the range from 0 (perfect equality) to 1 (maximum inequality).
There is a decrease in the Gini coefficient from 0,366 (2001) to 0,278 (2014) in Kazakhstan, which demonstrates the reduction of the gap between the highest and lowest incomes.
The poverty level declined to 2,8% in 2014. However, there remains a significant income gap in urban and rural areas. In rural areas, the
16 768 100
2 096 777
1 826 769 1 560 372
579 680 297 941
267 329 231 876
53 042
14 612
51 964
67 463
60 381 55 183
49 151
13 612
-
10 000
20 000
30 000
40 000
50 000
60 000
70 000
80 000
-
2 000 000
4 000 000
6 000 000
8 000 000
10 000 000
12 000 000
14 000 000
16 000 000
18 000 000
Uni
ted
Sta
tes
Rus
sia
Can
ada
Aus
tralia
Sw
eden
Sin
gapo
re
Finl
and
Kaz
akhs
tan
GD
P pe
r cap
ita, U
SD
GD
P, m
ln.U
SD
GDP, mln.USD GDP per capita, USD
13
proportion of people with incomes below the subsistence minimum exceeded the share of urban population with low incomes by 3,6 times, accounting 4,7% of the total share of the population (Fig.1.1.4).
Figure – 1.1.4. The Gini coefficient
Source: Data of CS MNE RK
In 2014, 8 651,1 thousands people are occupied in the economy sectors, which is 0,9% more than in 2013. A large proportion from among the officially employed population are self-employed workers (29%). The unemployment rate decreased by 2,7 times from 13,5% (1999) to 5% (2014) (Fig. 1.1.5).
Figure 1.1.5. Unemployment rate and employed population
Source: Data of CS MNE RK
0,366
0,328 0,315 0,305
0,304
0,312 0,309 0,288
0,267 0,278
0,290 0,284
0,276
0,278
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
6699 6709
7404 7631 7857 7903 8114 8302 8507 8571 8651 10,4
9,3 8,8 8,4 8,1 7,8 7,3 6,6 6,6
5,8 5,4 5,3 5,2 5,0
0
2
4
6
8
10
12
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
10000
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Une
mpl
oym
ent r
ate
, %
Empl
oyed
pop
ulat
ion,
thou
s. p
pl
Employed population,thous. ppl Unemployment rate , %
14
The unemployment problem concerns the entire economically active population, but it is especially serious for young people. Young people may be one of the most vulnerable and non-competitive categories of the labor force in the new market conditions.
Over the past 14 years, the unemployment rate among young people aged from 15 to 24 years decreased by 5 times, from 15 to 28 years by 4.5 times. This positive trend is due to the successful integration of university graduates to the labor market (Fig. 1.1.6).
Figure 1.1.6. The level of youth unemployment
Source: Data of CS MNE RK
Factor affecting the quality of education is the cost per student. Kazakhstan spends the lowest amount (12% of GDP per capita) on education per student among the countries of Europe and Central Asia - participants of PISA 2012. In Russia, this indicator is 21%, in the OECD countries on average - 27%. However, a causal relationship between the budgetary expenditures per pupil and the improvement of performance is relative.
Countries like Poland and Estonia allocate less budget funds per pupil than countries with similar levels of economic development. At the same time, they are able to provide a high literacy of the majority of students in math and reading by the end of high school (Fig. 1.1.7).
19,1 17,3 14,5 14,3 13,4
12,1
9,4 7,4 6,7
5,2 4,6 3,9 3,9 3,6
16,6 14,7 12,7 12,6 11,9 11,5 9,7
8,4 8,5 6,6 6,1 5,4 5,5
4,0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Unemployment rate of youth (aged 15-24), %Unemployment rate of youth (aged 15-28), %
15
Figure 1.1.7. Expenditures per pupil in secondary education, % of GDP per capita
Source: "Analysis of the PISA results, conducted in 2009 and 2012", World Bank, 2014
The success of educational reforms as a central element of education policy of Kazakhstan depends on various factors. The main one is the degree of balance between innovations (investing reform) and "routine" (the current needs of educational organizations and others.).
Key reforms in education play an important role in its improvement. With insufficient funding of development of the educational institutions network, without strengthening and equipping MTB, without increasing the potential of teachers and academic staff of universities innovations will be implemented to a limited extent.
The share of GDP and state budget expenditures invested in education are an indicator of the country's priorities in the allocation of resources. This indicator may also be influenced by factors such as demographics, the wages of teachers, and the content of educational organizations.
Over the past few years, steady GDP growth led to a significant increase of government expenditures on education. The total volume of expenditures on education has grown by 1,7 times (Fig. 1.1.8).
12,0% 15,3%
19,1% 21,0%
22,8% 23,9% 25,8% 27,0% 27,1%
Kaz
akhs
tan
Chi
le
Mal
aysi
a
Rus
sia
Japa
n
Pol
and
Est
onia
OE
CD
Sw
itzer
land
16
Figure 1.1.8. The dynamics of state budget expenditures / education
Source: Data of CS MNE RK
In 2014, the proportion of GDP on education in Kazakhstan got closer to the average level of budget of OECD countries only for pre-school education. Funding of school, technical and vocational education got to the low rates of OECD countries, such as Turkey, Slovakia, Hungary. The financing of higher education in Kazakhstan is less for 2 times than in the OECD countries with a low share of the costs of GDP (see Table. 1.1.1.).
Table 1.1.1. Budget expenditures on education, Kazakhstan / OECD countries
Level of education, % of GDP 2013 2014 2015 OECD
average Minimal in OECD,
in % of GDP
Pre-school education
0,4
0,6
0,6
0,6
0,1 (Ireland) 0,4 (Holland,
Slovakia, Italy)
School education
1,8
1,9
2,1
3,6
2,4 (Turkey), 2,6 (Slovakia), 2,7 (Hungary), 3,3 (Poland) Technical and vocational
education 0,3 0,2 0,2
Higher education
0,4
0,4
0,4
1,4
0,8 (Italy), 1,1 (Australia,
Hungary, Poland) other,
in % of GDP 0,9 00,3
0,2 - -
% of GDP 3,8 3,5 3,6 5,6 - Source: Data of MES RK, Report "Glance at Education 2014. OECD Indicators 2014",
4,1 3,8 4,0 3,8 3,5
797 414
1 000 285
1 255 606 1 284 423 1 392 356
0
5
10
15
200 000
400 000
600 000
800 000
1 000 000
1 200 000
1 400 000
2010 2011 2012 2013 2014
% to
GD
P
Expe
nditu
res
on e
duca
tion,
m
ln.te
nge
% to GDP Expenditures on education, mln.tenge
17
The sooner investments are made in human capital - the higher the
return to the state. The profit rate of investment in human development
is the highest in the earliest age. Investing $ 1 in pre-school education and
training makes a profit of 4-7 dollars, in school education - $ 3 and
a professional - $ 2.
According to the comparative analysis of the state budget distribution
by levels of education, there has been a steady increase in funding for
all levels of education from 2010 to 2014.
In the dynamics of 5 years there has been a significant increase
in funding of pre-school education (3,8 times), schooling and vocational
and technical education (1,8 times), higher and postgraduate education
(2 times).
A significant increase in funding of pre-school education in the period
from 2010 to 2014 is due to the successful implementation of “Balapan”
program. In six years, the coverage of children aged from 3 to 6 years has
increased to 2,2 times - from 36% (2009) to 78,6% (2014). The share
of private kindergartens has increased by 3 times - from 10% (2010) to
32,9% (2014).
Implementation of the “Serpin” project has contributed to the increased
funding of vocational and higher education. In 2014, 2050 grants were
allocated for students from labor-surplus regions on the basis of
7 universities and 23 colleges of labor-deficient areas.
Moreover, there is growth of indicators of the state educational order
for masters and doctoral programs (Fig. 1.1.9).
18
Figure 1.1.9. Dynamics of state budget expenditures by levels of education
Source: Data of CS MNE RK
The largest share of expenditures is on secondary education (55%),
pre-school education and training (17%), higher and postgraduate (11%),
technical and vocational education (7%). Highest proportion of funds is
allocated on secondary education (57%) because it is free, has the longest
duration (11-12 years, depending on the type of school) and its multiplicity
(universal education) (Fig. 1.1.10).
63 332
121 718
239 937
423 702
596 486
771 907
51 434 90 835 93 004
73 429 113 940
151 568 185 517
332 627
135 940
2010 2011 2012 2013 2014
Preschool education and upbringing Secondary education
Technical and vocational education Higher and postgraduate education
Other educational programs
19
Figure 1.1.10. The dynamics of the state budget by levels of education,% of total expenditures
Source: Data of CS MNE RK
According to the CS MNE of Kazakhstan for 2014, 31% of the total number of economically active population have higher education, 33% - secondary vocational education, 24% - secondary education, 6% - basic vocational education, 4% - incomplete higher education (Fig. 1.1.11)
Figure 1.1.11. Economically active population / education level
Source: Data of CS MNE RK
10%
48%
7% 9% 26% 11%
47%
8% 9%
24% 17%
55%
7% 11%
10%
Preschool educationand upbringing
Secondary education Technical andvocational education
Higher andpostgraduate education
Other educationalprograms
2012 2013 2014
2 648
283
2 846
679
2 352
183 21
2 746
336
2 914
676
2 243
117 11
2 789
331
3 027
583
2 220
146 14
Highereducation
Incompletehigher
education
Technical andvocationaleducation
Basicvocationaleducation
Secondaryeducation
Elementaryeducation
Primaryeducation
2012 2013 2014
20
Analysis of regional distribution of the working population by
educational level shows that the greatest proportion of workers are
specialists with higher and incomplete higher education (Fig. 1.1.12).
Figure 1.1.12. The number of working population / education level
Source: Data of CS MNE RK
The lowest proportion of the working population with higher
and postgraduate education falls on the North Kazakhstan (23%),
Akmola (26%), Zhambyl (26%) and Kostanai (26%) regions. The highest
is in Astana (71%) and Almaty (63%).
Migration is one of the factors determining the process of budget
planning and forecasting in education. According to the Committee
of statistics of MNE of RK the main mass of the external migration of the
Kazakhstan’s population falls on the border regions such as the East
Kazakhstan, Pavlodar and North Kazakhstan regions. Simultaneously, the
main tributary of the population accounts for Mangistau, Almaty, South
Kazakhstan and Aktobe regions (Fig. 1.1.13).
35%
33%
32%
Higher and incomplete higher educationVocational and technical educationSecondary,elementary, primary education
21
Figure 1.1.13. External migration (balance), people
Source: Data of CS of MNE of RK
Analysis of regional distribution of migratory flows within the country
shows that the largest outflow of population falls on the South Kazakhstan, East Kazakhstan, Zhambyl and North Kazakhstan regions. Simultaneously, the main tributary of the population falls on the cities of Almaty and Astana (Fig. 1.1.14).
Figure 1.1.14. Internal migration (balance), people
Source: Data of CS MNE RK
-1 422 1 487
2 479 267
-435 369
-1 823 -1 349
13 3 256
1 770 -1 953 -1 952
-2 207 1 412
-191
-3 000 -2 000 -1 000 0 1 000 2 000 3 000 4 000
AkmolaAktobeAlmatyAtyrau
West KazakhstanZhambyl
KaragandyKostanayKyzylorda
MangystauSouth Kazakhstan
PavlodarNorth KazakhstanEast Kazakhstan
Astana cityAlmaty city
-1 975 -75
3 725 186
-589 -6 431
-3 484 -2 647 -2 183
4 177 -10 664
-1 816 -4 727
-7 211 17 877
15 558
-15 000 -10 000 -5 000 0 5 000 10 000 15 000 20 000
Akmola regionAktobeAlmatyAtyrau
West KazakhstanZhambyl
KaragandyKyzylordaKostanay
MangystauSouth Kazakhstan
PavlodarNorth KazakhstanEast Kazakhstan
Astana cityAlmaty city
22
The birth rate is another factor determining the distribution of financial flows in education. According to CS MNE of Kazakhstan, there was marked decline in fertility since independence until 1999. The lowest birth rate was recorded in 1999. From 2000 to 2014 there are positive dynamics in birth rates (Fig. 1.1.15).
Figure 1.1.15. Dynamics of fertility / Kazakhstan
Source: Data of CS MNE RK
Regional features of the country (population density in the southern regions and low density in the north) require local executive bodies to provide targeted support to organizations of education, in terms of their financing, equipping and strengthening of MTB.
An indication of the teaching profession status is the prestige and professional status of teachers. In this regard, one of the priorities of education development is to strengthen government support to and motivation of teachers.
A system of economic and social motivation of educators, flexible system of salary appointment that outputs it to the level of the average salary in the country and boosts the quality of work will be introduced in 2020 as a result of state program.
362
081
353
174
337
612
315
482
305
624
276
125
253
175
232
356
222
380
217
578
222
054
221
487
227
171
247
946
273
028
278
977
301
756
321
963
356
575
356
378
367
942
372
801
381
005
387
227
401
066
0
50 000
100 000
150 000
200 000
250 000
300 000
350 000
400 000
450 000
23
According to CS of MNE of Kazakhstan for the 1st quarter of 2015 the average monthly nominal wage in the country amounted to 118 638 tenge. Salaries vary depending on the scope of activities in the range of 45 thousands to 439 thous. tenge. In education, the level of the average monthly wage is 62% of the average salary in the country (Fig. 1.1.16).
Figure 1.1.16. Kazakhstan / average monthly salary for 1 employee, tenge / 1 quarter of 2015
Source: Data of CS MNE of RK
Thus, the analysis of the main macroeconomic factors indicate a stable socio-economic development of the country.
Kazakhstan's positions in the Global Competitiveness Index are being improved mainly due to the stability of macroeconomic indicators. There is a growing level of investment climate.
According to the survey of Ernst & Young, 85% of respondents from investors working in Kazakhstan, considered the country as the most attractive among the member countries of CIS in terms of implementation of investment projects.
According to respondents, competitiveness in costs and macroeconomic stability are the main elements of Kazakhstan’s
118 638
73 865 62 359 57 935
73 108
112 000
Average monthlyearnings
Education Preschooleducation and
upbringing
Primaryeducation
Secondaryeducation
Higher education
24
investment attractiveness. 44% of respondents believe that the level of wages in Kazakhstan is attractive, 39% relate the macroeconomic stability to the country's competitive advantages.
However, the cost of education remain low (1,6 times less than in the OECD countries, as% of GDP) despite the improvement of socio-economic conditions in the country.
A minimum level of financial investments is required to ensure a high quality of education. However, high expenditure rates do not always provide improved learning outcomes. Required maximum of effective funding per pupil in OECD countries is $ 50 000. US. In Kazakhstan, this figure is $ 1,300. US.
It is necessary to increase expenditures per student in Kazakhstan upward.
Education, as the basis of human capital, determines economic growth of the countries. Studies show a direct link between education and economic growth. For example
− an increase in primary school enrollment by 1% increases GDP of the country to 0,35% (Stevens & Weale, 2003);
− increase in the duration of study in high schools for one year raises GDP to 0,44% (Barro, 2002);
− implementation of strategic programs of education development for more than 10 years increases the country's GDP by nearly 5% (Hanushek & Wößmann, 2007);
− a country that scores for 5 points more of the average score of PISA, increases labor productivity by 2,5% and GDP per capita by 1,5% (OECD, 2006);
− an improvement for 50 PISA score increases annual GDP by 1% (Hanushek, 2010).
Thus, in order to improve human capital formation in Kazakhstan it is required to harmonize the educational system to the standards of developed countries (OECD) and to increase investment in education
25
1.2 EDUCATIONAL SYSTEM OF KAZAKHSTAN: INTERNATIONAL ASSESSMENT
In a globalized world, competitiveness becomes a paramount issue for any state. A high-quality education is one of the important factors of successful development of the country. Monitoring of Kazakhstan’s positions in leading international rankings of competitiveness of the world countries allows tracking the progress of education and science development.
The Global Competitiveness Index
Global Competitiveness Index of the World Economic Forum
(GCI WEF) is one of the most recognized international rankings that
assess the external competitiveness of the country. Nine years ago, the
President set a task to join the club of 50 most competitive countries of the
world according to the WEF. At this stage, this task is completed. In the
Address to the Nation "Kazakhstan's way - 2020: common goal, common
interests, common future" the President has outlined a new target – to
enter the 30 most competitive countries of the world.
Kazakhstan has retained its position in the GCI WEF 2014-2015 and
took 50 place (with an average score of 4.42). In total, the ranking was
attended by 144 countries (in 2013 - 148). The list of participants of the
ranking has been updated in 2014.
Since 2012, Kazakhstan is in a group of countries with economies
focused on innovative development. Significant sub-indices are "Efficiency
enhancers" and "Innovation and sophistication factors."
For Kazakhstan, the proportion of the three sub-indices such as the
"Basic requirements", "Efficiency enhancers", "Innovation and
sophistication factors" have identified the respective positions of the
country - 51, 48 and 89 places (tabl.1.2.1).
26
Table 1.2.1. The proportion of sub-indices for Kazakhstan
Transitional phase (from 2 to 3)
The proportion The weight value for Kazakhstan Basic requirements 20-40% 37,7% Efficiency enhancers 50% 50,0% Innovation and sophistication factors
10-30% 12,3%
Source: WEF "Annual Report on the Global Competitiveness", 2014-2015
The top five countries with economies focused on innovation are Switzerland, Singapore, United States, Finland and Germany (figure 1.2.1).
Figure 1.2.1. Ranking of competitiveness of the countries
Source: WEF "Annual Report on the Global Competitiveness", 2014-2015
Traditionally, the WEF ranking is based on 114 indicators. Thirty-four of these are calculated according to the statistics, 80 – according to a survey of managers of medium and large enterprises in the country.
Twelve factors of competitiveness are formed on the basis of these indicators. Kazakhstan has shown little progress in the factors like "Goods
144
108
76
53
50
45
28
26
6
5
4
3
2
1
147 121
84
64
50
44
29
25
9
4
3
5
2
1
Guinea
Kyrgyz Republic
Ukraine
Russian Federation
Kazakhstan
Turkey
China
South Korea
Japan
Germany
Finland
United States
Singapore
Switzerland
2013 2014
27
market efficiency" (+2) "Market size" (+2) "Financial market development" (+5) "Business sophistication" (+3).
However, there is a decrease in the country's position in 5 factors. Thus, Kazakhstan has reduced its position in the direction of "Higher Education and training" (-8), "Macroeconomic environment" (-4) "Technological readiness" (-4), "Institutions" (-2), "Innovative potential" (-1) (Fig.1.2.2).
Figure 1.2.2. The dynamics of Kazakhstan's positions
Source: WEF "Annual Report on the Global Competitiveness" 2014-2015
Kazakhstan has improved positions on 7 out of 13 indicators of education and science. Positive dynamics is recorded on such indicators as "The quality of primary education" (+5) "The quality of the education system" (+12) "The quality of math and science education" (+3) "Availability of scientists and engineers" (+15) "The quality of scientific research institutions" (+3) and" Quality of management schools "(+4).
Positive progress is due to several factors. The content of school education is being modernized and updated. Number of Kazakhstani
55 62 23 97 54 56 15 103 57 54 94 84
57 62
27
96
62 54
15
98
61 52
91 85
Inst
itutio
ns
Infra
stru
ctur
e
Mac
roec
onom
ical
env
ironm
ent
Hea
lth a
nd p
rimar
y ed
ucat
ion
Hig
her e
duca
tion
and
train
ing
Goo
ds m
arke
t effi
cien
cy
Labo
r mar
ket e
ffici
ency
Finc
anci
al m
arke
t dev
elop
men
t
Tech
nolo
gica
l rea
dine
ss
Mar
ket s
ize
Bus
ines
s so
phis
ticat
ion
Inno
vatio
n po
tent
ial
2013 2014
-8
-4
+2 -2
-1
+2
+5
28
students who become winner and awardees of international Olympiads and scientific competitions grows each year. New 3-levelled training programs for teachers are being implemented successfully.
The involvement of business and labor market in the development of vocational education has been strengthened. Principles of integration of education, science and production are being implemented. University science is being developed and intelligent clusters on the basis of the Nazarbayev University and research departments in universities are being created.
However, the comparative analysis shows a decrease in positions on indicators of "Secondary education enrollment" (-13), "Higher Education enrollment" (-4) and the questionnaire indicator "University-industry collaboration in R&D" (-9) (Fig.1.2.3).
Figure 1.2.3. Dynamics of Education indicators
Source: WEF "Annual Report on the Global Competitiveness" 2014-2015
69 118 29 58 88 75 96 52 65 56 102 79 98
64
116
42 62
76 72
92
56 66 62
99 88 83
Qua
lity
of p
rimar
y ed
ucat
ion
Prim
ary
educ
atio
n en
rollm
ent
Sec
onda
ry e
duca
tion
enro
llmen
t
Hig
her e
duca
tion
enro
llmen
t
Qua
lity
of e
duca
tiona
l sys
tem
Qua
lity
of m
athe
mat
ical
and
sci
entif
iced
ucat
ion
Qua
lity
of m
anag
emen
t sch
ools
Inte
rnet
acc
ess
in s
choo
ls
Ava
ilabi
lity
of re
sear
ch a
nded
ucat
iona
l ser
vice
s
Pro
fess
iona
l dev
elop
men
t of p
erso
nnel
qual
ity o
f sci
entif
ic re
sear
ch in
stitu
tions
Uni
vers
ity-in
dust
ry c
olla
bora
tion
inR
&D
Ava
ilabi
lity
of s
cien
tists
and
eng
inee
rs
2013 2014
-13
-9
+5 +3
+3 +4 +15 +12
-4
29
Low positions on indicators of "Secondary education enrollment" and "Higher education enrollment" are associated with the discrepancies in the international and national statistics.
In general, over the past three years Kazakhstan shows a stable high result (Fig.1.2.4).
Figure 1.2.4. Kazakhstan's position in the ranking of GCI
Successful implementation of new projects of industrial-innovative
development of the country in Kazakhstan including the further accelerated modernization of the education and science sector will allow the transition from the "Effective development" stage to "Innovation driven" stage in WEF GCI.
IMD World Сompetitiveness Customized Rankings
Institute of Management Development (IMD) in Lausanne (Switzerland) was one of the first to deal with issues of competitiveness. "The World Competitiveness Yearbook" is one of the most comprehensive analyzes of problems of competitiveness of countries and regions.
According to the method of IMD, the country's competitiveness is calculated based on four main factors: "Economic Performance", "Government Efficiency", "Business Efficiency" and "Infrastructure".
In the ranking of IMD-2014 the methodology has some minor changes. Four new indicators to factor "Economic Performance" ("Exports by commodity," "Expenditures on food," "The price of gasoline", "Number of
51 56
61 66 67
72 72
51 50 50
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
30
online searches on investments and business"), and one indicator to factor "Infrastructure" ("General government expenditures on education per pupil, % of GDP ") were included (Fig.1.2.5).
Figure 1.2.5 IMD Calculation Methodology
Source: IMD World competitiveness yearbook, 2014
According to the rating IMD-2014, Kazakhstan occupies 32nd place out of 60 countries. Thereby, improving the country's position by two places compared to last year. The top three most competitive countries are led by the United States, Switzerland and Singapore (Fig.1.2.6).
Figure 1.2.6. Kazakhstan's position in the ranking of IMD
Source: IMD World competitiveness yearbook, 2014
1 2 3 4 5 6
29 30 31 32 33 34 38 40 49
58 59 60
Uni
ted
Sta
tes
Sw
itzer
land
Sin
gapo
re
Hon
g K
ong
Sw
eden
Ger
man
y
Thai
land
Est
onia
Chi
le
Kaz
akhs
tan
Cze
ch R
epub
lic
Lith
uani
a
Rus
sian
Fede
ratio
n
Turk
ey
Ukr
aine
Arg
entin
a
Cro
atia
Ven
ezue
la
2014 2013
Ranking by factors
Economic performance Government Effectiveness
Business Efficiency Infrastructure
Reliable data (International, national and
regional statistics) 135 indicators
The survey data (Top-managers and managers)
118 indicators
The calculation of standardized values Individually for each indicator
253 indicators
31
Positions on three factors: "Economic performance" (+2) "Government efficiency" (+3) "Business performance" (+5) has been improved.
Sub-factorial analysis shows a growth of 15 points out of 20. A significant increase is observed on subfactors "Domestic Economy" (+9) and "Foreign investments" (+9). However, there was a significant reduction of positions under the item "International Trade" (-33) (Fig.1.2.7).
Figure 1.2.7. Dynamics of Kazakhstan’s indicators
Source: IMD World competitiveness yearbook 2014
«Economic performance»
Subfactors 2013 2014 +/-
Internal economy 37 28 +9
International trade 19 52 -33
External investments 29 20 +9
Employment 15 19 -4
Prices 45 39 +6
«Government efficiency»
Subfactors 2013 2014 +/
Government finances 11 14 -3 Fiscal policy 12 9 +3 Institutional environment 39 35 +4 Legislation regulating business 33 28 +5
Social environment 27 25 +2
«Business efficiency»
Subfactors 2013 2014 +/- Performance and efficiency 48 45 +3 Labor market 12 9 +3 Finances 49 48 +1 Management Practices 34 32 +2 Attitudes and values 27 28 -1
«Infrastructure»
Subfactors 2013 2014 +/- Basic infastructure 40 37 +3
Technological infrastructure 38 32 +6
Scientific infrastructure 45 50 -5 Health care and the environment 57 56 +1
Education 42 40 +2
43 35
28 29 27
2010 2011 2012 2013 2014
20 21 18
23 20
2010 2011 2012 2013 2014
29 36 34
38 33
2010 2011 2012 2013 2014
39
46
43 44
45
2010 2011 2012 2013 2014
32
The growth of Kazakhstan's position on subfactor "Education" (+2) should be noted. A new indicator "Total government expenditures on education per pupil, % of GDP per capita", on which Kazakhstan took 45th place (12%) was included in the subfactor "Education" for the first time.
Analysis of indicators shows a significant increase in positions on two indicators: "General government expenditures on education, % of GDP" (+15) and "Higher education" (+10). Moreover, Kazakhstan has demonstrated stable championship for five years in terms of level of adult literacy.
Indicators of attractiveness of higher education according to the number of foreign students remain low, providing only 44th place for Kazakhstan. Kazakhstan's positions, as in the previous year, remain low in terms of "Knowledge of English, TOEFL scores » (tabl.1.2.2).
Table 1.2.2. Education Subfactor / positions of Kazakhstan
Statistical indicators 2008 2009 2010 2011 2012 2013 2014 +/-
Illiteracy, illiteracy level of adults (over 15 years),% of the total population
1 1 1 1 1 1 1 0
Total public expenditure on education, % of GDP 49 49 48 43 49 50 35 +15
Total public expenditures on education per capita, USD 45 50 47 47 47 46 43 +3
Total government expenditures on education per pupil, % of GDP per capita
- - - - - - 45 -
Pupil / teacher ratio (primary school) 31 29 33 36 37 38 40 -2
Pupil / teacher ratio (high school) 14 16 13 12 12 7 8 -1
Number of students in secondary school, % of the relevant age group of full-time training
28 32 37 32 31 28 30 -2
Acquiring a higher education,% of population with higher education aged 25-34
27 26 26 24 19 17 7 +10
Mobility of students within the country, number of foreign students studying in the universities of Kazakhstan, per 1000 inhabitants
31 32 32 39 42 43 44 -1
33
Mobility of students outside the country, number of Kazakhstani students studying abroad, per 1000 inhabitants
12 12 13 13 8 13 14 -1
Assessment of education quality, evaluation of pupils' knowledge (15 years) (the results of PISA)
Was not considered 46 46 46 46 0
Knowledge of English, TOEFL scores - 48 51 49 49 50 52 -2
Source: IMD World competitiveness yearbook
According to survey data Kazakhstan has improved its positions on all five indicators. A significant increase is observed in terms of "Scientific disciplines, taught / not taught adequately in secondary schools" (+16) "The education system, corresponds to / does not correspond to the needs of a competitive economy" (+8).
Improvement of the positions according to the survey indicates increased awareness of society about the achievements in education and science (tabl.1.2.3).
Table 1.2.3. Education Subfactor / positions of Kazakhstan
Survey indicators 2008 2009 2010 2011 2012 2013 2014 +/-
The education system corresponds / does not correspond to the needs of competitive economy
39 36 35 37 37 44 36 +8
Scientific disciplines are taught / not taught adequately in secondary schools
Was not considered 24 30 24 39 23 +16
University education corresponds/ does not correspond to the needs of competitive economy
50 49 41 45 41 49 44 +5
Management education corresponds/ does not correspond to the needs of the business community
48 44 42 45 41 45 40 +5
The level of knowledge of foreign languages (the survey), does not correspond / corresponds to the needs of enterprises
45 40 37 44 30 43 37 +6
Source: IMD World competitiveness yearbook
34
Human Capital Index
In the 21st century, human capital is a key factor in the development of innovation and enhancing the competitiveness of the countries. Experts of WEF conduct annual research results of which form human capital development index (HCI).
Kazakhstan participated in this ranking twice: in 2013 and in 2015. In 2013, 122 countries participated in the Human Capital Index. Ranking was calculated on the basis of 51 indicators, grouped into four clusters: "Education", "Health and Wellness", "Human resources and employment" and "Enabling environment"
In 2015, HCI measures the effectiveness of human capital development in 124 countries by assessing the effectiveness of education, labor and employment systems. Kazakhstan’s performance has improved on 8 positions in comparison with 2013. The top three leaders are Finland, Norway and Switzerland. Kazakhstan is ahead of countries such as Malaysia, Turkey, China and India (Fig.1.2.9).
Figure 1.2.9. The index of human capital development / ranking of countries
Source: Report on human capital development, 2015
2
7
1
6
3
51
45 22
43 60
78 122
1
2
3
22
24
26
37 52
64
68
100
124
Finland
Norway
Switzerland
Germany
Singapore
Russian Federation
Kazakhstan
Malaysia
China
Turkey
India
Yemen
2013 2015
35
In HCI-2015, the ranking took into account 46 indicators of two
clusters "Education" and "Employment and occupation". The indicators are divided into five age categories, with different weight coefficient
(Fig.1.2.10).
Figure 1.2.10. Weighting coefficient / age categories Ри
under 15 15-24 25-54 55-64 65 +
Weight (%) 26 16 41 9 8
Source: Report on human capital development, 2015
Education cluster includes four sub-clusters - "Enrolment in education", "Quality of education", "Level of education" and" Workplace
learning ". Comparative analysis of Education cluster indicators demonstrates
positive dynamics on survey indicators of "Quality of primary schools" (+3) and "Quality of Education" (+9), as well as in terms of "Economic
performance" (+25) in comparison with 2013. However, a significant decrease is observed on indicators
of "Percentage of students at the secondary level (under 15 years) of the population of this age" and "Ratio of girls in secondary education,
% to the ratio of boys." It should be noted that this year HCI Ranking includes four new
indicators: "Percentage of students who did not drop out of school", "The youth literacy rate (ages 15-24)", "The share of students in technical and
vocational institutions (aged 15-24 years) from the population of this age", "In-service training "(tabl.1.2.4).
36
Table 1.2.4. Ranking of Kazakhstan in terms of "Education" cluster
№ Indicator Kazakhstan’s position
2013 2015 +/-
1 The proportion of pupils in primary education (under 15 years) 10 15 -5
2 The proportion of pupils in secondary education (under 15 years) 24 41 -17
3 The proportion of students in TVI (aged 15-24) - 56
4 The proportion of students in higher education (aged 15-24) 50 56 -6
5 The proportion of students who did not drop out of school - 6
6 Enrolment of girls in secondary education, in % to the ratio of boys 59 74 -15
7
The share of the population, that has received primary education from the total population by age
3
15-24 - 30 25-54 - 26 55-64 - 33
65 and older - 35
8
Proportion of population with secondary education from the total population by age
3
15-24 - 8 25-54 - 7 55-64 - 6
65 and older - 18
9 The share of the population that has received tertiary education from the total population by age 25
25-54 - 36 55-64 - 27
65 and older - 26
10 Quality of primary schools A survey of business leaders 58 55 +3
11 Quality of the education system A survey of business leaders 75 66 +9
12 Youth literacy rate 15-24
- 33
13 In-service training A survey of business leaders - 56
14 Economic productivity Atlas of economic productivity of Harvard University
85 60 +25
Source: Report on human capital development, 2015
Human Development Index
Human Development Index that is annually published by the UN Development Programme (UNDP) is an indicator of progress level of human development in many countries.
The HDI is calculated on the basis of three basic dimensions of human development: health and longevity (life expectancy at birth), knowledge (average years of schooling and expected years of schooling) and a decent living conditions (gross national income per capita).
37
A report on human development "Sustainable human progress: reducing vulnerability and building resilience" was published in December of 2014.
The main emphasis is on the need for collective action to overcome the vulnerability caused by disregard of national institutions to the needs of the population and the shortcomings of global governance.
There are some minor changes in the methodology. In particular, the dynamics of multidimensional poverty index in some countries and gender development index, as the ratio between female and male HDI.
Kazakhstan, with the final coefficient of 0.757 have joined the group of countries with high HDI and occupied 70th position (2013 - 69) among the 187 countries of the world (Fig.1.2.11).
Figure 1.2.11. The positions of countries in the HDI ranking
Source: Human Development Report 2014, UNDP
187 186 185
169 146 145
135 125
116 103 102
91 83
70 69
62 57
49 15
5 3 2 1
NigerKongo
CARAfghanistan
PakistanNepalIndia
KyrgyzstanUzbekistan
TurkmenistanDominican Republic
ChinaUkraine
KazakhstanTurkey
MalaysiaRussian Federation
ArgentinaSouth Korea
United StatesSwitzerland
AustraliaNorway
Very
Hig
h H
DI
Hig
h H
DI
Med
ium
HD
I Lo
w H
DI
38
Education component includes 11 statistical indicators and
a qualitative indicator of "Performance of 15-year-old students" according
to the results of the international study PISA-2012.
Indicators of "Youth literacy rate (% of persons aged 15-24 years),"
"Gross coefficient of enrollment in pre-school education", "Teacher-student
ratio (the number of students per 1 teacher)" and "Expenditures on
education (% GDP)" were included for the first time (tabl.1.2.5)
Table 1.2.5. Indicators of Education HDI
Indicators 2013 2014 Dymanics
Coverage of Population with higher education 40,8% 45% + 4,2%
Gross enrollment in primary education 111% 105% - 6%
Coverage of Population with secondary education 100% 98% -2%
Drop out coefficient from primary school 0,2% 0,7% - 0,5%
Adult Literacy Rate (15 years and older) 99,7% 99,7% -
Population with at least secondary education 99,3% 99,3% -
The literacy rate of the population (15-24 years) - 99,8% -
The gross ratio of enrollment in preschool education - 54% -
Student-teacher ratio - 16 -
Expenditure on education (% of GDP) - 3,1% -
Source: Human Development Report 2014, UNDP
Positive dynamics of population coverage with higher education
(+4.2%) is observed in the current ranking. In addition, Kazakhstan
consistently demonstrates strong performance in terms of "Adult literacy rate (aged 15 and over)", "Gross ratio of enrollment in primary education"
and "Coverage with secondary education."
39
Education for all, Development Index
Provision of education throughout life is one of the main objectives
of UNESCO in the education sector.
In 2000, the World Forum of governments’ of 164 countries has
adopted "Dakar Framework for Action", that provides the expansion
of educational opportunities for every child, youth and adult. Indicators
of Millennium Development Goals until 2015 have been outlined.
Main results of achieving Education for All (EFA) announced in the
annual report of the World UNESCO's "Education for All 2000-2015:
Achievements and Challenges".
Overall, the international community has achieved significant results
since 2000. At the same time, international experts state the need for
further implementation of the previously identified objectives. Only half
of the countries have implemented one of the priority objectives - achieving
universal primary education. About 58 million children remain out of school
and about 100 million are deprived of the possibility to obtain complete
primary education.
According to the UNESCO report "Education for All 2015" 113 out
of 207 countries provided complete data on the four components of
education development index (EDI). Coverage of countries participating in
the EDI, ranges from 30% of East Asia and the Pacific countries to 75% of
countries in Central and Eastern Europe as well as North America and
Western Europe. The United Kingdom and Japan took the leading places
in the ranking with the numerical values of 0.995 and 0.994 respectively.
Kazakhstan is located between countries such as Slovenia and France with
8th position (0.990) (Fig.1.2.12).
40
Figure 1.2.12. EDI Ranking
Source: Education for all, Global Monitoring Report, 2015
In general, Kazakhstan has made significant strides since the start
of the Framework program "Education for All".
High positions of the country are marked in terms of "Primary school
enrollment" (0.987) and the "Survival rate to grade 5" (0.993). Above all,
it is promoted by securing in the Constitution of the Republic of Kazakhstan
of guarantees for a free and compulsory secondary education, the first step
of which is primary education. Children from socially vulnerable families are
supported in the form of state social assistance in order to provide equal
access to education. Charitable actions as "Road to school" and "Care" are
being implemented at the national and regional levels.
The numerical value of Kazakhstan in terms of "Gender-sensitive
index" is also high and is at 0.984.
Personal development throughout life becomes increasingly
important with the development of a society based on knowledge.
Education throughout life provides individual mobility in the labor market,
0,40,50,60,70,80,9
1
Вели
кобр
итан
ия (
1)
Япо
ния
(2)
Ита
лия
(6)
Сло
вени
я (7
)
Каза
хста
н (8
)
Фра
нция
(9)
Герм
ания
(19)
Росс
ия (2
6)
Кост
а Ри
ка (5
8)
Турц
ия (6
5)
Инд
онез
ия (6
8)
Пер
у (7
7)
Егип
ет (8
1)
Пар
агва
й (8
2)
Кам
ерун
(92
)
Банг
ладе
ш (9
7)
Неп
ал (1
00)
Суд
ан (1
01)
Ниг
ер (1
12)
Чад
(113
)
High level Low level Average level
41
regardless of age. Kazakhstan shows stable result (0.997) in terms of adult
literacy.
The country has created all conditions for training and professional
development throughout life. There is access to education through distance
learning, short-term and long-term courses of training and retraining.
In 2017, Kazakhstan for the first time will take part in an international
study of the organization for economic cooperation PIACC in order to
obtain an independent objective assessment of the level of adult literacy
In general, summing up the 15 years since the signing of the Dakar
Agreement, we can state the significant progress in achieving the EFA
goals by Kazakhstan. During 10 years, from 2005 to 2015, Kazakhstan
improved its position in the EDI ranking for 31 points, from 39 position to
the 8. The best result was achieved in 2009, when Kazakhstan took the
leading position among the 129 countries of the world. Since 2007,
Kazakhstan is among the group of countries with high education
development index.
QS World University Rankings (QS WUR)
QS WUR is one of the most famous and authoritative ratings that
determines the top best universities in the world by their achievements
in the field of education and science according to the British consulting
company Quacquarelli Symonds.
Three thousand universities were assessed in the ranking of QS
WUR 2014-2015, 800 of which entered the final list and representing
80 countries. Traditionally, the assessment of the best universities is based
on six criteria: academic reputation (40%), reputation among employers
(10%), the ratio of teaching staff to the number of students (20%), citation
index (20%), the proportion of foreign students (5%) and the proportion
of foreign teachers (5%) (Fig.1.2.3).
42
Figure 1.2.13. The evaluation criteria of QS rankings,%
Source: Data of QS World University Rankings, 2014-2015
Massachusetts Institute of Technology (USA, MIT) takes the leading
position in the ranking of QS WUR for three years. The second place in this
ranking was divided between the University of Cambridge and Imperial
College London (UK), followed by Harvard University (US), Oxford
University (UK), University College London's (UK), Stanford University
(USA), California Institute of Technology and Princeton University (USA),
Yale (USA).
The top 800 best universities in the world of the QS WUR 2014-2015
ranking includes nine educational institutions of Kazakhstan: Kazakh
National University named after Al-Farabi, the Eurasian National University
named after L. Gumilev, Kazakh-British Technical University, the South
Kazakhstan State University, Karaganda State University named after E.A
Buketov, Kazakh University of International Relations and the World
Languages named after Abylai Khan, Kazakh National Pedagogical
University named after Abai, Kazakh National Technical University named
after K.I. Satpayev and Kazakh Agro Technical University named after S.
Seifullin (Fig.1.2.14).
40
10 20
20
5 5 Academic reputation
Reputation among employers
Ratio of teachers to the number of students
Citation index
The proportion of foreign students
The proportion of foreign teachers
43
Figure 1.2.14. Dynamics of positions of Kazakhstan’s universities in the QS ranking
Source: Data of QS World University Rankings, 2014-2015
Compared to the year 2013 there is a decrease in the positions of the Kazakh National University named after Al-Farabi (-6) and the Eurasian National University named after L.Gumilyov (-21) in the ranking of 2014.
Comparative analysis of indicators in comparison with the previous year showed a decrease of positions in terms of "Ratio of professors to students": ENU named after L. Gumilyov (-2) and the Kazakh National University named after Al-farabi (-37). Results in terms of "Citation Index" and "The share of foreign students" remains low - 401 place (tabl.1.2.6).
Table 1.2.6 Ranking of ENU named after L.Gumilyov and KazNU
Source: Data of QS World University Rankings, 2014-2015
299 303 651-700 [ЗНАЧЕНИЕ]-700 701 701 701 701
305 324
651-700 651-700 651-700 601-650
701+ 701+ 701+
K
azN
Una
med
afte
rA
l-Far
abi
EN
U n
amed
afte
r L.
Gum
ilev
KBT
U
SKS
U
Kaz
NPU
nam
ed a
fter
Aba
i
KN
TU
Kaz
ATU
nam
ed a
fter
S. S
eifu
llin
Kaz
UIR
&W
Lna
med
afte
rA
byla
i Kha
n
Kar
SU n
amed
afte
r E.A
Buk
etov
2013 2014
Ranking criteria ENU n.a. L.Gumilyov KazNU n.a. Al-farabi
2013 2014 2013 2014 Academic reputation 330 368 317 259 Reputation among employers 401+ 401 401+ 401 Ratio of professors to students 26 28 79 116 Citation Index 401+ 401 401+ 401 Share of international students 401+ 401 401+ 401 Share of international teachers 401+ 401 368 401
44
In general, the recognition of Kazakh universities indicates successful integration of Kazakhstani higher education in the global educational space. Entering of two national universities to the Top-400 of QS WUR ranking is a significant progress for Kazakhstan.
Implementation of project initiatives in the sector of education and science contributed to high performance of Kazakhstan in international rankings.
For further progress particular attention should be paid to the development of modern technologies and innovations, as well as to systematic outreach work among the population about the achievements of the national education system.
Global rankings of countries consider a fairly wide range of indicators when assess the countries. In this regard, the results of international rankings can be used in formation of the state educational policy.
КОЛЛЕДЖИ
ДЕТСКИЕ САДЫ ШКОЛЫ
ВУЗЫ
Трансляция опыта Назарбаев Интеллектуальных школ
Реализация программы электронного обучения
e-learning
Внедрение трехязычногообразования
Повышение функциональнойграмотности школьников
Подушевое финансирование
Болонский процесс
Интеграция образования, науки и производства
Аккредитация, рейтинг вузов
Международная программа«Болашақ»
Программа «Балапан»
Альтернативные формыдошкольного воспитания
и обучения
Обязательная предшкольная подготовка
Раннее изучение английского языка
Коррекционная поддержка
Модернизация содержанияТиПО
Дуальное образование
Колледжи мирового уровня
Создание карты доступа ТиПО
IMPLEMENTATION OF STATE
EDUCATION POLICYГлава 2
EARLY CHILDHOOD
EDUCATION2.1
47
2.1. EARLY CHILDHOOD EDUCATION AND CARE
Network and contingent of early childhood education and care organizations
587 early childhood education and care settings (ECEC settings) were opened in 2014 with a contingent of more than 50.1 thousand children. 55 new ECEC settings were built estimating 10.6 thousand places, including 49 in the regions (9.6 thsd. places) and 6 in the cities of Almaty and Astana (1.04 thousand places) (Tab. 2.1.1).
Table 2.1.1. Amount of new ECEC settings imposed in 2014 and their places
№ Region
Building of ECEC settings Using republican
budget funds Using local
budget funds Total
Amount
Amount of
places
Amount
Amount of
places
Amount
Amount of places
1 Akmola 5 1 300 2 320 7 1 620 2 Aktobe 1 320 0 0 1 320 3 Almaty 3 920 2 220 5 1 140 4 Atyrau 0 0 2 480 2 480 5 East Kazakhstan 0 0 3 370 3 370 6 Zhambyl 3 840 2 280 5 1 120 7 West Kazakhstan 1 360 0 0 1 360 8 Karagandy 0 0 0 0 0 0 9 Kyzylorda 4 1 120 2 230 6 1 350
10 Kostanay 0 0 0 0 0 0 11 Mangystau 1 280 4 460 5 740 12 Pavlodar 0 0 0 0 0 0 13 North Kazakhstan 0 0 0 0 0 0 14 South Kazakhstan 6 1 241 8 820 14 2 061 15 Almaty city 5 800 0 0 5 800 16 Astana city 1 240 0 0 1 240
Republic of Kazakhstan 30 7 421 25 3 180 55 10 601
Source: NEDB's data
48
351 private kindergartens estimating 27.1 thousand places were opened during the 2014. The largest number of private kindergartens imposed in South Kazakhstan (162/14 180) and Kyzylorda (55/3 502) regions, city of Almaty (33/1 573); the lowest - in West Kazakhstan (2/115) and Kostanay regions (8/389), city of Astana (7/520). The opening of private kindergartens was not registered in Karagandy, Pavlodar and North Kazakhstan regions.
Previously privatized ECEC settings (3.2 thsd places) were returned. The highest return was in Zhambyl (4/535), Kyzylorda (4/265) and South Kazakhstan (4/490) regions.
Releasing separate buildings of communal property, located in the lease has amounted 13 units, estimating 1.7 thousand places.
40 mini-centers were opened, estimating 3.3 thousand places. Among them in the city of Almaty - 16 (1757), South Kazakhstan region - 16 (1129), Zhambyl - 3 (240), Akmola - 2 (75), 3 in Kostanay (1/20), Kyzylorda (1/50) and Mangystau (1/20) regions. 28 mini-centers were reorganized into kindergartens, providing about 1.6 thousand places.
Thus, in 2014 the ECEC settings network approached to its best indicator of 1990. However, this has been achieved mainly due to the opening of the mini-centers with a short day. The number of kindergartens is by 2.3 times less than it was in 1990 (Fig. 2.1.1.).
Figure 2.1.1. The network and contingent of ECEC settings
22 517 705 644 1590 4978 7060 8881 1144 2261 3340 3832
41854803
4635
0,6 19,7 42,9 24,4 90,6
495,3
842,5
1067,8
135,3
446
680,8 727,5
1920 1940 1945 1950 1960 1970 1980 1990 2000 2010 2013 2014
Number of mini-centers(units)
Number of kindergartens(units)
Number of children aged 1-6 yo in ECEС settings (thousand people)
Source: Data of MES RK
49
The highest dynamics of network’s development was shown by South Kazakhstan (+190), Kyzylorda (+81) and Akmola (+29) regions. The reduction of the total network is observed in Almaty (-81), North Kazakhstan (-7), West Kazakhstan (-4), Kostanay (-1) and Pavlodar (1) regions (Fig. 2.1.2).
Figure 2.1.2. The dynamics of the ECEC settings network, by regions
532 522 687
280
786
392465 503
629 589428
202
566
1362
343181
503 516663
263
768
368469 503
630508 429
183
573
1172
424
171
2014 2013
Source: NEDB's data
The Republic has both public and private ECEC settings functioning. Measures to attract businesses for ensuring the availability of an early childhood education and care allowed to increase the number of private ECEC settings from 898 in 2013 to 1 460 units in 2014. The share of private kindergartens of the total amount of kindergartens is equal to 32.9% (in 2013 - 23%) (Fig. 2.1.3).
Figure 2.1.3. ECEC settings’s network
Source: NEDB's Database
50
130 ECEC settings were closed in 2014, including 23 - in Almaty, 20 -in South Kazakhstan and 15 - in Kostanay and North Kazakhstan regions. The main number of closed ECEC settings are public mini-centers, forced to cease their activities in connection with the transfer of children to the newly opened kindergartens and optimization of an small schools. Few of them are private ECEC settings closed due to the shortage of the target population or other business reasons.
The number of children of preschool age is about 2.5 million. This includes more than 1.8 million children of Kazakh nationality, 386 thousand - Russians and 257.5 thousand - other nationalities. During the year the number of preschool children in general has grown up to 61.02 thousand people. At the same time in urban areas it grew up by 65.4 thousand people, while in rural areas it decreased by 4.4 thousand children (Fig. 2.1.4).
Figure 2.1.4. Kazakhstan: children from birth to 7 years old
Source: Data of MES RK
High rates of increase in enrollment of children from three to six years
old were kept in 2014. Over the past five years, preschool education enrollment has more than doubled (from 36.2% to 78.6%) (Fig. 2.1.5).
51
Figure 2.1.5. Enrollment of children from 3 to 6 years old with early childhood education and care
Source: Data of MES RK
The increase of enrollment of children aged from 3 to 6 years
compared to the year 2013 is equal to 5.2%. This full enrollment of children 3-6 years old was achieved in the Pavlodar region. The highest enrollment
of children in this age group - in Kostanay, East Kazakhstan, West Kazakhstan, Karagandy, North Kazakhstan, Kyzylorda, Akmola and Aktobe
regions (Fig. 2.1.6).
Figure 2.1.6. Enrollment of children from 3 to 6 years with early childhood education and care
88,1 8762,9
79,297,9
70,997,797,799,488,7
10068,1
91,372,464,763,182,583,5
58,578,5
97,467,6
95,798,399,580,910067,9
86,860,754,862,6
Akm
ol…
Akt
obe…
Alm
aty…
Aty
rau…
Eas
t…Zh
amb…
Wes
t…K
arag
…K
osta
n…K
yzyl
o…P
avlo
d…M
angy
…N
orth
…S
outh
…A
lmat
y…A
stan
a…
2014 2013
Source: Data of MES RK
52
Of all the types of ECEC settings’ percentage of mini-centers is equal
to 54.7%. The total number of such type of ECEC settings compared
to 2013 has decreased by 168 units (2013 - 4 803 units) due to the
reduction of mini-centers with short day and construction of regular
kindergartens (Fig. 2.1.7).
Figure 2.1.7. Amount of preschool mini-centers
361268
421
137
555
164264 312
470
256 270
51
491 547
43 25
348271
436
136
561
171285 312
480
239 275
48
501 557
158
25
2014 2013
Source: NEDB's Database The share of children in mini-centers varies in the regions. Thus,
more than half of the children in North Kazakhstan, 43.5% in the East Kazakhstan and 38.3% in Kostanay regions attend mini-centers.
The lowest share of children enrolled in preschool education in mini-centers is registered in Almaty and Astana cities, Mangystau region (Fig. 2.1.8).
Figure 2.1.8. The share of children in mini-centers of the total amount of children in ECEC settings
30,2
24,2
31,1
18,7
43,5
21,2
23,4 26,638,3
28,820
8,3
53,8
23,9
6,611,6
Source: NEDB's Database
53
ECEC settings’ network includes special organizations for children with visual, hearing, speech, mental impairments, as well as mental retardation. In addition, in ECEC settings of general purpose different groups for children with various diseases are functioning. In 2014 36 special kindergartens were attended by about 4.8 thousand children, which is 163 children fewer than in 2013 (4 942 children) (Table. 2.1.2).
Table 2.1.2. Special kindergartens
ECEC settings for special purposes,
according to kinds of diseases
Number of ECEC settings’ for special purposes Amount of children
2013 2014 2013 2014
For children with speech impairment
17 16 2 934 2 979
For children with mental disorder
4 3 247 175
For hearing impaired 2 1 72 80 For deaf children 0 2 0 98 For visually impaired children
8 7 1 005 741
For children with mental retardation
2 3 271 292
With other diseases 3 4 413 414 Total 36 36 4 942 4 779
Source: NEDB's Database
The solution to the problem of enrollment of preschool children with speech disabilities was the opening of 140 logopedic stations in general type kindergartens.
One of the new forms of correctional help are ECEC settings-based or rehabilitation centers-based classes of inclusive education for children from 1 year to 6 years. There are 129 functioning rooms of psychological and education correction that cover more than 15 thousand children with special education. The same task is performed by Lekoteks. The experience of the functioning of such a form positively proven itself in the cities of Astana, Almaty and Semey.
54
Besides that, there are 67 sanatorium kindergartens with a contingent of 395 groups of children, estimating 7.4 thousand people, functioning in the Republic (tab. 2.1.3).
Table 2.1.3. Data about sanatorium kindergartens
№ Region Number of sanatorium
kindergartens Amount of children
2013 2014 2013 2014 1 Akmola 0 0 20 0 2 Aktobe 7 6 348 256 3 Аlmaty 2 2 175 175 4 Atyrau 7 7 483 484 5 East Kazakhstan 4 4 638 563 6 Zhambyl 4 4 681 699 7 West Kazakhstan 1 1 160 160 8 Karagandy 4 4 567 467 9 Kostanay 0 0 0 0 10 Kyzylorda 14 14 1 639 1 592 11 Pavlodar 4 5 579 937 12 Mangystau 7 7 830 830 13 North Kazakhstan 0 0 0 0 14 South Kazakhstan 4 4 285 275 15 Almaty city 7 7 753 733 16 Astana city 2 2 253 229 Total: 67 67 7 411 7 400
Source: NEDB's Database
The largest contingent of children are in the ECEC settings with Kazakh language of instruction, which is 362.4 thousand children (49.8%). Russian language of instruction is in 1293 ECEC settings estimating a contingent of 68.9 thousand children, in two languages - in 1 745 ECEC settings (296.2 thousand children).
Pre-primary education is the final stage of early childhood education and care. This education is guaranteed by the state and has binding an obligatory character (para. 2 of Art. 8 and para. 2 of Art. 30 of the Law "On Education").
55
In total, there are 2 078 ECEC settings and 1 276 mini-centers with pre-primary education groups in the republic. Besides that, pre-primary education is carried out by 6 118 schools, covering about 424.9 thousand children.
The enrollment of children with an early childhood education and care in the country amounted to 99.6%. Full enrollment is achieved in ten regions of the country: Akmola, Aktobe, Almaty, Atyrau, West Kazakhstan, Karagandy, Kyzylorda, Kostanay, Pavlodar and North Kazakhstan regions.
Despite the high rate of the ECEC network expansion and enrollment, the need for organized early childhood education and care remains in all regions of the country. There are 544,877 (2013 - 487,963) applications registered for entrance of ECEC including children, aged 3-6 years - 190.7 thousand children.
The highest numbers of registered are still recorded in Astana (83.5 thsd.) and South Kazakhstan region (75.3 thsd.), due to the high birth rate and migration processes.
The issues of ECEC places shortage are solved by the Ministry of Education and Science of the Republic of Kazakhstan, together with local authorities under Incremental plan of preschool organizations opening for 2014-2020.
Мaterial and technical resources
Construction regulations and rules applicable to an early childhood
education and care facilities are indicated in the "SNR RK 3.02-24-2004.
Preschool oragnizations” (adopted and entered into force by the order of
the Committee for Construction of MIT RK dated 27.09.2004, No. 388).
According to the latest changes in regulations the number of places
in the ECEC settings has increased (from 350 to 500) and the share
of groups of up to 3 years old was set up to no more than 25% (the order of
the Committee for Construction and Housing of the Ministry of Regional
Development RK dated 04.07.2014, No. 130-NK).
56
Current requirements for the group (play) area (2.5 sqm for 1 child
in the nursery and 2.0 sqm - in a pre-school group) and bedroom (1.8 sqm
for 1 child in the nursery and not less than 2 sqm in preschool group) are
according to the average of OECD countries.
Sanitary-epidemiological and construction requirements are the basis
for determining the type of ECEC setting. These requirements are based
on the psychological and pedagogical conditions for the different age
groups and categories of children. Today the system of preschool
education of the Republic of Kazakhstan includes two main groups of
ECEC settins: kindergartens and mini-centers (Fig. 2.1.9).
Рicture 2.1.9. Basic requirements to the ECEC settings
Sources: Standard rules of ECEC settings activities, “Sanitary-epidemiological requirements to the organizations of upbringing and education of children and adolescents, SNR RK 3.02-24-2004. Preschool organizations”
By the purpose of
facilities
Nursery
(for children from 2 months to 6-7 yo)
by the categories of
students
by the time of attendance of all or majority of students
Capacity under 3 groups, resided in separate building, in multi-apartment residence house, as well as in built-in
facilities
Capacity from 4 to 12 groups, besides educational programs may
provide health related and other services
Kindergarten
(for children from 3 to 6-7 years old)
Family day care
“School-based kindergarten”
ORGANIZATIONS OF PRESCHOOL EDUCATION AND CARE
(KINDERGARTENS)
SMALL-SCALE PRESCHOOL EDUCATION ORGANIZATIONS
(MINI-CENTERS)
Kindergartens of general purpose
Kindergartens of special purpose
Sanatorium kindergarten
Mini-centers in schools
Mini-centers
in other buildings (private)
Mini-centers with short day
Mini-centers with full day
by the situated facility
Groups are usually formed by age principle
Kindergarten for children with disabilities
Model kindergartens
Adapted kindergartens
Mini-centers in kindergartens
57
In 2014 out of total 8 632 ECEC settings there are 3 832 kindergartens
with the contingent of 541.6 thousand children. Currently in 4635 mini-centers there are 185.8 thousand children.
ECEC settings of both kinds with a smaller coverage of children (311.4 thsd. pers.) are spread mostly in rural areas - 2 007 kindergartens and 3 813 mini-centers. Fewer amount of ECEC settings (1 825 and 822 respectively) with the highest coverage (416.1 thsd. pers.) is presented in urban areas.
Full day care for children is provided in 41.2% of mini-centers (1 910), of which 635 are in urban areas and 1275 - in rural areas.
Out of 3 832 kindergartens typical buildings constitute 58.4% (2 238). 41.6% (1594) of kindergartens are situated in adapted buildings. In the republic 0.4% of kindergartens (16 units) were declared as in emergency condition. Among them 1 in the city of Atyrau and 15 - in Kyzylorda region, including in urban areas - 3, rural - 12.
According to the Regional Offices of Education data 19.6% of kindergartens (752) are not provided with hot water (718 - in rural, and 34 - in urban areas). The greatest number of such organizations are in Aktobe (55), Atyrau (38), Zhambyl (98) and South Kazakhstan (318) regions.
The share of kindergartens with brought water supply is equal to 10.6% (409). The highest part of it are in rural areas (98.5%).
About 46.5% (1 782) of kindergartens has autonomous heating, individual - 14% (538). Of which 76.2% are in rural areas. The largest number of kindergartens is in Almaty - 43, Atyrau - 71, Zhambyl - 68, Kyzylorda - 105, Mangystau - 90, in Pavlodar - 44, South Kazakhstan - 88 regions.
16.9% (651) of kindergartens has no sewerage system, including rural 90.7% and urban - 9.3%. The largest number of such kindergartens is in Aktobe (44), Zhambyl (49), Kyzylorda (170) and South Kazakhstan (325) regions.
In recent years ECEC settings have been provided with ICT equipment. In 2014 the amount of computer equipment was increased by 8 800 units.
58
The share of kindergartens with interactive whiteboards is equal to 14% (541 kindergartens). This is 6% higher than the indicator of 2013 (269 kindergartens). The largest number of them is in the cities of Astana and Almaty, Kostanay and Zhambyl regions.
Content of an early childhood education and care
Alongside with the increase of the ECEC network and provision with highly qualified personnel, the update of the content is one of the three strategic objectives of the development of early childhood education and care.
To enhance the educational and methodological support in 2014, training packages were designed for preschool preparation of children aged 5-6 years “Aripter alemi - World of letters” and manuals for teachers on 26 items.
Together with the "Balapan" TV channel, the television series "Balapan zhane onyn kyzykty okigalary" (Baby bird and its interesting events) were developed for the intellectual development of children and the enlightenment of parents in education of children.
With the purpose of justifying government policies on education and care of young children (from birth to 3 years old) in 2014 Conceptual framework for Early Childhood Development were elaborated. Conception’s recommendations were used during the elaboration of Universal standard educational program of pre-school education and care. Competency indicators for children of early, middle and older age are being elaborated.
Given the importance and urgency of the development of pre-school level of education, in cooperation with the OECD a research on early childhood development is being conducted. The issues for early childhood development are discussed with the experts from international organizations, the UK, Belarus, Brazil and other countries within the International scientific and practical conference.
59
Staff capacity
The increase of the number of ECEC settings has led to rise in the number of teachers in comparison with 2013 year by 7 116 people. In total, more than 74.2 thousand teachers are employed in pre-school education system.
Currently, the main problem of staff resources in ECEC is the predominance of teachers who do not have specialized training in the field of pre-school education.
Only 12.8% of teachers have higher education in ECEC, 19.2% - technical and vocational education in ECEC. More than half of teachers in early childhood education and care (61.2%) have higher education, and 37.5% - technical and vocational education.
Preparation of preschool teaching staff is carried out in 31 pedagogical colleges and 32 universities. At the current rate of training there is a possibility to provide a full scope of specialized personnel in 6 years (Fig. 2.1.10).
Figure 2.1.10. Number of “Preschool upbringing and education” specialty graduates
12162103
41005728
534 629 1079
3172
2011 2012 2013 2014
Number of VET graduates Number of university graduates
Source: Data of the Committee of Statistics of the Ministry of National Economy of the Republic of Kazakhstan
However, many graduates do not work in their specialty. So, in 2014 out of the 43 graduates of the "Preschool upbringing and education" specialty of Altynsarin Arkalyk State Pedagogical Institute only 9 people were employed in their profession. Out of 50 graduates of Shakarim State
60
University of Semey city - 21, out of 102 of Pavlodar State Pedagogical Institute - 22, out of 150 of Taraz State Pedagogical Institute - 26 people.
There is a lack of teachers with the highest category. Only 6.6% (4 920 pers.) of instructors have the highest category among the teachers of ECEC in the country. 13.7% (10 202) of instructors have the first, 24.8% (18 375) of instructors have the second categories. More than half of teachers of pre-school education do not have a category - 54.9% (40 715).
In addition to the shortage of educators in ECEC, a need for narrowly focused specialists remains. According to the Regional Offices of Education there is a shortage of educators (1 095), recourse teachers (106), psychologists (122), music professionals (213), physical education instructors (141) and other narrowly focused specialists (369).
The workload of ECEC teachers is influenced by places occupied in ECEC setting. According to Sanitary Rules and Regulations, the number of children in the group must not exceed 10 (20) for nursery and 20 (25) - for pre-school age. Currently, the average occupancy of the groups in the country is 26 children of 1-6 years old. As compared to the 2013, there is a decline observed by an average of 1.2 (Table 2.1.4.).
Table 2.1.4. Places occupied per kindergarten group
No Region Average number of children per group 2013 2014
1 Akmola 24,3 24,0 2 Aktobe 29,5 30,1 3 Almaty 24,9 24,1 4 Atyrau 27,7 27,9 5 East Kazakhstan 27,9 28,7 6 Zhambyl 26,7 25,0 7 West Kazakhstan 24,7 25,0 8 Karagandy 27,4 27,0 9 Kostanay 24,2 24,4 10 Kyzylorda 22,9 22,9 11 Pavlodar 22,8 25,2 12 Mangystau 26,9 25,8 13 North Kazakhstan 24,1 23,5 14 South Kazakhstan 28,3 26,7 15 Almaty city 26,4 23,7 16 Astana city 25,1 25,0
Republic of Kazakhstan
27,2 26,0
Source: Data of MES RK
61
The age composition of teaching staff reflects the attractiveness of the profession for beginning specialists, as well as its prestige (tab. 2.1.5).
Table 2.1.5. Age composition of ECEC teaching staff
Age ≤20 20-25
25-30
30-35 35-40 40-45 45-50 50-55 55-60 >60
Kindergartens 687 7 576 10 706 9 835 9 153 8 354 6 653 4 566 2 180 523
Mini-centers 246 1877 2529 2625 2348 19501 1421 851 359 62
% 1,3 12,7 17,8 16,7 15,4 13,8 10,8 7,2 3,4 0,8
Source: Data of MES RK The indicator of the number of teachers under the age of 30 years in
Kazakhstan is about 32%. This number is higher than in most OECD countries where the teachers are under 30 years old account for less than 20%. This relatively low rate of young teachers is due to high requirements for the level of preparation at the admission to profession. For example, in 2014 only 20% of the Finnish applicants, who applied for pedagogical specialties, have been admitted for study.
The content of 54 programs of training courses for ECEC teachers of 11 categories have been updated.
In total, in 2014 short-term advanced training courses on the basis of the branches of JSC "National Center for Professional development “Orleu” covered 5 812 ECEC teachers (Fig. 2.1.11).
Figure 2.1.11. Information on the number of ECEC teachers, who passed
advanced training courses
5225 5812
437 548516 404371 220
3901 4640
2013 2014
total administrators resource teachers psychologists kindergartners Source: Data of “National Center for Professional Development “Orleu”, JSC
62
Public control
The exclusion of pre-school education from licensing in 2012 had a positive impact on the increase of the number of private ECEC settings. However, there were a number of negative consequences, such as the breach of Sanitary Rules and Regulations, fire safety regulations, failure to comply with state educational standards, lack of control of educational work, the lack of registration of children of preschool age, etc.
For this reason, the Ministry of Education and Science initiated the adoption of the Law "On Permits and Notifications" dated May 16, 2014, No. 202-V. The law establishes the procedure for notification of the start and termination of activities in the field of early childhood education and care (see Annex 3 to the Law "List of notifications", para. 12).
Registration of educational institutions in the state electronic register of permits and notifications allows to timely plan the verification activities of controlling agencies and to coordinate the activities of local executive bodies on the study of work and provision of guidance to the organizations of education.
Control authorities in the field of education and science have carried out 37 (in 2013 - 39) planned ECEC inspections, 20 of them (in 2013 - 4) pre-school organizations were brought to administrative responsibility.
In the 2013-2014 academic year the state certification of 1 283 ECEC was held, of which 540 - in 2014, 516 - 2013 were certified. 120 ECEC settings did not pass certification in 2014 (in 2013 - 107).
Financing
During the period from 2011 to 2014, the funding of pre-school education has increased by a factor of almost 2.5 and amounted to 0.6% of GDP. This level is comparable with the OECD average. The high share of financing of preschool education of GDP is observed in Denmark, Iceland and Luxembourg (Fig. 2.1.12).
63
Figure 2.1.12. Expenditures on preschool education of OECD member countries and partners, as a percentage of GDP
1,3 1,30,81 0,78 0,7 0,65 0,64 0,62 0,6 0,6
0,
Source: Data of OECD
The increase of funding for pre-school education was accompanied by the expansion of the ECEC settings network (in 2011 - 7591 units,
in 2014 - 8 467 units); improvement of quantitative (in 2011 - 41 443 pers., in 2014 - 74 212 pers.) and qualitative composition of teaching staff. This
greatly influenced the formation of the current system of preschool education.
The growth of the share of the costs for ECEC led to the increase in salaries of teachers and incentive mechanisms. Over the past five years,
there was an increase in average salary for teachers of public ECEC settings in one and a half times (in 2010 - 44,234 thsd. tenge, in 2014 -
62,359 thsd. tenge) (Fig. 2.1.13).
Figure 2.1.13. Average amount of ECEC teacher salary (tenge)
Source: Data of MES RK
64
Conclusions and recommendations
The "Balapan" program, which operated from 2010 to
2014, helped bring the amount of ECEC settings to the best indicator
of 1990. 1/3 of increase was achieved by mini-centers with short day.
The improvement of material and technical base of ECEC remain
a pressing issue.
During the operation of the “Balapan” program, the
number of children of 3-6 years old enrolled in preschool education
has more than doubled.
At the same time, increase in enrollment in preschool education
is accompanied with the growing number of children in the waiting list
for a kindergarten, due to the high birth rate (in 2014 + 61,02 thsd.)
and migration processes.
Current ECEC network is a range of different types
of kindergartens and mini-centers. Mini-centers, despite the large
number (54.7%), cover only ¼ of preschool age children.
For a more complete and quality satisfaction of the needs of the
population in the services of pre-school education, there is a decrease
of mini-centers (-168) and the construction of standard kindergartens
(+55 at the expense of the state budget).
The main problem of ECEC teaching staff is the
prevalence of teachers who do not have a special training in ECEC.
Available training system has a low admission requirements and a low
percentage of employment for the “Pre-school upbringing and
education” specialty.
65
Abolition of the licensing of ECEC services led to the
increase of the number of ECEC settings, including private ones (in
2014 +9.9%). However, this reform has led to a reduction of control
and responsibility for the compliance with the mandatory requirements
and standards. As a result, almost every tenth ECEC setting, which
passed state certification in 2014, was not certified. The notification
procedure on the beginning and cessation of activities of ECEC
settings initiated by the Ministry of Education and Science of the
Republic of Kazakhstan is designed to solve these problems.
The rate of public spending on early childhood education
and care in 2011 has increased by a factor of 2.5, and the share of
preschool education expenditure from GDP reached the average of
OECD countries. At the same time, the increase in funding was
accompanied by the restoration of the ECEC settings network,
increase of the number of teachers and the improvement of their
qualitative composition. However, there is still a lack of both educators
and narrowly focused specialists (psychologists, music professionals,
physical education instructors and others).
There is an increase in salary of pre-school teachers of
public ECEC from 58,553 tenge in 2013 to 62,359 tenge in 2014. This
factor remain the most relevant in enhancing the prestige of teaching
profession.
Infrastructural provision of a significant part of children
with ECEC (78.6% of children of 3-6 years old, 99.6% of children of
pre-primary and classes) allows to strengthen the accomplishment of
content update for early childhood education and care.
PRIMARY, BASIC SECONDARY AND
GENERAL SECONDARY EDUCATION2.2
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2.2. PRIMPARY, BASIC SECONDARY AND GENERAL SECONDARY EDUCATION
7 567 schools has operated in 2014, where 7 517 schools under LEB (local executive boards) includes 7 222 state-owned day schools, 109 private schools, 79 evening schools, 100 special schools and 7 schools for children with deviant behaviour.
Taking into account closing and commissioning of new schools decline in the network of day state educational organizations in the country was amounted to 85 units (2013 – 7 307, 2014 – 7 222).
The growth of pupils is affected by annual decline in schools network. Comparing with indexes in 2013 the cohort of day general schools has increased and amounted to 2,6 million people (+90 851 people) due to positive demographical and migration processes (Fig.2.2.1.)
Figure 2.2.1. Network and cohort of day general schools
Source: “Statistics of education system of the Republic of Kazakhstan” National collection
The number of small-class schools in 2014 was amounted to
3 268 units or 45,2% of the total number of general schools. In comparison with 2013 the network of small-class schools has decreased by 371 schools, where 101 schools were closed, 270 schools were transferred into complete staffing schools due to changes in network’s regulatory standard. The number of pupils is annually decreased due to migration of small
7 465
7 402
7 307
7 222
2 479 044 2 493 479
2 525 047
2 615 898
2 300 000
2 400 000
2 500 000
2 600 000
2 700 000
2 800 000
7 100
7 160
7 220
7 280
7 340
7 400
7 460
2011 2012 2013 2014
Network Cohort
68
villages’ inhabitants to regional villages and cities (Fig.2.2.2).
Figure 2.2.2. Network and cohort of small-class schools
Source: “Statistics of education system of the Republic of Kazakhstan” National collection
The largest number of such small-class schools in regions with low
population density: North Kazakhstan, Akmola, Pavlodar and East Kazakhstan regions.
A number of problems in rural schools, including absence of the Internet, poor level of interactive equipments and subject classrooms provision were mentioned by the Centre for Development Small-class schools development of the National Academy of Education named after Y.Altynsarin. 1 102 small-class schools (33,7%) on physics, 1 273 (39%) – on chemistry, 1 283 (39,3%) – on biology, 958 (29,3%) – on mathematics and 1 600 (49%) – language rooms have no learning rooms of new modification.
There is a lack of skilled staff. The demand for 101 mathematic teachers, 81 chemistry teachers, 33 teachers in informatics, 80 English language teachers, 66 physics teachers, 59 Russian language teachers, 27 biology teachers, 22 geography teachers, and 22 primary teachers was existed in 2014. 1 389 (42,5%) small-class schools are located in adapted buildings, 34 are in poor condition, 479 schools are required for full repair. 68% of schools are provided with canteen, 61% – with sports hall.
There are problems with learning organization in combined classes because teachers are not trained on combined subjects. It makes sense to
4221 4145 3639 3268
396840 385342
284267
221879
500
1000
1500
2000
2500
3000
3500
4000
4500
10000
60000
110000
160000
210000
260000
310000
360000
410000
2011 2012 2013 2014
Number of small staffing schools Number of pupils in small staffing schools
69
cover teachers training with additional specialization in several subjects in the Qualifier of specialties of the higher and postgraduate education of RK. Insufficient introduction of effective learning technologies is seen due to poor methodical service and facilities of small-class schools. Opportunities to undergo course training for rural teacher are limited because of the lack of lessons replacement by another subject teacher.
Creation of resource centers (“supporting schools”) in each region of the republic is one of the efficient mechanisms in decision of small-class schools’ issues. According to the data of Regional Departments of Education 111 of such centers has been functioning since 2014 (89 – in 2013), and the largest number of centers accrue to Pavlodar region (15 units).
On the premises on resource centers (RC) 10 day sessions for pupils of 450 magnetic schools are organized three times in academic year (overview session – first decade of October, midterm session – first decade of February and final session – third decade of April). This form of education allows pupils of magnetic schools actively engage in learning process, and perform laboratory works in completely equipped subject rooms with access to information technologies.
Availability of education for pupils living in rural area without schools is achieved through pupils’ transportation from home to school and back.
The number of school age children living in residential area without educational organizations decreased by 805 people (2013 – 32 225 learners, 2014 – 31 420 learners). The largest number of children have no opportunity to learn according to place of residence in Almaty region – 7 401 and East Kazakhstan region – 4 097 people.
LEB are taken systemic measures on improvement of pupils’ transportation and safety conditions for it. In total 937 buses are used to transport 24 265 children. Additional 283 buses are required to purchase to cover other 12,2% children with quality transportation.
350 boarding schools with 12 998 children has been functioning since 2014, which is nearly half as large of design capacity (24 629 places).
70
Among learners of boarding schools are 3 330 children from rural area without schools. The daily transportation is available for them. The issue of full placement in boarding schools of children who have no opportunity to study according to the place of residence is of special interest (155 – live in apartments, 801 – with relatives, and 2 866 get to school independently).
According to the data of MES RK 742 school age children who out of school without reasonable excuse for 10 or more days were identifies in 2013-2014 academic year. As a result of explanatory work with parents and rendering of social assistance 592 pupils were returned to the school. However another 150 pupils are not attending the school due to wrongdoing and migration.
“Road to school” annual republican campaign is traditionally held before the start of the academic year. In the framework of this event, 300 thousand children received charity support totaling over 2 billion KZT in 2014. 187 thousand children from low income families, large and difficult families, as well as orphaned children and children without parental support received social assistance through “Care” republican campaign.
The special attention is paid to the organization of children’s school meal. 84,9% (6 043 units) countries’ schools have provided 2 225 688 children (86,1%) with hot meals. The following cities showed the highest index: Astana (100%) and Almaty cities (98,4%), as well as Atyrau (97,8%) and North Kazakhstan regions (95,9%).
99,7% of pupils from low income families are provided with hot meal. This category of children in 11 regions is fully covered with free meal. Almaty city, Akmola, West Kazakhstan, North Kazakhstan and Aktobe regions are not achieved 100% coverage. Primary school pupils of the following five regions receive free meals: Astana city – 100%, Atyrau region– 100%, Almaty city – 95,3%, Aktobe region – 98,8%, West Kazakhstan region – 99,2%.
The maximum engagement of children with disabilities as the most vulnerable group of pupils with special educational needs into learning process is of particular importance.
71
The number of children of this category amounted to 141 952 children or 2,8% of total population under 18 years at the end of 2014 (2013 – 138 513). Among them 66,4% children are of school age (2014 – 94 266 people, 2013 – 94 938 people).
Within the framework of the National Education Development Program the necessary conditions to receive quality education for children with disabilities, particularly through inclusive practice were created. According to the principles of “inclusive education” children are provided with barrier-free learning zone and special pedagogical support. As of 2014, 27% of children with disabilities studied in 30,5% general schools (2013 – 16,1% schools / 16,8 children). Among them 11 431 children studied in special classes with pedagogical correction support.
Inclusion of children with disabilities into general school reckons creation of a range of special conditions allowing meeting the special educational needs. 58 psychological, medical and pedagogical consultations are available in the country (2013 – 55 units). The aim of these organizations is to identify children with disabilities, perform diagnosis and consultations.
Besides, there are 14 rehabilitation centers and 137 psychological and special education units (2013 – 133 units), where 1 455 children are covered with special development program. The National Research Center for Correctional Pedagogy is coordinating office in organization of special education.
The activity of organizations mentioned above has the key role in improvement of equality of educational opportunities. Thus, from 40 to 60% of children with disabilities having received early pedagogical correction support are sent for education to general schools.
The number of logopedic facilities in schools was increased by 199 units (2014 – 734, 2013 – 535). Home visit education on individual programs was organized for 10 408 pupils (2013 – 9 388).
The differentiated network of special extended educational organizations is operated in the republic (100 units). Among them
72
18 schools – for children with hearing impairment, 9 schools – for visual impairment, 7 schools – for speech impairment, 52 schools – for intellectual disabilities, 3 schools – for locomotor disorders, and 8 special (correction) schools for mentally retarded children. 2 boarding schools for children with disabilities are also operated in East Kazakhstan and Mangystau regions. Number of pupils of these schools is amounted to 13 920 people.
Pedagogical capacity of special schools having rich professional experience is the major resource for interaction with inclusive schools. 13 country’s universities provide skilled staff training on 9 specialties of “Defectology”. In 2014 the state order on 25 scholarships in “Defectology” specialties has been increased comparing with 2013 and amounted to 265 places.
Pedagogical and correction support for children with disabilities is provided by more than 6 thousand teachers. Among them the largest ratio of specialists is accounted for special schools, psychological and pedagogical correction rooms, psychological, medical and pedagogical consultations and rehabilitation centers (over 70% people). 2% of teachers work on special classes and groups in general schools. 32% of teachers have the higher (defectology) education.
25% of teachers with higher education passed through in-service courses on defectology. The short-term in-service courses are annually conducted for 320 teachers by the National Research Center for Correctional Pedagogy.
Thus, education policy conducted by the state in the interests of children with disabilities contributes to the achievement of one of the major OECD standards – ensuring equality and education availability for all.
It is necessary to learn for school graduates to independently gain knowledge, structure and put them into practice, generate new ideas, and think creatively to be successful in modern rapidly changing world. Formation of these personal qualities is possible in changing of priorities in education – from acquisition of ready knowledge to independent cognitive activity of each learner.
73
In this regard, MES RK enhanced activity on conceptual content update of existing 11 year education model. This work was started from primary school as foundation of next stages of successful education. Taking into account the experience of AEO “Nazarbayev Intellectual Schools” and results of 12 year education transition experiment the State Compulsory Standard of Secondary Education (SCS SE) was elaborated and submitted to extensive discussion in 2014.
The skills of younger pupils as creative knowledge application, critical thinking, ICT competence and ability to work in team are specified in SCS SE project as expected “output” results. The peculiarity of new standard is introduction of school subjects as “Natural Science”, “Information and Communication Technologies”, as well
as leveled learning of the Kazakh, Russian and English languages. In the framework of school education content update the educational materials are updating to improve Kazakh component and reflect social and economic modernization of the country. The project and research component of educational process was enhanced.
Testing of updated learning programs is scheduled to start in 30 pilot schools from September 2015. The Center for translation of updated education content experience of NAE named after Y.Altynsarin will provide monitoring support for testing.
NAE named after Y.Altynsarin and AEO “Nazarbayev Intellectual Schools” developed supporting material complex for subject teachers to help pedagogical staff of pilot schools. Methodical study manuals contain didactic materials on the development of critical thinking, research skills and ICT competence of pupils.
Under the framework of trilingual education development in the country the schools network with natural sciences and mathematics
General schools should reach the teaching level of Nazarbayev Intellectual Schools. School graduates should have a knowledge of Kazakh, Russian and English languages. As a result, pupils should possess the skills of critical thinking, independent search and in-depth analysis of information.
Address of the President of the Republic of Kazakhstan N.Nazarbayev to
the nation “Kazakhstan’s way – 2050: common aim, common interests,
common future”, January 17, 2014
74
subjects in the English language is expanding. According to the data of MES RK the teaching of natural sciences and mathematics subjects in the English language is conducted in 110 general education organizations, including Nazarbayev Intellectual Schools. Furthermore, the issue of training of multilingual teaching staff and education and methodical assistance of schools with teaching in three languages are hot-spot issues.
One of the practical mechanisms to improve the quality of textbooks and syllabuses was changing approaches to establish the writing team including the best teacher-practitioners and experts
of the International Materials Development Association. New approaches to pass examination of study materials were
defined. Multilevel expertise was adopted: internal in publishing houses, scientific and pedagogic in the Republican scientific and practical centre “Textbook” (“Textbook” RSPC), the Republican Commission makes a decision (positive or negative) on recommendation of the textbooks to be used. Resolution of the experts includes the list of study materials approved annually by the MES RK for use in the study process of general school (Fig.2.2.3).
Figure 2.2.3. Stages of the state textbook examination
Source: “Textbook” RSPC
Receipt of educational material
MES RK
Examination
RSPC “Textbook”
Consideration of expert work results
Republican Comission to give consideration to the examination results
Development and completion
of textbooks with due regard to examination results
Publishing houses
List of textbooks
Textbooks and
syllabuses
75
In spite of our measures there are some issues that need to be solved. The internal publishing expertise is weak: 88% of textbooks published are sent to follow-on revision and only 7% pass scientific and pedagogic expertise at the first time. It is necessary to increase responsibility of publishing houses for the textbooks’ quality developed by the writing team by approving the clear procedure of their selection and work assessment. Additionally, to enhance requirements for the publishing houses in terms of increasing the quality of internal expertise by engaging international experts and increasing professionalism of native experts. According to data of “Textbook” RSPC in 2014 1 715 textbooks (70%) and 238 electronic educational editions (90%) were recommended for use in the study process. Besides all 7 040 digital educational resources presented were recommended for approbation.
Generally, the indicator of school provision with textbooks all around the country makes up 95,9%. Complete equipping of organizations of the general education with school textbooks has been noticed in Astana city, Aktobe, Zhambyl, Mangystau and Pavlodar regions. Absence of the forecast analysis for continental migration of pupils is one of the reasons for low indicators of pupils’ provision with textbooks. In this regard it is necessary to develop the integrated practice of forecasting the need for textbooks, defining the population of pupils considering migration and the population growth, and inventory of available library stocks. In addition to that it is necessary to work on the issue of timely budget planning for textbooks procurement including the used one.
Updating the content of school education requires development of school infrastructure. The results of PISA-2012 research indicate direct correlation of participants’ educational achievements and school material resources.
According to the factor analysis of the international study results there is a lack of school provision around the country with school laboratories and audio-video resources.
According to the data of the Regional Departments of Education 37%
76
of schools have no opportunity to apply the modern educational techniques due to absence of the access to the broadband Internet. At average 15 students come to 1 computer used only in the study process. A high level of updating the computer parks of Pavlodar and North Kazakhstan regions schools enabled to provide correlation of “6 people per 1 computer”.
Low indicators were recorded in Almaty, Astana cities and Kyzylorda region (28, 29 and 32 students per 1 computer).
In 2014 the share of schools equipped with subject classrooms of a new modification made up 49,3% in total (Physics – 48%, Chemistry – 41,3%, Biology – 40,2%, and multimedia – 56,6%). The highest indicator of school equipment with state-of-the art subject classrooms is recorded in Almaty city (97%), Atyrau (84,5%) and Mangystau (70,8%) regions. Low indicator – in West Kazakhstan (5,3%) and Almaty regions (8,6%).
According to data from the MES RK one shift study process is implemented in 30,6% of schools and 68,1% of schools work in two shifts. In 95 (1,3%) schools more than 12 thousand schoolchildren study in three shifts. 80% of these schools are located in Almaty region (55 schools) and South Kazakhstan region (21 schools).
Three shift schools located in Akmola, Atyrau, East Kazakhstan, Kostanay, Kyzylorda and Pavlodar region and Almaty city were closed.
Occupation rate of 189 schools is above target. Rate of student place shortage there is 58,4 thousand.
Construction of new educational facilities (RB – 52, LB - 71) enabled to decrease the number of schools in poor condition up to 1,9%. The problem of
breakdown school in Akmola and Kostanay regions is completely solved.
2,5 2,4 1,9
2012 2013 2014
Proportion of schools in poor condition from their total
number
80%
Proportion of schools with three-shift system
South Kazakhstan, Almaty regions
Other regions
77
Over one year the number of such schools in Almaty, Atyrau and East Kazakhstan regions has been reduced twice. However, since 2013 the number of breakdown schools in South Kazakhstan regions is not reducing yet (48 schools).
Ramshackle school buildings with exceeded service life (built in 1991-1971) may be considered as breakdown facilities if no effective measures are taken timely. 1 203 schools (in 2013 – 1504 schools) require major repair. The largest number of such schools is located in Aktobe (29,2%), Zhambyl (26,8), North Kazakhstan (26,5%) and Almaty (26,2) regions.
According to data from the MES RK 27% of schools are located in accommodated buildings. The share of such schools prevails in West Kazakhstan (39,3%), Aktobe (37%), South Kazakhstan (35,5%), Zhambyl (32,4%) and East Kazakhstan (28,6%) regions.
In general, around the country the number of typical schools makes up 73%, that is higher the indicator of 2013 year by 2%. The highest share of schools stipulating corresponding terms for giving classes in a qualitative manner accounts for Astana (97,4%) and Almaty cities (96,5%) and Mangystau region (86%).
The most important component of the integrated educational process is extended education of children. A wide range of extended education facilities enables children to implement their creative and cognitive activities, personal skills and abilities.
In 833 organizations (in 2012 - 641) 629 200 or 23,9 % (in 2012 – 22,9 %) of schoolchildren from a total number of students around the country are engaged in extended education. West Kazakhstan (59,9%), Kostanay (47,1%), East Kazakhstan (44,4%) and Pavlodar (34%) regions demonstrate the highest interest rate of children engagement in extra scholastic organizations. Low indicators are recorded in Almaty region (10,4% of school aged children).
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The programs of extended education are also implemented in general schools through performance of school clubs. 36,6% of students (in 2012 – 35,1%) are involved in them.
Generally, the rate of children covered with extended education in extra scholastic organizations and school clubs makes up 60,5% of people (more than 1,5 mln. of children). In 2015 it is planned to increase the rate up to 70%.
The constraining factor of extended education development is backward development of material and technical resources in technical and touristic organizations, lack of programs of a new generation focused on development of innovations and information technologies.
In 2014 material and technical provision of extra scholastic organizations (touristic, musical and sport equipment and etc.) made up 64,8% (in 2012 – 60%, in the country – 52%). 202 extra scholastic organizations and 79 of them in the country are provided with libraries.
The government pays considerable attention to determination and support of gifted children. Specialized schools for gifted children successfully operate in all regions of Kazakhstan. By 2014 their number has gone up to 104 (in 2013 - 99). Additionally, the student population has significantly increased either (+ 8 533 people, in 2013 – 34 943).
Annually, 50% of specialized educational facilities take the fist positions in the rank of 100 best schools of the Republic according to the results of the UNT. In 2014 1 154 out of 1 972 graduates from specialized schools for gifted children were awarded educational grants to study in higher educational institutes including 288 admitted to Nazarbayev University.
Kazakhstan pupils have become serious competitors for representatives of other countries in the international contests and Olympiads. Over one year the number of winners and awardees has considerably increased. 333 participants (+146) received gold medals, 338
52 072 53 272 59 006
871 437
905 624
961 524
2012 2013 2014
School clubs
Number of school clubsNumber of children
79
(+34) – silver medals, 626 (+168) – bronze medals and 79 (+61) – letters of recognition.
Out of 1 264 participants of the Republican subject Olympiad 96 pupils were awarded with diplomas of the 1st degree, 171 – of the 2nd degree, and 288 – of the 3rd degree. In total there are 555 winners. 695 pupils from regions participated in the republican contest of scientific projects on general subjects. 55 of them were awarded with diplomas of the 1st degree, 99 – of the 2nd degree, 183 – of the 3rd degree. Total number of winners is 337.
Nazarbayev Intellectual Schools are unique educational institutions intended to adjust the best international experience and to transmit it into general schools of Kazakhstan. In 2014 17 Nazarbayev Intellectual schools operated and 10 of them teach Physics and Math in depth, 6 of them – Chemistry and Biology, and 1 of them is School of International Bachelor. In total 11 446 students study there. More than 1 600 took participation in the republican and international intellectual competitions. 854 students were awarded.
In 2014 all graduate students of Intellectual Schools (483 pupils) continued their education in leading higher educational institutions. 152 (31,5 %) of them entered Nazarbayev University. 238 (49,3 %) graduates from total number study Engineering, 39 (8,1 %) – Medicine, 15 (3 %) – Pedagogy (Math, Chemistry, Biology, Physics), 234 (48,4 %) – Science.
The rate of pedagogic specialists in 2014 made up 297,2 thousand people that is significantly higher than the indicator of 2011 (+10 923 people).
Comparative analysis of teachers’ educational level indicates insignificant increase of the teachers’ number with a higher education degree (+1,8 %). Region-wise a high rate of teachers with a higher education degree is recorded at schools of South Kazakhstan (96 %) and Kyzylorda (92,6 %) regions, Almaty (93,3 %) and Astana (91,2 %) cities.
In the world school practice in recent years it became a widespread requirement for teachers to have master’s degree. In Kazakhstan the rate
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of teachers gained master’s degree remains the same and makes up 0,6%. The greatest number of teachers that have master’s degree is registered in Astana and Almaty cities (1,6 %).
In 2014 the number of teachers with the highest and first qualification grade accounted for 50,2 %. Over 4 years the rate of teachers that have the highest grade increased by 3,2 %.
Region-wise according to the qualitative composition teachers are distributed uneven.
The largest rate of pedagogic staff with the highest qualification grade is recorded in Astana city (31,1%). The highest indicator of teachers’ rate with the first qualification grade is fixed in Kyzylorda region (38,2%).
The school system accounts for the largest proportion of teachers in the age qualification from 25 to 44 years (51,8%). At the age of 45 and older – 39,2% of teachers, 2,1% of them - retired teachers. Young professionals up to 25 years – 11,1% people.
In terms of regions the prevailing share of teachers is specialists at the age from 55 to 64 years in Aktobe region (23,7%), at retirement age - in Almaty city (8,4%). The proportion of young cadres is prevalent in schools of Kyzylorda region (up to 25 years – 16,7%, from 25 to 34 years old – 35,1%).
Over 4 years the proportion of teachers with experience of over 20 years (+1,4%) increased. The largest proportion in 2014 is in Astana city and East Kazakhstan region (42,5% and 41,2% respectively).
In schools across the country the number of young teachers with experience of up to 3 years is 11,9% people. In comparison with the indicator of 2013 the proportion of teachers with experience from 9 to 20 years (-1,8%) is decreasing.
In 2014, 7 838 young professionals (71% of the total number of graduates of pedagogical institutes) joined teaching staff. Out of them, 45% teachers of natural sciences and mathematics subjects, and social and humanitarian subjects wished to start a career in rural schools. Among the VET graduates 2 628 young teachers of music and fine arts, technology and physical education were employed in schools. Recruitment of young
81
staff at schools across the country amounted to 3,5% of the total number of teachers.
In a regional comparison, the highest inflow of young specialists is in schools of Almaty city (16,5%) and Mangystau region (16,3%). This demonstrates the purposeful work carried out by regions.
In general, despite the decline in the need for teachers in schools compared to 2013 (-1 117 people), in eight regions shortage of teaching staff (900 people) remained. Moreover, according to the data from Regional Departments of Education this figure significantly increased in Zhambyl (+30), Akmola (+69), Almaty (+82) and Atyrau (+126 people) regions (Fig. 2.2.4).
Figure 2.2.4. Need for pedagogic staff, people
Source: National collection “Statistics of education system of the republic of Kazakhstan”
Despite the positive trends of renovation the pedagogical staff of
school education, the issues of social image of teacher, tangible motivation and encouragement, professional development on updated programs, application of systematic approach in teacher training, development of teacher professional standard still remain relevant.
In terms of new requirements to the quality of school education the professional development of teachers has become a necessity. Since 2012 the multilevel courses have been successfully implemented, developed by the NIS AEO jointly with the Faculty of Education of the University of Cambridge.
The levels of the Program are differentiated according to the volume
69 42 8 81 18 60
176
0
449
108
266
398
65 76 123 137 0 0
0 0 0 0 0
0 30 37 57 68
95 145 205
263
Kara
gand
a
Kost
anay
Kyzy
lord
a
Man
gyst
au
Sout
hKa
zakh
stan
Pavl
odar
Asta
na c
.
Alm
aty
c.
Nor
thKa
zakh
stan
Wes
tKa
zakh
stan
East
Kaza
khst
an
Akto
be
Zham
byl
Akm
ola
Alm
aty
Atyr
au
2013 2014
82
and complexity of the material, scale of gained knowledge application in the “classroom-school-community” system.
The third (basic) level provides improvement of classroom practice through application of seven teaching modules.
The second (main) level is a course for training the teachers to the process
of training the colleagues through coaching and mentoring. The first (advanced) level aims at training of school leaders, capable
to train new methods to professional community of teachers. Each level of the Program for teachers is a single training course
provided for the 2 months of classroom training and 1 month distance training (online).
Academic staff of the multilevel courses should consist of trainers trained at the Center of Excellence (CoE) and with certificates of Cambridge International Examinations – AEO “Nazarbayev Intellectual Schools”. In 3 years 1 249 trainers have been trained in multilevel courses.
In 2014 115 trainers from the CoE, “National Center for professional development “Orleu” JSC (Orleu NCPD) successfully completed the training course in the program developed by Pearson Education Limited (UK) based at the CoE.
At the CoE and its branches 5104 teachers have been trained by multilevel program courses. 583 school principals have finished new training program, 665 are studying currently. In the Professional development program for the staff of MES RK and its organizations within the updated content of school education 302 specialists were trained.
Good beginning is a training of graduate students of pedagogical specialties in multilevel program. In 2014 at the CoE the training course of 160 academic hours was delivered for 25 trainees-graduate students of pedagogical faculties of Korkyt ata Kyzylorda State University.
1. New approaches in teaching and education
2. Critical thinking training 3. Evaluation for education and
education evaluation 4. Information and Communication
Technologies use in teaching
5. Talented and gifted children teaching
6. Teaching and learning in accordance with age
characteristics of pupils 7. Educational management and
leadership
The first (advanced) level
The second (main) level
The third (basic) level
83
In 3 years at the Orleu NCPD and its branches 27 898 teachers have been trained in second and third levels courses. The number of teachers trained to implement seven modules not only at a classroom level, but at school level (Fig. 2.2.5).
Figure. 2.2.5. Multilevel courses, Orleu NCPD, thous. people
Source: Orleu NCPD
Orleu NCPD JSC presented the monitoring of the results of teacher
training in multilevel courses. The results showed that 28,5% of teachers taken part in survey were applying the ideas of the Program at a high level (more than 50%). 59,7% are applying them for 30-50%. This shows the positive dynamics of improvement of teaching and learning practice.
More than 79,8% of school principals having observed the lessons of certified teachers indicated the positive dynamics in development of learners. This shows the effectiveness of new approaches to professional development of teachers (Table 2.2.1).
Table 2.2.1. Dynamics of the quality of students’ knowledge, 2014 год
Subjects Before
courses, %
After courses,
%
Improvement of the quality of knowledge, %
Primary school 63,7 73,1 9,4
Humanities and History 58,8 68,5 9,7
Chemistry, Biology, Geography 56,1 64,7 8,6
Mathematics, Physics, Computer Science 51,3 58,2 6,9
Average mean 57,5 66,1 8,65
Source: Orleu NCPD
6295
300
8691
1198
8217
3197
Third level Second level
2012 2013 2014
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The performance criterion of school
education system is the result of external
assessment of academic achievements of grade 9 students (EAAA) and Unified
National Testing (UNT) for grade 11 students.
20% of schools participated in EAAA -2015 (in 2014 – 10%). Total point is lower than of 2014 (-14%).
Effectiveness of completing the test is 46,7%. 30% of test items are aimed at defining the functional literacy of
students Low knowledge of academic program of secondary school was identified in Physics (6,7 points out of 20).
Since 2013 the gap in total performances of students of rural and urban schools continues to prevail (for 3,9 points). Cluster analysis of
EAAA-2015 results shows a significant gap in maximum and minimum means of average point of specialized schools. Average point in Math of
students from boarding school №4 for talented children of Kyzylorda is 9,58 points. The result of students from Boarding school for gifted children
“Ozat” in Kostanay is 18 points. 66,9% of grade 11 students from total number of students
participated in UNT-2015 (in 2014 – 68,6%). Total result of students is
79,4 points which is higher for 2,5 points than the previous year. The results above average score were in 8 regions of the Republic, while in
2014 – in 10 regions. Average score of rural schools in UNT-
2015 is lower than of urban schools for 7,35 points. The gap in results between
Kazakh-language and Russian-language schools has decreased up to 1,2 points (in
2014 – 6,84 points). High level of differentiation of the
51,6
35,81 39,58 37,36
2012 2013 2014 2015
Average score in EAAA
81,56 83,02
72,19 75,67
The gap between knowledge quality in city and rural schools prevails (UNT)
city schools rural schools
85
quality of education has led to a significant gap between best and low-
performing schools, and between students. The difference between the
highest and the lowest average points of schools is 75,25 points. In 2015 18,6% (15 468) graduates did not receive the threshold level
of 50 points to enter the universities. In UNT-2014 23,1% (20 236 graduates) of participants of the test had scores below the threshold level.
5 graduates showed the best result (125 points) (in 2014 – 4 graduates). 17,4% of students scored above 100, in 2014 – 15%.
The highest increase in average score of UNT in 2015 was achieved in Kyzylorda (+7,4 points), Zhambyl (+6,3 points), South Kazakhstan
(+4,1 points) and Almaty (+3,8 points) regions. The highest score belongs to the participants of Astana and Almaty
cities. Wherein their results compared to the results in 2014 have decreased by 0,9 and 0,6 points accordingly (Fig. 2.2.6).
Figure 2.2.6. Average score in UNT in the context of regions
Source: NTC
In international statistics UNESCO annually carries out the monitoring one of the quality indicators of school education – number of students who
have not gained the learning program (repeaters/classes/gender).
92,7 87,6 81,3 84 74,3 79,9 78 76,9 76,9 79,9 74,6 72,3 80,2 77,9 72,6 74,5 62,2
92,1 86,7 83,6 82,7 81,7 80,2 80,2 79,6 79,4 78,8 78,7 78,6 78,2 77,8 76,4 75,8 61
Alm
aty
c.
Asta
na c
.
Wes
t Kaz
akhs
tan
Akto
be
Kyzy
lord
a
Pavl
odar
East
Kaz
akhs
tan
Kara
gand
a
RK
Kost
anay
Sout
h Ka
zakh
stan
Zham
byl
Akm
ola
Nor
th K
azak
hsta
n
Alm
aty
Man
gyst
au
Atyr
au
2014 2015
86
In 2014 the share of low-performing students who have to repeat the
educational course was 0,04%. Wherein the majority of them are from
school from North Kazakhstan region (226 students). The prevailing number of small schools in this region (444) can be one of the reasons of
high number of low-performing students. International practice demonstrates that educational systems are
particularly effective in those countries where there is no division into “best” and “worse” schools, and “low-performing” ad “high-performing” students.
Repetition of an educational course is an ineffective method for increasing the progress of a student. Developed countries focus mainly on
early detection and support of “low-performing” students and schools. In Kazakhstan there is no systematic support of low-performing
students. Schools with a relatively high share of low-performing children are not provided with additional resources. Over-emphasis on well-
performing students to the detriment of low-performing students strengthens the gap between students with low and high academic
performance. The cohort of students, including graduates of secondary schools, is
significant in lifelong learning. In 2014 219 194 grade 9 graduates received certificates of secondary school graduation. 60,6% of them continued
studying in high schools and 38,4% entered the colleges.
In 2014 the number of graduates of grade 11 was 127 612, that is 11 845 lower than in 2013. Among them 127 480 graduates received the
certificates of secondary school education (99,9%). The number of owners of honour certificates increased by 367 students (in 2013 – 576 students).
In the system of higher education 56,7% of graduates continued the education in universities, 26% of graduates entered the VETs.
87
Conclusion and recommendations
In condition of annual reduction of school networks there is an increase in the number of students (+90 851 students), that requires additional places for students.
The share of small-class schools is 45,2%. For the solution of small-class schools issues the account of financial, personnel and strategic costs, feasibility and eligibility of different alternatives (supply, boarding schools, distance learning, resource centers).
Insufficient level of introduction of learning technologies in small-class schools requires enhancement of methodological service and strengthening of material and technical resources.
Lack of corresponding professional training of teachers obstructs organization of teaching in combined classrooms in under-filled schools. It is recommended to consider in Classification specialties of higher and post-graduate education the teacher training with additional specialization in several subjects.
12,2% of children are not provided with transfer. Additional school buses (283) are needed.
It is required to continue the infrastructural development of school education. The highest number of schools in poor conditions is in South Kazakhstan region (48 units).
12 229 children in 95 educational organizations study in three shifts. Over half of such schools (55 units) is located in Almaty region.
62,8% of schools have access to broadband Internet, 73,2% of schools have interactive boards. On average, there are 15 students for each computer used in classroom.
50,2% of teachers have higher and first qualification levels. 5,5% of teachers have completed the professional development courses in level programs. The new format courses should be available not only for teachers with high results.
88
In the world Master’s Degree is obligatory for teachers. In Kazakhstan only 0,6% of teachers have MA degree.
The share of young teachers recruitment is 11,9%. It is recommended to develop a program to recruit the best school graduates to pedagogical institutes and to develop support for teachers early in their careers.
Science subjects in English are taught in 110 schools. Wherein the issue of training of poly-language teaching staff and educational and methodological materials for schools with teaching in 3 languages.
Schools of the country need 900 specialists in different subjects. There is need for the target-oriented recruitment policy for teachers, and also improvement working conditions and professional advancement, provision of financial incentives.
Engagement of children in extra scholastic organizations and school clubs is 60,5%. The share of teachers of supplementary education with field-specific education is 25% from their total number.
Various measures are being taken on integration of children with disabilities into general education. It is necessary to develop similar mechanisms for inclusive education coverage of other categories of children: migrants, repatriates, children with deviant behavior, orphans, vulnerable children, etc.
The difference in the mean score of EAAA of students from urban and rural schools (-3,9) is still urgent.
An average UNT score of graduates from rural schools is below the graduates from urban schools (- 7,35). The difference between the best and lagging school in UNT is 72,25 points. The issue of narrowing the difference in academic performance of students from rural and urban areas is still relevant.
There is a need for a policy to support inefficient schools and low-performing students. The allocation of additional resources for the implementation of development programs contributing to progress in learning.
VOCATIONAL EDUCATION
AND TRAINING2.3
90
2.3. VOCATIONAL EDUCATION AND TRAINING
New Economic Policy «Nurly Zhol», initiated by the Head of State,
opens up the opportunities for professional development to the young
people of the country. Implementation of innovative projects provides new
jobs for demanded specialties of labor market.
In this regard, main regulatory initiatives are aimed at improving the
legislative framework for the development of vocational education and
training (VET), including state guarantee of getting the first work placement
and definition of the competences of stakeholders of dual training.
VET organizations network. VET system should provide for the
growing demand of new industries among practice-oriented workers and
professionals. This requires not only equipping of workshops with modern
equipment, but also with highly skilled engineers and teachers.
Strengthening of requirements for the activities of educational institutions
providing vocational education and training is one of the reasons for the
reduction of the network of educational institutions in the past three years
(-68 units). In 2014, educational activities are carried out by 820 VET
organizations (Fig. 2.3.1).
Figure 2.3.1. Dynamics of VET network, units
888
499 389
849
472 377
820
467 353
total state private
2012 2013 2014
Source: Data of MES RK
In 2014, the stare of the network of rural colleges made up 20%
of the total number of VET organizations. Regarding the previous year their
number has decreased in Akmola, East Kazakhstan, Kyzylorda and South
Kazakhstan regions. These regional trends may be due to internal
migration and urbanization of the population, including young people
(Fig. 2.3.2).
91
Figure 2.3.2. Dynamics of the network of rural VET organizations, units
13 6 27 5 17 17 16 9 10 9 4 10 13 17
-2 -3 -1 -3
13
6
25
5
1417 16
9 108
4
1013 14
2013 dynamics 2014
Source: Data of MES RK
At the same time, there is a positive regional experience
in Karaganda region. In 2014 a new rural «Nura multiprofile college» was
opened to prepare such specialties as the «Farming», «Tractor driver»,
«Bench-work repairman», «Cook», «Construction», «Maintenance, repair
and operation of road transport» and others which are demanded in rural
area. The infrastructure of the college includes a dormitory for 100 beds
and specially equipped classrooms and workshops.
In Atyrau interregional professional center for training, retraining and
advanced training of oil and gas industry personnel APEC Petrotechnic 160
people are enrolled through public-private partnerships (educational
programs of foreign partners British Council and GSE Systems, PetroED
and SPT consortia and private sponsor companies «NC «KazMunayGas»,
JSC and Aidan-Munai, JSC).
Practical training in the amount of from 36% to 50% of training time is
based in 9 modern laboratories equipped by Italian company Elettronica
Veneta S.p.A. For the first time, the integration of additional modules in the
educational programs has allowed 300 students to take the unique practice
BOSIET (survival at sea) and H2S (hydrogen sulfide protection).
VET organizations’ contingent. Equal access to education, training
and employment are indicated as the basic principles of the constitutional
92
right of a person in international conventions. International Labor
Organization (ILO) in the recommendations for the development of human
resources states that «Member States should recognize their responsibility
for education and training prior to employment and in cooperation with
social partners, to expand employment opportunities».
The availability of educational services is characterized by the
indicators of the contingent of students and the coverage of population by
some level of education. At the same time, social factors, including
indicators of demography, migration and urbanization are determining
ones. Thus, the decline in the contingent of VET organization was
influenced by the decrease in the birth rate between 1996 and 1999.
According to the data of the Committee for Statistics of the Ministry of
National Economy of the Republic of Kazakhstan recorded a decrease in
the number of newly born children and natural population growth (for 35
597 and 16 985 people, respectively). It is noted that the peak of fertility
decline accounts for 1999 (2014 - 1999 = 15 years) (Fig. 2.3.3).
Figure 2.3.3 The number of born children and natural population growth, persons
276125253175
232356 222380 217578 222054 221487 227171247946
10746987147
72218 68066 70162 72276 73611 7779092669
1995 1996 1997 1998 1999 2000 2001 2002 2003
Born, persons Natural population growth, persons
Source: Data of CS MNE RK
The total number of students covered by VET programs, in 2014
amounted to 531 453 people. There is a trend of annual reduction of the
number of the contingent of college students: - comparing to 55 857 people
in 2012, and 30 487 in 2013 (Fig. 2.3.4).
93
Figure 2.3.4. Dynamics of the contingent of VET students, persons
Source: Data of MES RK
480 051 students (16.6% of people) of the total population of the
country of a typical age (2 888 166 persons of 15-24 years old) studied
in VET systems. While the coverage of population of a typical age by
vocational education in EU and the OECD is 3 times higher than
in Kazakhstan (Fig. 2.3.5).
Figure 2.3.5. The VET coverage of youth aged 15-24, %
16,6
47,9
50,3
Kazakhstan
EU
OECD
Source: Data of MES RK, OECD, EU
In a regional comparison the highest rates of youth of typical age
receiving the first working profession are in the city of Almaty (23.1%).
The indicators above the national average values are demonstrated by
Astana and Aktobe region (+ 4.9% and + 3.5% respectively) (Fig. 2.3.6).
94
Figure 2.3.6. The VET coverage of youth aged from 1 to 24 years, region, %
Source: Data of MES RK
In 2014, 46.3% of students of their total number studied in VET
systems on a budgetary basis. The largest share of students
at the expense of public order accounts for Kostanai, North Kazakhstan
and Akmola regions, demonstrating the interest of the local executive
bodies to ensure regional labor market with demanded workers. This figure
is less than 40% in the cities of Astana, Almaty, Aktobe region, Atyrau
region and South Kazakhstan region. Equal share of students both
on complimentary and charged basis are in Almaty, Karaganda, Kyzylorda
and Mangystau regions (tab. 2.3.1).
95
Table 2.3.1. VET contingent, persons
Region Total Including
In state In private
Budgetary basis Paid
Akmola 22 452 15 835 6 617 13 333 9 119Aktobe 33 003 18 377 14 626 12 458 20 545Almaty 33 239 23 229 10 010 16 883 16 356Atyrau 19 009 12 876 6 133 7 817 11 192East Kazakhstan 38 885 20 858 18 027 18 343 20 542Zhambyl 29 922 17 019 12 903 13 513 16 409West Kazakhstan 22 131 12 707 9 424 10 265 11 866Karagandy 47 491 30 223 17 268 23 616 23 875Kostanai 25 482 19 130 6 352 16 274 9 208Kyzylorda 24 493 13 197 1 1296 12 443 12 050Mangystau 25 007 15 182 9 825 12 556 12 451Pavlodar 23 940 15 308 8 632 12 361 11 579North Kazakhstan 13 430 11 308 2 122 8 513 4 917South Kazakhstan 75 600 39 162 36 438 28 874 46 726Astana city 28 086 12 072 16 014 10 527 17 559Almaty city 61 975 22 528 39 447 23 544 38 431Republican colleges 7 308 7308 0 4 710 2 598Republic of Kazakhstan 531 453 306 319 225 134 246 030 285 423
Source: Data of MES RK
By the estimates of the Committee of Labor, Social Protection and
Migration of the Ministry of Health and Social Protection of the Republic of
Kazakhstan about 20 thousand jobs for specialists with vocational
education remain vacant every year in Kazakhstan.
According to the data of the Ministry of Education and Science in
2014 under the public order 73,027 specialists were trained. The highest
proportion of public order accounts for such areas of VET training as
«Manufacturing, installation, maintenance and repair (by industry)»,
«Service, economics and management», «Communication,
Telecommunications and Information Technologies». There are grants
provided for training of teachers and the development of agro-industrial
complex. However, the public order for such specialties which are
insufficient in the country as the «Oil and gas and chemical production»
and «Geology, mining and mineral resources extraction» comprises only
2% (Fig. 2.3.7).
96
Figure 2.3.7. VET students contingent by the areas of training, %
1 9
2,6
2,7
3,5
5,4
6,5
9,0
9,5
10,
10
1
1
Geology mining and mineral resources extraction
Oil and gas and chemical industry
Economics
Arts and culture
Energy
Medicine, pharmaceuticals
Construction and engineering
Transport ( by industry)
Service and maintenance
Agriculture, veterinary science and ecology
Education
Communication, Telecommunications and InformationTechnology
Manufacturing, installation, maintenance and repair (byindustry)
Source: Data of MES RK
According to the data of the Ministry of Education and Science of the
Republic of Kazakhstan in 2014 the contingent of full-time VET students
has traditionally a major share (81.4%). The high proportion of full-time
students (more than 86%) is observed in the regions with the highest rates
of migration and population density (cities of Astana and Almaty, South
Kazakhstan region).
In comparison with 2013 year, the number of part-time students has
increased (+12 191 persons) (Fig. 2.3.8).
97
Figure 2.3.8. VET contingent by the forms of education, %
82,7
16,60,7
81,4
17,90,7
full-time part-time evening
2013 2014
Source: Data of MES RK
The predominance of the part-time students’ contingent in Aktobe,
Mangystau, West Kazakhstan and Zhambyl regions is due to the fact that
starting production sites provide an opportunity to the people to find jobs
in new specialties.
For example, among 596 part-time students of «Chromtau Mining
Technical College», 337 people are working at Donskoy mining and
processing plant and «Transnational Company «Kazchrome».
The education gives them the opportunity to receive additional specialty or
higher qualification (Fig. 2.3.9).
Figure 2.3.9. VET contingent by the forms of education, %
72,9 75,5 77,2 77,4 80 80,2 81,2 81,2 82,6 82,7 83,4 83,6 84 84,8 86,9 87,7 87,9
26,6 24,4 22,4 20,2 18,8 17,8 18,8 18,8 17,4 16,6 15,6 16,4 14 15,2 12,9 10,7 12,1
full-time part-time
Source: Data of MES RK
98
Majority of VET students enter public colleges (30 136 more than
private ones). Students enter public colleges of the North Kazakhstan,
Kostanai, Akmola and Almaty regions 5-6 times more than private ones.
But in the cities of Almaty and Astana the majority of students are enrolled
in private colleges (Fig. 2.3.10).
Figure 2.3.10. Admission of students to VET organizations, region, %
35,3 42,5 54,1 54,5 55,6 55,7 55,8 58,7 61,7 61,9 65,1 65,3 66,5 7
64,7 57,5 45,9 45,5 44,4 44,3 44,2 41,3 38,3 38,1 34,9 34,7 33,5 2
Source: Data of MES RK
According to the data of the Ministry of Education and Science,
the graduation class of students from colleges declines every year.
Regarding 2012, the decline was 7% (-12,361 persons), Including from
public colleges - 9.8% (-10,725 persons) (Fig. 2.3.11).
Figure 2.3.11. The number of graduates by the forms of ownership, persons
184520 175940 172
109880 104852
2012 2013
Source: Data of MES RK
99
Comparative analysis of the VET graduates contingent demonstrates
their predominant share of paid education (98 053 people) than on public
order (74,106 people). Low proportion of the budgetary basis graduates in
the cities of Astana, Almaty, Aktobe region, Mangystau region and Zhambyl
region (less than 40%). The value of this indicator is above 50% in the
North Kazakhstan, Kostanai, Pavlodar and Akmola regions (Fig. 2.3.12).
Figure 2.3.12. Share of graduates of VET organizations by forms of education, %
32 34 35,6 37,5 38 40,1 41 43 43 44,8 45,7 48,4 49,2
68 66 64,4 62,5 62 59,9 59 57 57 55,2 54,3 51,6 50,8
Source: Data of MES RK
The issue of quality training of graduates of VET systems, regardless
of budget and commercial forms of education remains relevant. Taking into
account the world experience of personnel certification, the procedure for
assessing the level of professional readiness and assignment of
qualification of college graduates in the industry associations of employers
should be an indicator of the quality of the VET field.
The procedure of professional assessment in 2014 covered 14 areas
of VET training, including 85% of the technical specialties and 15% of
humanities. There is a growing number of professions covered by the
procedure of professional assessment (+ 7.3%).
In total 61% of the graduates of the total of 702 colleges (405 state
and 297 private) have passed the professional assessment in 2014. In
absolute terms of the reduction of the number of VET graduates, the share
100
of graduates who received certificates has increased by 3.7% compared to
the previous year (Fig. 2.3.13).
Figure 2.3.13. Dynamics of professional assessment indicators
96 557 98 786 101 360
150 140 137
Data of RSMC for VET development, JSC
100% of college graduates of Pavlodar region confirmed the
qualification specifications required by the labor market. Significant growth
of this indicator is observed in the East Kazakhstan (+27%), Karagandy
region (+23%) and Almaty region (+14.6%). Reduction of quality indicators
of certified college graduates is registered in Almaty city (-3%) and Astana
city (-0.2%), South Kazakhstan (-0.6%) and Mangystau (-0.2%) regions
(Fig. 2.3.14).
Figure 2.3.14.Share of VET graduates received the professional assessment certificate, %
88,7 95 69 94,4 82,1 90 99,7 91,1 89,9 98,3 87,1 97,3 99,4 92,8 7
93,9 92 96 96,7 96,7 97 97,1 97,4 97,9 98,1 98,2 99 99,2 99,5 9
Source: Data of RSMC for VET development, JSC
101
International experts mark the minimum participation of employers
and business in professional assessment. Elaboration of evaluation tests is
carried out by Republican teaching methodological unions of education
field. Thereby the principle of an independent external evaluation of
the quality level of training of students is not complied with. The
participation of employers in the professional assessment is limited to their
representation in examination boards.
In this regard, it is necessary to revise the institutional support
of professional assessment as an expected «output» result for VET system
professionals. It is recommended to speed up the transfer procedure of
professional assessment to the centers of independent certification
of qualifications based on industry employers' associations.
A new mechanism to assess the quality of educational services
by colleges is an independent accreditation. According to the Ministry of
Education and Science, 9 colleges (1.8%), 5 of which are private, have
passed the procedure of national institutional accreditation in 2014.
The problems of youth employment remain one of the main
consequences of economic crisis. In 2013, more than 35 million young
people in OECD countries were not either in education or on the labor
market.
Committee of Statistics of The Ministry of National Economy of
the Republic of Kazakhstan in 2014 recorded 458.6 thousand unemployed
people, including 43.9 thousand people aged 15-24. The gender dimension
of the unemployment rate of this age limit is higher among women (+ 0.5%)
at a higher quantitative indicators of unemployed men (Fig. 2.3.15).
Figure 2.3.15. Indicators of unemployment of population aged 15-24. Quarter 4, 2014
43,93,7
22,63,5
21,34,3
thou
san
dpe
ople
unem
plo
ymen
tra
te, %
thou
san
dpe
ople
unem
plo
ymen
tra
te, %
thou
san
dpe
ople
unem
plo
ymen
tra
te, %
total men women
Source: Data of CS MNE RK
102
At the same time the Kazakhstani youth has all opportunities both
of continuing education in VET system and of employment on the labor
market in accordance with available skills and knowledge.
In general, there is little difference in the index of the share of
employed graduates of VET organizations for the period from 2011 to 2014
(-0.3%). At the same time, comparing to the year 2011, the index
of employment of college graduates, educated by the public order has
increased by 8.6% (Fig. 2.3.16).
Figure 2.3.16. Graduates employment dynamics,%
75,1 75,5 76,1 74,8
60,366,7
70,5 68,9
2011 2012 2013 2014
total including under public order
Source: Data of MES RK
High rate of employment of graduates, trained by the public order, is
demonstrated by the cities of Astana, Almaty, South Kazakhstan, Aktobe
region, North Kazakhstan and Pavlodar region (Fig. 2.3.17).
Figure 2.3.17. Share of employed graduates of VET organizations, %
44,9 56 64,7 55,9 69,5 75 68,970
79,1 69,1 62,5 78,1 62,5 77,7 81 75,2 76,4
48,254,8
62,2 64,271,6 73,2 74,8 75,1 78,4 79,4 79,6 81,5 81,7 83,3 84 86,4 87,7
total incl. under public order
Source: Data of MES RK
103
With the assistance of employers, 12% (14 806 people) of VET
graduates were employed in 2014. The timely employment of VET
graduates is promoted not only by the formation of the public order on the
basis of regional needs monitoring, but also the direct participation of
employers in the training for work specialties. Providing students with
places for practical internship in companies is a positive example of
the development of social partnership in the country. Only in 2014,
according to the data of regional Department of education, 215,112 college
students got such an opportunity.
In the regional aspect, the highest share of provision of students with
internship base is marked in South Kazakhstan, Kostanai, East Kazakhstan
and West Kazakhstan regions. Whereas in Almaty city, this indicator is only
58.3% (Fig. 2.3.18).
Figure 2.3.18. Information on the development of partnership with VET educational institutions
40,6 13,5 19 15,5 16,4 12,1 19,7 16,5 14,4 16,6 16,6 15,3 8,8 13,3 9,5 23,3
97,6 94,6 93,9 90,9 89,8 89,4 89 87,2 84,3 83,8 80,2 79,5 76,7 74,9 74,7
58,3
0,0
20,0
40,0
60,0
80,0
100,0
120,0
0,05,0
10,015,020,025,030,035,040,045,0
Needed internship in a company, students, thousand people
% of provision of internship in a company
Source: Data of MES RK
The issue of internships at production sites for engineering and
teaching staff is particularly relevant for colleges. At positive trends in
the growth of the share of the engineering and teaching staff, who passed
advanced training courses at companies (+1 003 persons), this indicator is
only 8.2%.
104
DEULA (Germany) is a
resource center of
professional education and
advanced training. DEULA
possesses educational and
training center and is the
largest educational institutions
of that kind in Germany.
In general, in 2014 27,638 cooperation contracts were concluded
between colleges and enterprises. 85,620,694 tenge were allocated by
employers for the development of VET. Among that, business has helped
to install 590 units of modern equipment in the amount of 9,985,873 tenge.
The support of business for specialists training is worth mentioning. Thus,
by the request and at the expense of an enterprise 3203 students are
trained. In addition, a scholarship in the amount of 9,816,642 tenge is
granted to 1 590 college students by companies.
An example of the development of social partnership at
the international level is the experience of
cooperation of farms in Germany and
students of MSPE «Krasnoarmeysky agro-
technical college». Under the Memorandum
of the akimat of Pavlodar region and the
German Academy of Agriculture DEULA-
Nienburg (Deutsche Lehranstaltfur
Agrartechnik) in Germany 25 students and
14 instructors of special disciplines have
passed advanced training of paid internship
(250 euros) at the leading agricultural enterprises of Germany during three
years.
It is worth mentioning that the employment rate of college graduates
in 2014 was 78%.
A positive trend of the introduction of elements of dual education
system is marked. According to the data of local executive bodies
in 2014 the number of VET organizations, carrying out educational
activities in collaboration with companies has increased by 37%
(2013 - 176 Colleges, 2014 - 280).
Regionally, their highest share is in the Pavlodar region (88%). The
growth of this indicator in comparison with 2013 year by more than 2 times
is recorded in VET institutions of Aktobe, East Kazakhstan, Zhambyl, West
Kazakhstan, Karagandy and Mangystau regions, Almaty city (Fig. 2.3.19).
105
Figure 2.3.19. Number of colleges, involved in dual education
16 1 8 5 11 3 7 7 10 8 7 50 6 18 10 9
10 11 147
23 24
14
27
138
16
44
9
24
10
26
2013 2014
Source: Data of MES RK
The analysis of financing of dual education by social partners
demonstrates the growth of business investment in scholarships for
students in internships at enterprises and strengthening of MTB of VET
organizations (+ 37,8% and + 38.2% respectively) (Fig. 2.3.20).
Figure 2.3.20.Indeces of dual education financing, thousand tenge
114 294
21 21023 135 37 183
135 535
263 251
2013 2014
Mentorship labor remuneration Payment of scholarship to students
MTB strengthening
Source: Data of MES RK
106
It is worth mentioning the participation of employers in
the implementation of the principle of «life-long learning». With the support
of the akimat of Almaty city and the regional chamber of entrepreneurs only
in 2014 five specialized teaching methodology clusters for such industries
as light industry, food production, furniture and woodworking, printing and
publishing, tourism and hospitality industries were established.
The development of VET within the social partnership requires
a legislative consolidation of mechanisms that establish the rights and
obligations of the participants of this process (concessional lending of
business, tax and customs preferences, etc.). This in turn will allow creating
an effective national system of training of demanded qualified
professionals, fully realizing received professional knowledge and skills on
the labor market.
The number of engineering-pedagogical workers within three years
has decreased by 5.6%. One of the reasons for this is the reduction of
the network of colleges. The share of trainers at the same time remained
unchanged (13%) (Fig. 2.3.21).
Figure 2.3.21. Staff composition of VET organizations, persons
6 038
5 857
5 631
2012
2013
2014
Source: Data of MES RK
There is an increase of the share of industrial training masters
in the cities of Almaty and Astana, Kyzylorda region. At the same time,
registered a decline of this indicator in the range of from 4 to 88 people in
13 regions of the country. The reason for reduction in the number of the
trainers in these regions is the reduction of the contingent of VET students
(Fig. 2.3.22).
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Figure 2.3.22. Masters of production education, VET, %
19,021,719,420,517,318,815,114,914,516,016,617,413,6 9,2 9,0 10,712,0
32,7
20,316,916,515,815,7
13,713,113,012,912,712,311,5 9,9 9,2 8,1 6,5
2013 2014
Source: Data of the MES RK
The total number of VET engineering teaching staff also includes 33,340 teachers of special and general education disciplines. Of these, 95.5% of instructors have higher education, 42.6% have the first and highest category.
The highest rates of VET instructors with higher education account for the colleges of Almaty region, West Kazakhstan and Pavlodar region (over 98%). In Karaganda region there are 1.5 times more instructors with the highest and the first category than in the East Kazakhstan with equal quantitative composition of instructors (3333 and 3498, respectively) (Fig. 2.3.23).
Figure 2.3.23. Staff of VET system / qualitative composition,%
50,2 44,4 42,5 38,6 45,8 41,5 44,2 45,6 40,1 43,5 44,655,3
45,628,7
4
93,8 96,7 98,5 91,5 98,3 96,9 97,3 97,2 97,9 94,3 97,6 98,2 97,880,7
9
Source: Data of MES RK
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There is a trend of aging of VET engineering and teaching staff.
The predominant share of teachers and trainers are of age from 25 to 54
years. In comparison with 2013 year, the composition of young
professionals under 25 years has decreased (- 1.4%) (Fig. 2.3.24).
Figure 2.3.24. Share of engineering and teaching staff of VET organization by age, %
Source: Data of MES RK
The problem of providing the VET system with highly qualified
engineering and teaching staff is relevant. According to the data of regional
Departments of Education in 2014, the need for engineering and teaching
staff was 474 people. The most demanded instructors are the teachers of
special subjects (33.7%) and trainers of production education (29.8%)
(Fig. 2.3.25).
Figure 2.3.25. Demand of VET organizations in staff, persons
40
133 141
Managers of different levels Instructors Production educationmasters
Source: Data of MES RK
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Thus, the issues of attracting highly qualified engineering and
teaching staff in VET educational institutions still remain critical.
According to the data of the Ministry of Education and Science
in 2014 academic year, from the total number of engineering and teaching
staff of VET education institutions, 22,4% have passed advanced
education. The increase of the share of the engineering and teaching staff,
who had the opportunity for professional development in 2014,
is insignificant (+650 people) (Fig. 2.3.26).
Figure 2.3.26. Advanced training of VET engineering and teaching staff
170
888
1 073
1 452
1 497
2 085
5 026
6 314
Non-profit joint stock company «Holding «Kasipkor»
Foreign centers
Within international projects (field trips)
Others
Training in a company
Regional education centers of using interactive educationtechnologies
Regional Institutions of Advanced Training
National Center for Professional Development “Orleu”, JSC
Source: Data of MES RK
For the implementation of projects to improve the human resource
capacity of VET engineering and teaching staff within the public order
foreign partners such as the Pearson Education Ltd (UK), TAFE (Australia)
and GIZ (Germany) are involved.
Engineering and teaching staff Training model elaborated by NAO
«Holding» Kasipkor» determines qualitatively new approaches to
professional development of VET teachers. The model provides for
the implementation of level training Program for teachers of special general
technical disciplines and trainers of production education of VET
organizations at the fourth (base), the third (middle), the second
(advanced) and the first (the highest) levels.
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The content of level program is based on 12 modules. All program
modules are united under a common logic, key ideas and are based on
common principles and approaches. Each module provides a consistent
improvement of professional knowledge and skills of teachers, the growth
of professional skills in the context of the general requirements of
the Program (Table. 2.3.2).
Table 2.3.2. Level model of advanced training in VET system
Level Module Module content Number of hours
4 (base)
1
Receipt / confirmation of working qualification for the profession (independent learning
throughout the year, in accordance with the regulations)
144
2
Internships at a company and / or educational institutions of Holding
(independent learning throughout the year, in accordance with the regulations)
144
3 New paradigm and VET development
strategy 12
4
Regulatory, software and educational support of VET (NRC, professional standards, educational programs and teaching
materials)
12
5 Functional ICT competence of teachers 36
6 Basics of pedagogy and psychology of
specialty training 36
7 Modern approaches to the planning and
organization of training in VET 48
3 (middle)
8 Requirements for training and
methodological support of educational process in VET system
72
9 Technological features of a modern system
of evaluation of the quality of vocational education
72
2 (advanced)
10
Technology of VET content updates based on the study of labor market needs and
employers requirements (Research in Action, Business Projects)
72
11
Efficient forms of organization of psycho-pedagogical and methodological support of engineering and teaching staff (coaching,
mentoring, shadowing, lesson study, project)
72
1 (highest) 12 Elaboration, update and expertise of
regulatory, software and educational support of vocational education
144
Source: Data of NPJSC «Holding «Kasipkor»
111
In 2014, the training of personnel reserve for the world level colleges
for 7 modules on the basis of academic training center of «Holding
«Kasіpkor» was continued using the experience of training programs of
Pearson Education Ltd (Edexcel Level 4 BTEC Professional Diploma for
Training and Development). In just three years 473 people have been
trained, including technical disciplines teachers and production education
trainers with the knowledge of English (Fig. 2.3.27).
Figure 2.3.27. Module program of advanced education of VET personnel reserve
Source: Data of NPJSC «Holding «Kasipkor»
The significance of education level for the country's economic
development is determined by the indicators of public expenditure volumes
for the development of technical and vocational education. Comparative
analysis of the volumes of VET systems financing for the period of
2010 - 2013 shows an increase of this indicator is almost 2 times at a
constant GDP share. In 2014, there is a decline of state budget
The basis of professional pedagogy and psychology (72 hours)
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expenditures in nominal terms by 6 283 million tenge (or by 0.1% of GDP)
due to the merge of public colleges under the profile of staff training
(Fig. 2.3.28).
Figure 2.3.28. Dynamics of public budget expenditure for VET system, mln. tenge
Source: Data of MES RK
In general, GDP level VET level in the country is 12 times lower than
the average of OECD countries (3.6%). There is a gap of the amount of
the expenditures for the training of one specialist comparing to international
indicators (6 times less than in the USA and 4.7 times - in comparison with
OECD countries) (Fig. 2.3.29).
Figure 2.3.29. Costs of training of one specialist, dollar
11 2009000
1900
USA OECD countries Kazakhstan
Source: Data of MES RK
According to the data of the Ministry of Education and Science the
tuition fees of 1 student for public order in 2014 amounted to 355.2
thousand tenge. The republican average cost of education of students on
a budgetary basis is 2.9 times higher than on a tuition fee basis. There is
a spread of the cost of specialist training, defined by local executive bodies,
in the regional aspect.
The costs of training of one student on tuition basis in the Almaty
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region is 1.5 times higher than in Zhambyl region, with almost equal
contingent of college students (16 356 and 16 409 respectively). While
there is a major difference of contingents of students, there are equal
expenditures per student in South Kazakhstan and Kyzylorda regions
(46 726 and 12 451 people respectively).
The costs per a student in the colleges of Almaty region for the public
order are 2.2 times higher than in the city of Astana (Fig. 2.3.30).
Figure 2.3.30. Region-wise spending per 1 VET student, thousand tenge
450,3
427,6
423,8
413,4389,6
386
380
378,2
374,2
370
355,2
337,4321
317,2277
234,7203
125,888,5106,791,4 92,7142,1110 100 90 150123,8280 100 120 120103,5160
Costs of education on budgetary basis Costs of education on tuition basis
Source: Data of MES RK
The costs of local executive bodies for the material and technical
equipment of colleges are one of main components of the index of the cost
of education. According to the data of the Ministry of Education and
Science of the Republic of Kazakhstan, 72% of public colleges of the total
number are equipped with modern equipment. At the expense of
the national budget in 2014, 4250 million tenge was allocated to strengthen
the MTB of workshops and laboratories of 170 colleges.
According to the data of the Committee of Statistics of the Ministry of
National Economy of the Republic of Kazakhstan in comparison with 2013
the number of classrooms (+781 units), training workshops (+306) and
laboratories (+128) has increased (Fig. 2.3. 31).
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Figure2.3.31. Equipment of VET organizations, units
21 077 2 884 2 412 255
21 858
3 190 2 540238
study rooms laboratories workshops auto (tractor) dromes
2013 2014
Source: Data of CS MNE RK
According to the Ministry of Education and Science in VET systems
the ratio of the «number of students per 1 computer» was 11 people. This
indicator is higher than the republican value in Aktobe region, West
Kazakhstan and Mangystau region (Fig. 2.3.32).
Figure 2.3.32. Number of VET students per 1 computer, persons
2017 17
14 13 13 1311 10 10 10 10 9 9 9
7 7
Source: Data of MES RK
The indicators above the national index of «Internet Access»
are shown by Astana city, Karaganda region and North Kazakhstan region.
The issues of computerization of VET system in Kyzylorda and Mangystau
regions require update (Fig. 2.3.33).
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Figure 2.3.33. Internet access in VET
organizations,%
46,450,859,162,964,565,767,769,670,171,473,774,675,479,382,284,186,1
Source: Data of MES RK
Demographic trends as the factors defining social and economic
processes influence the formation of the labor market. Low birth rate and
external migration in the north regions of the country are among the
reasons labor insufficiency. According to the Committee of Statistics of
the Ministry of National Economy of the Republic of Kazakhstan in 2014,
the lowest rates of natural population increase were in the North
Kazakhstan, Kostanai and East Kazakhstan region (Fig. 2.3.34).
Figure 2.3.34. Population birth rate, thousand people
8,512,7 12,8 13,0 13,1 16,1 18,3 18,7 19,7 21,9 22,9 24,7 27,3 28,8
48,4
80,1
Source: CS MNE RK
There is an expected decline in the influx of new workers into the
labor market until 2021 due to low birth rates in the late 90s of the last
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century. These trends may be one of the reasons for labor resources
shortage in the future. Only through efficient management of internal
migration flows it is possible to compensate the demographic failure and
to replenishment labor resources.
The launch of the social project «Mangilik el zhastary – industriyaga»
in the field of vocational education provides the training of VET personnel
(2014, 25 colleges of the republic, 37 specialties). The project
implementation provides for social support to students, including free meals
and accommodation, travel costs both ways during the holidays and a
scholarship. The first admission under the public order in the colleges of
the north regions amounted to 1,000 students (Fig. 2.3.35).
Figure 2.3.35. The map of public order of «Mangilik el zhastary – industriyaga» project
Source: Data of MES RK
Diversification of Kazakhstan's economy and increase of its
competitiveness in the manufacturing industry is designated as the main
goal of the State program of industrial-innovative development of the
country. In this regard, the Ministry of Education and Science of the
Republic of Kazakhstan in cooperation with the National Chamber of
entrepreneurs and the business community has identified 10 base colleges
(Fig. 2.3.36).
Labor deficient regions Labor redundant regions
117
Figure 2.3.36. Map of 10 colleges by demands of SPIID-2
Source: Data of MES RK
It is planned to start the training of more than 25 thousand skilled workers of manufacturing industry with technical and vocational education in 2015. To this end, the process of equipping 57 workshops and laboratories of colleges and of elaboration of 24 new educational programs in 6 industries is being done.
The implementation of joint international projects in the field of VET have key importance for the development of Kazakhstan technical and vocational education.
Kazakhstan’s Full membership in the WorldSkills (WSI) since 2014 provides an opportunity to get an expert evaluation of educational programs implemented for 6 areas and 45 professional competencies of technical and vocational education. The popularization of blue-collar occupations is also one of the objectives of the International WSI movement, the members of which are more than 70 countries.
For the first time, the National Championship of professional skills WorldSkills Kazakhstan was held in Kazakhstan. This event was preceded by regional competitions of professional skills among college students. The championship was attended by young workers aged 18 - 22 years.
Sponsors and partners of the National Championship were Samsung Electronics (Astana), BIGroup, LLP, Vocational and Technical College of Astana, the Knauf company, Toni & Guy beauty parlor, Nazarbayev University, Gourmet cooking school and others. The winners in each category were enrolled in the national team to participate in international World Skills Competition championship (Sao Paulo, Brazil, August 2015)
118
(Fig. 2.3.37). Figure 2.3.37. The winner of WorldSkills Kazakhstan-2015 National
Championship
Source: NPJSC «Holding «Kasipkor»
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The Head of State Nazarbayev N.A. has outlined the objective to the
use of best practices of the Organization for Economic Cooperation and
Development (OECD) countries. In 2014, the Ministry of Education and
Science of the Republic of Kazakhstan in cooperation with OECD has
implement «The skills at the level of post-secondary education:
Kazakhstan» project. Designated recommendations for building a system
of vocational guidance work with students, support for engineering and
teaching staff, dual education and other important issues of VET system
were worked out by national experts in the development of strategic
documents in the field of education.
Kazakhstan, actively cooperating with the European Training
Foundation (ETF), is a member of the Torino Process since 2010. Thus,
there is an opportunity to use the world's best practices of vocational
education in partner countries. The provision is made for
the implementation of the mechanisms of structured dialogue and
the involvement of employers in the process of workers specialties training.
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Conclusions and recommendations
The indices of Kazakhstan of covering the population of
the typical age with VET system with a slight increase (0.4%) is 3 times
lower than in EU and OECD countries. It is recommended to speed up
the implementation of regulatory initiatives to guarantee the receipt of
the first working profession by the government free of charge.
The share of employed graduates of VET system in 2014 by
employers was 12% (14 806). Timely correction of medium-term forecasted
needs in the labor force of the regional labor market with the direct
participation of employers remains relevant.
There is a positive trend of the introduction of the elements of
dual system of education (+37%) (2013 - 176 Colleges, 2014 – 280
colleges). It is important to determine the competence of the stakeholders
of dual education at the legislative level.
The implementation of SPIID-2 requires the training of 4 000
specialists for technical and professional education in demand specialties
for 3 492 enterprises. The provision of methodological content and
infrastructure development of 10 base colleges is the priority.
The implementation of the social project «Mangilik el zhastary –
industriyaga» will allow to even out regional disparities in the labor market.
The success of the project implementation requires an accelerated
consideration of the issues of graduates employment.
The successful launch of Atyrau interregional vocational training
center for the oil and gas industry personnel training in the framework of
the integration of additional modules in the educational programs for
the first time allowed 300 students to get a unique BOSIET and H2S
internship. It is recommended to speed up the elaboration of modular
programs based on competencies, to ensure a continuous feedback with
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the requirements of employers to the skills and knowledge of college
graduates.
61% of the total number of graduates in 14 areas of VET
specialists training have passed SPIID-2014. Taking into account
the international experience of certification it is necessary to revise
the certification of institutional support and create conditions for the transfer
of assessment of the level of vocational training to the centers of
independent certification of qualifications based on industry associations.
The ratio of «the number of students per 1 computer» in
Aktobe, West Kazakhstan and Mangystau regions is 1.5-2 times higher
than the national index. Local executive bodies, in the light of
the requirements of modern industrial society, it is necessary to consider
the possibility of reducing this indicator to the average national value.
According to the regional Departments of education,
the teachers of special subjects (33.7%) and production education trainers
(29.8%) are the most demanded. To solve the issue of attracting qualified
engineering and teaching staff to VET, it is necessary to bring the wages of
this level of experts to the average monthly nominal wage in the industry.
The implementation of joint international projects in the field of
VET is crucial for the development of Kazakhstan's vocational education
and training. The application of global best practices of the partner
countries should be adjusted taking into account the particularities of
the national educational program.
HIGHER AND POSTGRADUATE
EDUCATION2.4
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2.4. HIGHER AND POSTGRADUATE EDUCATION
The network and coverage of higher and postgraduate education
According to the experience of developed countries, the presence of one to six HEIs per one million population of the country is a key to the success of education system and an objective requirement of a competitive economy.
There are 126 HEIs in the republic providing educational services according to the programs of higher and postgraduate education, 44% of which are private. As part of the optimization in 2014, the number of private universities has decreased by 5 compared with 2013.
In 2014 students’ enrolment in the universities of the country had decreased considerably and was 477 387 people, which is by 49 839 lower compared to 2013. One of the objective reasons for the reduced number of student population in higher education is low birth rate in the 1990s. Demographic trends largely influenced the average number of students per one institution.
The maximum number of students of higher and postgraduate education in 2014 was recorded in Almaty (133 736) and South Kazakhstan region (70 121), the smallest - in Mangystau (3 815) and North Kazakhstan (4 851) regions. These figures are explained not only by population density, external and internal migration, but also by the number of universities in the region (40, 11, 2 and 2, respectively).
Herewith, universities of Almaty observed the highest reduction in absolute terms (-14 755 чел.), universities of Mangystau region in relative terms (-34%). The number of students enrolled in higher education increased only in West Kazakhstan region (+11%).
Data on the number of students in HEIs by forms of ownership shows that 48,3% of the total number of students study at state HEIs, 50,3% - in private universities, 1,3% - in universities, which are the property of other states.
An analysis of the number of students over the last three years indicates a decrease in the number of students by 0,8% in state universities and a growth by 0,7% in private universities (Fig. 2.4.1). At the
124
same time in comparison with the previous year, in 2014 the number of students in private universities declined by 0,7%, in state universities – it increased by 0,6%.
Figure 2.4.1. The coverage of students by forms of ownership of universities, % of the total number
Source: Data of CS MNE RK
According to the Law of the Republic of Kazakhstan "On Education", provision of educational services is carried out in the form of full-time, part-time education. In the higher education system of the republic, full-time students make up 75,5% of the total number of students. Despite a 9,5% decline in the total number of students compared to 2013, full-time student population increased in 2014 by 6,3%. The increased share of students enrolled on a full-time basis was recorded in the institutes of higher education in Astana (2,3%), West-Kazakhstan (+ 23,6%), South-Kazakhstan (2,2%) and Kostanay (1,6%) regions (Fig. 2.4.2).
Figure 2.4.2. Student population, mode of attendance, thousand people
Source: Data of MES RK
49,1
47,7
48,3
49,6
51
50,3
1,3
1,3
1,3
2012
2013
2014
Property of other states Private universities State universities
571,7 527,2 477,4 362,5 365,1 360,5
195,5 143,9 96 0
200400600800
2012 2013 2014
Total Full-time Distance
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The standard rules on the activity of institutions of higher and postgraduate education 1 regulate the requirements for training students on professional curricula in part-time education only when there are full-time students. The ratio of full-time and part-time forms of study must be 4:1 (25%).
In general, there is a reduction in the proportion of part-time form of study (-7,2%). So, in 2013 part-time students made up 27,3% of the total number of students. According to the SC MNE RK, some universities exceed the ratio of student population in full-time and part-time forms of study.
In some universities the number of part-time students is prevailing. The share of students with the Kazakh language of instruction in HEIs
is 60,4%, Russian - 37%, in other languages (English, German) – 2,6%. In comparison with 2013, the number of students enrolled to study in the official language, has increased by 2,5%. At the same time, the lowest number of students with the official language of instruction accounts for North Kazakhstan (24%) and Kostanay (23,7%) regions.
Kazakhstan introduced a layered model of multilingual education for young people in accordance with international standards. Special departments for preparation of multilingual personnel in engineering, science and pedagogical directions function in 42 universities (6 national, 1 international, 26 state, 7 corporatized, 2 private (Fig. 2.4.3).
Figure 2.4.3. The share of students by language of instruction, % of the total
number
Source: Data of MES RK 1 Resolution No. 499 of the Government of RK, dated May 14, 2013
1,9
41,7
56,4
2
40,1
57,9
2,6
37
60,4
0 10 20 30 40 50 60 70
Otherlanguages
Russianlanguage
Kazakhlanguage
2014 2013 2012
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Typical age of students enrolled in higher education is 17-24 years. This is confirmed by comparative statistics on age groups of population.
In 2014 dropout rate of students decreased by 4,1 % as compared to 2013.
In 2014, HEIs of Kazakhstan prepared 177 678 specialists for the labor market. While the number of graduates of part-time form of study (86 409 people) exceeds the number of full-time graduates (82 899 people). 8370 alumni of part-time studies became certified professionals. In the whole across the country, there was a slight increase in the number of graduates compared to 2013 (+2,8%).
However, there has been a slight growth of the qualitative indicators of graduate students. Thus, the increase in the proportion of those who completed their studies with A in 2014 was only 0,6% (in 2013 – 7,5% and in 2014 – 8,1% A level students of the total number of alumni). The A level students are at the universities of North Kazakhstan (14,9%) and Pavlodar (10,5%) regions, cities of Astana (11%) and Almaty (10,5%) (Fig. 2.4.4).
Figure 2.4.4. The number of A level alumni
Source: Data of MES RK
The output of students in terms of specialties shows the predominance of young professionals in such fields as “Education”
301
449
192
126 1
271
852
654 1
585
546
319
46
507
300 1 05
0
1 42
2 4 09
3
12 9
43
0
2000
4000
6000
8000
10000
12000
14000
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(25,7%), “Social Sciences and Business” (23,6%), “Technical Sciences and Technology” (20,3%).
The quality of training depends directly on formation and consolidation of practical skills, the knowledge gained in the course of internship at enterprises.
The link between universities and industry is not only through internship, but also through department offices at enterprises and organizations corresponding to educational program specialization of students and engagement of production workers as instructors.
However, employment indicators are still low. In 2014, only 107 180 people out of 153 553 alumni were employed (69,8%). One of the reasons for the decline in the employment index is the introduction of a new personalized monitoring system of alumni`s move (79,9%). In 2014, for the first time data on alumni was integrated with the system of the State Center for Pension Payments (SCPP).
Training of graduates is conducted in scientific and pedagogical, and specialized directions. In 2014, the number of graduates was 32 527 people, of whom 16 220 study under the state scholarship. The contingent of self-funded students amounted to 16 307 persons, including 416 graduates enrolled at the expense of companies. 403 (1,2%) graduates are citizens of other states. In 2014 the number of graduates reached 15 880 people, of which 14 653 or 92% defended dissertations.
118 educational organizations train graduates. The following specialties lead by the number of students in master’s degree programs: "Social Sciences, Economics and Business" – 24,5%, "Technical Sciences and Technology" - 20%, "Education" – 15,8%, "Law" – 9,7%, "Humanities "- 7,2%, "Science "- 6,5%," Agricultural science "- 2,6%.
The highest number of graduates is in Almaty (13 939) and Astana (5858), as well as in South-Kazakhstan (2823) and Karagandy (2265) regions. The lowest number of graduates study in North-Kazakhstan (111) and Atyrau (206) regions.
In Kazakhstan, the training of scientific and pedagogical staff is carried out in doctoral programmes with the award of the degree of Doctor
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of Philosophy (PhD) and Doctor of specialization. National, state universities and research organizations conduct training of PhD students in cooperation with foreign universities, as a prerequisite for doctoral training is the involvement of foreign consultant.
The total number of PhD students in 2014 was 2063 students, where 1962 were PhD students and 101 Doctors of specialization. 314 PhD students earned their degrees, among them 125 students or 40% defended dissertation. The most popular specialties as per the number of students: "Technical Sciences and Technology" - 28%, "Social Sciences, Economics and Business" - 13% and "Science" - 11%. Almaty and Astana have the highest rates of training of scientific personnel (1 218 and 401 persons, respectively).
Ensuring integration into the European Higher Education Area. By signing the Bologna Declaration, Kazakhstan took up the challenge of the European community to create a single, global educational space and ensuring academic recognition. For these purposes the three-tier system of training specialists – Bachelor`s / Master`s / PhD programs has been introduced; educational programs and syllabuses are being developed according to Dublin descriptors; national qualifications framework has been established; academic mobility of students and faculty has been implemented. 10 leading universities of the country implemented the principles of corporative management. The integration of education, science and innovations takes place through active cooperation of universities with the business sector and industry.
One of the main parameters of the Bologna process is the academic mobility of students and faculty. According to the official data of the Center of the Bologna process and academic mobility 52 universities invited 1 726 foreign researchers in 2014.
In order to promote academic mobility, in 2014 HEIs sent 805 students to study abroad for at least 1 semester.
World practice shows that corporate management is one of the factors of university success. For instance, many big US universities have a combined corporate collegial model that allows to involve other
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stakeholders into decision-making. Collegial bodies are the instruments for ensuring transparency, accountability, equity and responsibility. That is why, 10 major state universities set up Boards of Trustees (Gumilyov ENU, Al-Farabi KNU, Abay KNPU, Satpayev KNTU, KNAU, Buketov KSU, KSTU, Auezov SKSU, Dulati TarSU, Zhubanov ARSU).
Integration of education, science and industry is one of the priorities of Kazakhstan's higher education. Creating conditions for the commercialization of intellectual property products and technologies is implemented in cooperation of universities with research institutes and industry. In 2014, the institutional transformation of the four leading universities of the republic has begun through the merger of scientific potential of Satpayev KNTU with JSC "NSTH Parasat" Research Institute, Al-Farabi KNU with "Gylym ordasy" Research Institute, KNAU with JSC "KazAgroInnovation", Seifullin KATU with RSE "National Center for Biotechnology." According to the updated programs within a new form of cooperation, these universities and research institutes received additional 350 places in the master's and 100 places in PhD programs. This will ensure joint fundamental and applied research, create conditions for modern research infrastructure and introduction of research developments.
It was noted that universities of Kazakhstan work purposely to create innovative platforms. 13 universities opened centers (offices) for commercialization of research results. The objectives of these centers are to establish contacts with business structures, search for potential investors, address the issues of intellectual property protection, technology licensing and development of business models of new high-tech enterprises.
Four universities established student business incubators. This ensures translation of Nazarbayev University experience to generate new knowledge and technologies.
Today, the main trend in the development of university research worldwide is a reorientation of university on development of innovation "ecosystem" and receipt of specific business results. It also has a positive impact on the development of research.
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In Kazakhstan, international organizations provide a significant support for the integration of education, science and innovation. The World Bank project "Technology Commercialization" funds 21 groups of advanced technologies on 75 million US dollars, 9 of which operate on the basis of HEIs. One of the project areas – establishment of International Center for Materials Sciences; Karaganda State Technical University implements a modern laboratory center model, maintenance services in the field of research will be developed. It is planned to publish a research journal and develop a web-portal in the field of materials sciences for collecting information on all available laboratory equipment in Kazakhstan.
The implementation of the "triple helix" principle in the universities of the country allowed strengthening the participation of faculty in international research journals. In the period from 2011 to 2014 the share of publications in the journals with impact factor increased by 3,1 times and in 2014 amounted to 6,9%. It should be noted that 2 Kazakhstani journals "Eurasian Chemical Technological journal” of Al-Farabi Kazakh National University and "Eurasian Mathematical Journal» of Gumilyov Eurasian National University were included to Scopus Elsevier database.
In 2014, 66 HEIs (57%) of the 115 civil passed national institutional accreditation. 44 universities (38%) passed National specialized accreditation on 321 specialties of higher and postgraduate education. 22 Kazakhstani universities (19%) passed International specialized accreditation on 139 specialties of higher and postgraduate education.
In the 2014 national ranking of universities, 71 HEIs participated on 116 educational programs and 11 areas.
Following the ranking results, the top group included 55 universities, among them 9 national, 1 international, 24 state, 9 corporatized and 11 private and 1 non-civilian. The analysis showed that the majority of high-quality educational programs are represented in national, state and corporatized universities.
In 2014, 21 Kazakhstani universities requested to participate in QS World University Rankings, 9 of which were ranked. In the QS cluster "Top 400" World’s Best Universities were two national universities of
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Kazakhstan: Al-Farabi Kazakh National University (305th place) and Gumilyov Eurasian National University (324th). Last year, these universities were ranked 299th and 303rd places respectively, which indicates a decline of some qualitative data of the universities in 2014.
Satpayev Kazakh National Technical University entered the "Top 601-650" improved its position compared to the "Top 701+" last year. The reorganization of Republican State Enterprise on the rights of economic management (RSE REM) into JSC with 100% state participation had a positive impact on the improvement of position in the ranking.
Auezov South Kazakhstan State University (as in 2013), Abay Kazakh National Pedagogical University ("Top 701+" in 2013) and the Kazakh-British Technical University ("Top 551-600" in 2013) entered the "Top 651-700".
"Top 701+", similarly with the last year included Buketov Karaganda
State University, Seifullin Kazakh Agro Technical University, Kazakh Ablay Khan University of International Relations and World Languages (Fig. 2.4.5).
Figure 2.4.5. The universities of Kazakhstan in the world rankings (QS),
Source: Data of MES RK
“Bolashak” international scholarship successfully fulfills one of the main missions to provide Kazakhstan's labor market with highly qualified
Top 701+
Buketov KSU Seifullin KATU Kazakh Ablay Khan UIRWL
Top 651-700
Auezov SKSU Abay KNPU KBTU
Top 601-650
Satpayev KNTU
Top 400
Al-Farabi KNU Gumilyov ENU
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personnel. According to the data of the CIP, in 2014 1100 scholarships were granted, of which 457 to Master's degree programs and 25 - to doctoral studies. 298 specialists were placed in internship on technical and medical, humanitarian and creative specialties.
The number of applicants who used the e-government portal automated public service on participation in international competition for the award of scholarships has grown.
In order to extend the regional representation of applicants, the Center for International Programs (CIP) hold regional onsite briefings. For example, in 2014 such events on informing the public about the conditions of participating in competition were organized in 14 regional centers and 10 single-industry towns. The total number of participants was more than 4 500 people. As a result, the number of applicants from the regions increased by 40%.
According to the CIP, 40% of graduates in 2014 completed their training in technical and natural science specialties, 45,7% - in the humanities, 14,3% - in medical and creative specialties in 29 countries. In total, there were 1 175 scholarship holders graduated.
The graduates of "Bolashak" program successfully work in the real sector of national economy. At the same time the highest figures of their representation have been recorded in public institutions (45%) and in the private sector (39,5%). The competencies of the program fellows help to represent successfully Kazakhstan in international organizations (11%). In public administration, with the participation of Bolashak program graduates a new model of public service on the basis of meritocracy was developed, the practice of strategic planning and management was introduced. In education, the idea of higher education modernization was put forward and implemented in accordance with the Bologna Process. In health care, new areas of domestic medicine (pediatric cardiac surgery, transplantology) are being developed. The program graduates became developers of the approaches of crisis management, investment attraction and forecast of the situation in the financial market, improvement of the banking sector.
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A unique opportunity to get higher and postgraduate education in AOE “Nazarbayev University” (NU), providing world class academic knowledge, promotes formation of intellectual nation. NU is a "growth point" of the national higher education system, whose research and academic experience is translated in the leading universities of the country.
In NU research and educational activities are carried out by 247 highly qualified teachers, including 22 professors, 52 associate professors, 138 assistant professors, 36 instructors. 3,2% of the total number of teachers are "Bolashak" program graduates.
The educational process at NU presupposes the possibility of passing a preparatory course (Foundation). In 2014, 3 362 applicants participated in the competition. And 128 persons of 548 people, accepted to the preparatory program, are the holders of "Altyn Belgi" (23,4%).
There is a significant increase in the number of enrolled students on specialties of natural sciences of the School of Science and Technology ("Biology and Biomedicine", "Chemistry", "Computer Sciences", "Mathematics", "Physics", "Robotic Science and Mechatronics"). Among enrolled to NU the least popular are humanities and social specialties, including "Anthropology", "Economy", "History", "Political Science and International Relations", "Sociology", "World Languages, Literature and Culture."
Most of the students enrolled to study in 2014 at NU, accounts for Astana (15,9%) and Almaty (15,7%), East Kazakhstan (15%), Karagandy (10,8%) and West Kazakhstan (8,2%) regions.
A good potential for admission to NU have South Kazakhstan, Aktobe, Almaty regions. In order to expand the regional coverage it is necessary to conduct outreach activities among high school graduates of Atyrau, Mangystau, North Kazakhstan regions. NU should incorporate in its walls the most talented young people from all regions of the country.
In 2014, the total number of students at NU undergraduate, graduate and doctoral level totaled 2084 persons.
The funding of Kazakhstan`s higher education amounted to 124 696 million tenge or 0,3% of GDP.
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The amount of scholarship of students studying in higher and postgraduate education since April 1, 2014 has risen by 10% and totaled for students – 16 759, Master`s students – 42 824, PhD students – 65 599 tenge.
In 2014, 129 335 students were trained in HEIs at the expense of state educational scholarships, purchasing educational services – 335 516 students, under the state scholarships – 12 536 persons.
The total volume of state scholarship on training staff with higher education for 2014-2015 is 34 165 educational scholarships.
In allocation of scholarships, technical specialties are given priority. 12 060 scholarships were allocated on technical sciences and technology, 5 364 grants – on pedagogical specialties, and on agricultural and veterinary sciences – 2 670 scholarships.
500 grants were allocated on part-time education in 2014. The priority is given to the specialties “Foreign Language” – 80, “Professional Education” – 60, “Early Childhood Care and Education, Kazakh Language and Literature” – 40 places.
Each year the list of universities providing training of specialists within the state scholarship is determined on a competitive basis. In 2014, 69 universities of the country received this right.
In 2014-2015 for training Master`s students 7 065 places were provided, for PhD students – 656 places.
The average amount of the state educational scholarship in national universities on training of bachelor students is 635,8 thousand tenge, Master`s - 646,3 thousand tenge, PhD students - 1 307,0 thousand tenge.
The average amount of the state educational scholarship in other universities on training bachelors is 344,8 thousand tenge, Master`s - 396,0 thousand tenge, PhD students - 1 307,0 thousand tenge.
Compared to 2013, in 2014 there was a decline in the number of students trained as at the expense of state educational scholarships, so when purchasing educational services by 3 350 and 46 480 persons respectively.
At the beginning of 2014-2015 school year there were 6032 students
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on social quota or 1,3% students. The number of students studying under the quota for disabled
children and children with disabilities up to 18 years increased by 111 people. At the same time the number of applicants on a quota for "orphans and children deprived of parental care" has decreased by 216 persons. The number of students enrolled by rural quota has risen by 4238 people.
In 2014 the total number of faculty members of universities (faculty), engaged in research and pedagogical activity in universities compared to 2013 has grown by 3,3% (-1 315 persons) and totaled 40 320. For comparison, the number of teaching staff in 2004 was 42 333. A decrease of staffing index is mainly related to the optimization of universities, which is carried out since 2011 and the reduced number of students.
Accordingly, the rates of teachers working part-time had fallen (-6,6%). The number of part-time lecturers amounted to 6050 people. A ratio of teaching staff with academic degree is 49%, the share of experts with scientific titles - 23%.
In the gender dimension among teaching staff of higher and postgraduate education women predominate (63,9%). However, there are more men doctors of science (2 932 people of 4 853). A slight difference in the proportion of doctors of science as opposed to the qualitative composition of faculty of public and private HEIs – 12,3% and 11,6%, respectively.
In the regional dimension the highest share of faculty having research degree and academic title, accounts for Almaty universities (46,3% and 38,7%). This is due to the high concentration of universities and current academic and research environment.
In Kazakhstan's higher education experience there are positive trends of recruitment of young professionals to the faculty. Age figures show the predominance of the teaching staff at the age of 31 to 40 years. Overall, the proportion of educators of universities over the 40 years is 57%.
Analysis of the academic staff of universities shows the
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predominance of scientific and pedagogical specialists of physical and mathematical, technical, pedagogical, social and human sciences. This is due to the annual increase of the state scholarship for these training areas.
Professional development of universities’ faculty grow each year. According to the MES RK, more than 7 000 professors have passed training courses in the county in 2014. At the same time, the number of teaching staff of universities that have passed course training in the companies, industry centers, laboratories and engineering research centers is insignificant (8,7%) of the total number of the teaching staff of HEIs in the country.
The university faculty has a unique opportunity to develop at the professional level within international “Bolashak” program. The share of scientific and pedagogical personnel studying on academic programs is 87%, being in internships in foreign universities and research centers –13%. It must be noted that annually the interest of scientific and pedagogical staff to raise their potential at the international level and obtain a degree in the leading world universities.
The traditional annual republican competition "The best faculty member of the university" is an effective incentive tool of raising the status of university faculty members and thus the quality of higher education. The winners get the opportunity to undergo training in the leading universities of the world. In 2014 as through the competitive selection 200 winners were determined. In the qualitative composition of participants presented there are more candidates of science (57%), doctors of science (39,5%) and PhDs (3%) of technical, pedagogical, medical, agricultural, economic, legal and other sciences.
The higher education system is going through a transformational period. Governments and HEIs of the world are making significant efforts to cope with the increasing pressures associated with international competitiveness. This leads to the development of new strategies that enable governments and universities to develop science, introduce innovative technologies, raise the potential attractiveness of the national education system.
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Kazakhstan, despite the arising difficulties, implements the strategies for higher education development. Bologna process ensured the integration of Kazakhstan's higher education into the European education space through the successful implementation of mandatory, recommended and optional parameters. Innovative activities of universities of the country are carried out within the targeted public support for the development of science and innovation and commercialization of research. The foundations of research and innovation system have been established, 13 institutions of higher education opened the centers for commercialization of research results, 4 universities created business incubators.
In addition, in the nearest future, research capacity of universities and research institutes need to strengthen, attract foreign researchers to the implementation of joint research projects, and create conditions for the development of research universities. These measures will enhance the efficiency and economic benefits of Kazakhstani science to improve the country's competitiveness.
The analysis of quantitative and qualitative indicators suggests that a number of students decreased, which is due to demographic trends of fertility decline in the 90s.
The positive trend is a growing number of faculty publications in cited research journals.
The high quantitative and qualitative indicator of renovating facilities of universities would ensure accessibility to modern digital educational resources, not only for academic staff but also for students.
Preparation of qualified academic staff for education system is a key element of efficiency and effectiveness of educational process. While, the number of alumni has grown in the country, and there was a slight increase in quality indicators of alumni.
In general, implementation of all planned activities to achieve target indicators and indicators of strategic documents of the MES RK in higher and postgraduate education promotes innovative higher school development in the country, aimed at training highly qualified personnel in demand in Kazakhstan and the international labor market.
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Conclusions and Recommendations
A decline of the network and coverage of universities was observed (- 5 units, - 49 839 persons). It is recommended to conduct further optimization of universities in view of strengthening resource potential and focus on innovation activities.
A slight decrease was recorded in the proportion of students enrolled in the part-time education (-0,7%). It is recommended to strengthen monitoring of ratio of full-time and part-time students according to the SMSE RK "The education system of the Republic of Kazakhstan. The cohort of students.”
The top list of QS World University Rankings included 9 Kazakhstani universities. AL-Farabi Kazakh National University and Gumilyov Eurasian National University lost their positions in ranking tables due to decrease in qualitative indicators which deserves attention.
The number of alumni in "Technical Sciences and Technology" was 20,3%. However, within the implementation of SPIID-2 there is an urgent need for highly qualified personnel in the field of mining and agriculture.
The number of graduates of doctoral programs is 314 people, among them with a defense of dissertation - 40%. It is recommended to review the requirements for training PhDs to improve the effectiveness of their training under the state educational scholarship.
The Boards of Trustees function in 10 big state universities of the country, applying flexible management principles.
In 2014, a non-profit JSC "Satpayev Kazakh National Research Technical University" (KNRTU) with a 100% state participation was established. Creation of KNRTU would enable to improve the quality of research by integrating university science and research institute potential.
The share of students receiving scholarships was 27% of the total number. To ensure the principle of social mobility it is recommended
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to create a system of awarding scholarships taking into account professional skills and social status of the applicant.
The amount of scholarship for students in higher and postgraduate education has increased since April 1, 2014 by 10%, from 2011 to 2013 the size of stipend remained unchanged.
Data Integration of the MES RK for alumni with the database of the State Center for Pension Payments has provided personal approach to employment monitoring. It is recommended to form a single base to forecast training specialists with higher education in the context of specialties.
There are regional discrepancies in the infrastructure of universities. It is necessary to provide more computers to regional universities, where this figure is below the national average. In case of shortage of funds to provide students with computers, the universities should diversify funding sources.
The analysis of the main indicators of academic and research staff indicates the need to complement existing support mechanisms of the academic and research staff in HEIs in order to achieve the greatest effect of state policy in education.
There is a need to improve qualitative composition of university faculty members, in particular to increase the number of PhDs. Also, it is necessary to encourage participation of university academic staff in research activities. The low share of foreign academic staff indicates the need for change of legislative restrictions in hiring foreign professors, as well as additional funding to attract talented researchers.
Глава 3REGIONAL EDUCATION SYSTEMS:
RATING OF REGIONS
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3. REGIONAL EDUCATIONAL SYSTEMS: RANKING OF REGIONS Ranking of regional educational systems on the results of 2014 is
carried out in accordance with the methodology developed in 2008 on four
sub-factors of the educational system: accessibility of education, financial
resources, human resources and performance of educational
organizations.
The most important performance indicators of the regional education
policy are identified for each sub-factor. Rating points are calculated taking
into account the weighting coefficient of indicators’ significance.
According to the traditional method rating point in the context of each
region is calculated according to a set formula: RF .= RAE
+ RFR + RHR +
RPEO, where
RF - Final rating score of the region;
RAE - rating score on subfactor of "Accessibility of education";
RFR - rating score on subfactor of “financial resources;
RHR - rating score on subfactor of «human resources»;
RPEO - rating score on subfactor of «Performance of educational
organizations».
RAE=∑=
7
1i(Ki*Ri); RFR=∑
=
5
1i(Ki*Ri); RHR=∑
=
4
1i(Ki*Ri); RРEО=∑
=
6
1i(Ki*Ri);
где
Ri - rating coefficient of the region in terms of the “i” indicator;
Кi - the weight coefficient of “i” indicator’s significance;
i – specific indicator.
To determine rating of the regions the data of the Committee on
Statistics of Ministry of National Economy of the Republic of Kazakhstan and
departmental reporting of MES RK were used.
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Sub-factor 1. Accessibility of Education
The ranking of educational system of the region on the sub-factor is conducted according to seven indicators (Table. 3.1).
Table 3.1. «Accessibility of education»
№ Indicators Weight coefficient
1. Early childhood education and care enrollment of children aged 1 to 6, % 1
2. Pre-primary education enrollment of 5-6 years old children,% 5
3. Share of opened pre-school educational institutions of the total amount, % 3
4. Extended education enrollment,% 5 5. Pupil place shortage, units 16
6. The share of young people (14-24 years) coverage with technical and vocational education,%
10
7. The share of students being educated in VET at the expense of the state order, % 9
Three leaders on the " Early childhood education and care enrollment
of children aged 1 to 6" indicator are Kostanay, Karagandy and East Kazakhstan regions. The indicator is above the average point (52.3%) in 9 regions (Fig. 3.1).
Figure 3.1. Early childhood education and care enrollment of children aged 1 to 6
Source: MES RK
90,6 87 80,9 72,2
63,4 62,2 61,9 57,2 53,5 48,4 48,1 47,8 43,3 41,5 41 36
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Children’s right to pre-primary education is guaranteed by the law and
is important for alignment of starting opportunities before entering to compulsory school.
Enrollment of 5-6 years old children with pre-primary education in the country is equal to 99.6%. Almost all regions have provided high enrollment
for pre-primary education. Coverage with compulsory pre-primary education of 5-6 years old children in 10 regions amounted to 100%
(Fig. 3.2).
Figure 3.2. Pre-primary education enrollment of 5-6 years old children,%
Source: MES RK
Highest achievement of the "Share of opened pre-school educational
institutions of the total amount" indicator is noted in four regions of the
country: the city of Almaty, South Kazakhstan, Kyzylorda and Mangystau.
210 and 82 pre-school educational institutions have only been opened, in
the South Kazakhstan and Kyzylorda regions, respectively. (Fig. 3.3).
100 100 100 100 100 100 100 100 100 100 99,9 99,7 99,7 99,6
98,8
98,2
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Figure 3.3. Share of opened pre-school educational institutions of the total amount,%
Source: National educational data base The championship in the ranking in terms of coverage of children with
extended education belongs to West Kazakhstan. Extended education
covers more than half of school-age children of the total (88.6 thousands /
53.1 thousand people). This is for 36% more than the national average.
Kostanay region is among the leaders, where almost 50% of pupils of
the total number in the region have the opportunity to be further engaged in
a variety of extra-curricular organizations (99.7 thousands / 46.9 thousand
people).
Coverage of 75,300 students (out of 169.6 thousands) with extended
education in the East Kazakhstan region has provided the region 3rd place
in the ranking.
With virtually equal enrollment in schools of Atyrau and Kostanay
regions (99 835 and 99 793 people) the difference in performance between
the two regions is 31.1% or 11 positions (Fig. 3.4)
16,3 15,4
14
10,4
8,4 7,5 6,8 6,6
4,4 3,4
2,5 2,4 1,2 0,9 0,9 0,8
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Figure 3.4. Coverage of children with extended education / %
Source: MES RK
In comparison with 2013 year, the largest deficit reduction of pupils’ seats was achieved in the Almaty region (-3 155). The problem of overcrowded schools remain relevant in the South Kazakhstan region, Astana and Almaty cities, due to the high density of population and migration to large cities. Problem of pupils’ seats deficit is fully settled in Karagandy and Kostanay regions since 2013 (Fig.3.5).
Figure 3.5. Pupil place shortage / units
Source: MES RK
59,9
47,1 44,4 34,2 33,7
28,5 27,6 27 25,1 23,2 21,6 19,9 16,7 16 14,4 10,4
0 0 176 581 1126 1328 1630 1788 1952 2758 3410 3796 4264 5467 8623
21520
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More than 20% of young people are studying in colleges on demanded specialties of the region in cities of Almaty and Astana and in Aktobe region. Coverage with VET system is almost 2 times lower than the average republican value (16.6%) in Almaty region (Fig. 3.6)
Figure 3.6. Coverage of youth aged 14 -24 with the VET system / %
Source: CS MNE RK
Indicator of VET students’ proportion studying at the expense of the state order shows some regional disparities related to demographics, economic structure and attention to the issue of local executive bodies. (Fig.3.7).
Figure 3.7. Share of students studying in VET at the expense of state order/ %
Source: MES RK
23,1 21,5 20,1 19,7 19,3 19,3 18,9 18 16,8 15,9 15,6 15,4 15 14,8 13,4 8,6
63,9 63,4 59,4 51,6 50,8 50,8 50,2 49,7 47,2 46,4 45,2 41,1 38,2 38,0 37,7 37,5
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Thus, the leading position with over 600 rating points is occupied by Kostanay and Karagandy regions on sub-factor of "Accessibility to education". The difference between the maximum and minimum values of the rating score was 480 (Fig.3.8, Table 3. 2)
Figure 3.8. Rating score on sub-factor of «Accessibility of education»
Source: MES RK
Table 3.2. «Accessibility of education» / ranking of regions
Region 2013 2014 Dynamics
+ / - Score Position Score Position Kostanay 622 1 650 1 - Karagandy 621 2 605 2 - Pavlodar 496 7 578 3 +4 North Kazakhstan 536 5 547 4 +1 West Kazakhstan 519 6 540 5 +1 Aktobe 562 3 509 6 -3 Akmola 422 10 457 7 +3 Kyzylorda 536 4 436 8 -4 East Kazakhstan 411 12 389 9 +3 Atyrau 464 9 365 10 -1 Mangystau 495 8 357 11 -3 Almaty 301 15 353 12 +3 Zhambyl 374 13 331 13 - Almaty city 351 14 325 14 - Astana city 412 11 277 15 -4 South Kazakhstan 232 16 170 16 - Source: "Information-Analytic Center" MES RK
650 605 578 547 540 509 457 436 389 365 357 353 331 325 277 170
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Sub-factor 2. Financial resources
The ranking of regions on the given sub-factor is conducted according to five indicators that determine the effectiveness of the education system (Table 3.3)
Table 3.3. «Financial resources»
№ Indicators Weight
coefficient of value
1 Share of local budget expenditures for early childhood education and care,% out of total expenditure on education 2
2 The share local budget expenses on school education,% of total expenditure on education 18
3 The share of day schools, which are in emergency condition,% 4
4 The share of children provided with school transport, % 6
5 The share of local budget expenditures on VET,% of total expenditure on education 8
About 20% of total expenditures on education from local funding are allocated to early childhood education and care in the Mangystau region. This has provided the first position in the ranking.
On average, the share of expenditures on early childhood education and care of local executive bodies is 10.7%. The lowest indicator is observed in the South Kazakhstan region (Fig. 3.9).
Figure 3.9. Share of local budget expenditures for early childhood education and
care, % out of total expenditure on education
Source: MES RK
19,3 15,8
13,8 13,8 13,3 12,5 12,4 12,3 12,1 11,9 11,7 10,7 9,5 9,3 8,4 4,3
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The share of costs for school education, financed by the LB, is the highest in North Kazakhstan and West Kazakhstan regions (Fig.3.10).
Figure 3.10. The share of costs on school education from LB /% of total
expenditure on education
Source: MES RK
The number of emergency schools has decreased in almost all regions in comparison with 2013 due to construction and repair. The problem of disrepair of schools is solved completely in Kostanay, Akmola regions and Almaty city.
The number of emergency schools in East Kazakhstan (-18), Atyrau (-9) and Almaty (-8) areas has been reduced, significantly. For 5 years, number of emergency schools has dropped for more than 3 times in Kyzylorda region (2010 – 71, 2014 - 20 units).
In spite of measures to eliminate the emergency schools taken by LEB, their share is above 10% in four regions. The largest share of this indicator is accounted to the South Kazakhstan region (Fig. 3.11).
Figure 3.11. The share of emergency schools in regions from total number in the country / %
Source: MES RK
73,7 70 68,3 66,2 64,8 61,8 59,8 57,5 57,1 56 55,9 54,7 52,6 44 43,9 40,1
0 0 0 0,7 0,7 1,5 1,5 2,2 2,2 2,2 4,4 5,9 13,2 14,7 15,4
35,3
150
100 100 99,5 99 97 95,5 93,7 91 85,2 82,5 77,5 75,6 73,2 70,4
Educational opportunities for children living in remote villages where
there are no schools are implemented through the organization of transportation to the nearest school.
Maximum coverage by school transportation is achieved in West Kazakhstan region (weekly to boarding schools - 385 children and every
day to school and back home - 880) and Pavlodar region (weekly – 165, every day - 867 pers.). The largest share of children not provided with
transportation to schools and boarding schools accounts for Almaty region (29.6%). More than 2 million children in the region get to school on their
own (Fig.3.12).
Figure 3.12. Share of pupils provided with transportation
Source: MES RK
Regional expenses from LB for 2014 on VET are highest in the city of Almaty, Karagandy, Kostanay and Pavlodar regions. The share of expenditure on this indicator in Almaty region is 2.5 times less than in Karagandy (Fig. 3.13).
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Figure 3.13. Share of expenses from LB on VET / % of total expenditures
Source: MES RK
West Kazakhstan and Pavlodar region have occupied the leading position on the basis of calculation of the indicators of "Financial resources" sub-factor (Fig. 3.14)
Figure 3.14. Rating score on «Financial resources» sub-factor
Source: MES RK
North-Kazakhstan region improved the performance on three points and took the 2nd place. Significant growth rates are observed in West Kazakhstan, Akmola and Atyrau regions (Table 3.4).
11,6 11,4 11,3 11,2 9,3 8,8 8,4 8,3 7,2 7,2 6,5 6,4 6,4 5,5 5,4 4,6
522 518 488 464 462 456 362
296 274 266 256 216 214 178 168 96
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Table 3.4. «Financial resources» / Ranking of regions
Region
2013 2014 Dymanics + / - Score Position score Position
West Kazakhstan 356 7 522 1 +6 Pavlodar 278 12 518 2 +10 North Kazakhstan 492 2 488 3 -1 Kostanay 174 16 464 4 +12 Almaty city 330 9 462 5 +4 Karagandy 276 13 456 6 +7 Aktobe 334 8 362 7 +1 Akmola 370 6 296 8 -2 East Kazakhstan 200 15 274 9 +6 Astana city 322 10 266 10 - Atyrau 414 4 256 11 -7 Kyzylorda 300 11 216 12 -1 South Kazakstan 520 1 214 13 -12 Mangystau 274 14 178 14 - Zhambyl 390 5 168 15 -10 Almaty 480 3 96 16 -13
Source: "Information-Analytic Center" MES RK
Sub-factor 3. Human resources
Pedagogical staff is one of the leading indicators of high level of educational achievements and success of students’ learning. Four indicators are defined for the ranking of regions on "Human resources" sub-factor (Table 3.5).
Table 3.5. «Human resources»
№ Indicators Weight coefficient
1 Number of qualified teachers with higher education in pre-school educational institutions,% 4
2 Teachers of general schools with the highest and the first qualification grades,% 17
3 Trainers of VET institutions with the highest and first qualification grades, % 3
4 The share of engineering and teaching staff (ETS) in colleges that have passed advanced training and internships%
1
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Expansion of the ECEC settings network led to a significant increase in the number of teachers: from 54,789 in 2013 to 74,212 in 2014.
With rapid growth of ECEC personnel, the number of teachers with higher education qualified in early childhood education and care is only 12,8%. Indicators above the average are noted in Almaty, Atyrau, Karagandy, Aktobe, West Kazakhstan regions and Almaty city (Fig. 3.15).
Figure 3. 15. Number of qualified teachers with higher education in pre-school educational institutions,%
Source: MES RK
The quality of the teaching staff of the country is growing every year. Top 5 leaders that have the share of teachers with higher and first qualification grades are Pavlodar, Karagandy, East Kazakhstan regions and cities of Astana and Almaty. Low rates are found in Kyzylorda and Mangystau regions (Figure 3.16).
Figure 3.16. Share of teachers with higher and first qualification grades
Source: MES RK
22,4 21,9 20,5 17,2 16,6 16,6 12,2 11,9 11,4 9,6 9,6 8,8 8,7 8,5 8,3
5,8
57,8 55,8 53,8 53,7 53,2 52,1 51,3 49,7 49,1 48,4 47,3 46,3 45,1 44,6 43,9 43,8
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Training of skilled workers and real success of performance are largely dependent on the level of in-service trainers’ qualification (IT). More than 50% of the IT masters of the East Kazakhstan region have the highest and the first qualification grades. It is noted that this figure is less than 20% in Kyzylorda, Aktobe and Astana city (Fig.3.17)
Figure 3.17. The share of IT masters with higher and first qualification grades / %
Source: MES RK
Improving professional skills of engineering-pedagogical workers in conditions of industrial-innovative development of the country is of particular relevance. In 2014, training and internship of about 50% of ETS of Kyzylorda region allowed the region to take the lead on this indicator. Outsiders of the rating on this indicator are Zhambyl and North Kazakhstan regions (Fig.3.18)
Figure 3.18. Share of ETS that passed advanced training and internship / %
Source: MES RK
53,0
37,3 34,3 31,8 29,0 27,4 27,2 26,3 25,9 24,6 24,4 24,1 22,6 19,7 19,4 18,6
49,5
16,9 13,7 13,1 12,0 11,8 10,8 10,7 10,1 9,9 9,3 8,5 7,3 6,2 1,5 1,3
155
Thus, the total score of four indicators of "Human resources" sub-factor allowed Pavlodar, Karagandy, East Kazakhstan regions and Almaty city to take leading position in the ranking. Kyzylorda and Mangystau region occupied low positions (Fig.3.19).
Figure 3.19. Rating score on "Human resources» sub-factor
Source: "Information-Analytic Center" MES RK
Analysis of the rating results of "Human resources" sub-factor shows that in comparison with 2014, North Kazakhstan (+6) demonstrates the highest increase in positions. Pavlodar region has risen to the top line of ranking and ranks first.
In the dynamics of two years, eight regions reduced their positions in the ranking by 1-3 points. this year, the lowest line of the rating belongs to Mangystau region (Table 3.6).
Table 3.6. «Human resources» / ranking of regions
Region 2013 2014 Dynamics
score position score Position + / - Pavlodar 340 2 333 1 +1 Karagandy 295 4 323 2 +2 East Kazakhstan 282 6 315 3 +3 Almaty city 355 1 303 4 -3 Astana city 304 3 283 5 -2 South Kazakhstan 202 8 269 6 +2
333 323 315 303 283 269 268
199 183 181 172 160 151 117
78 65
156
Almaty 283 5 268 7 -2 North Kazakhstan 113 14 199 8 +6 Atyrau 236 7 183 9 -2 Akmola 174 11 181 10 +1 West Kazakhstan 185 10 172 11 -1 Zhambyl 194 9 160 12 -3 Kostanay 146 12 151 13 -1 Aktobe 87 15 117 14 +1 Kyzylorda 71 16 78 15 +1 Mangystau 133 13 65 16 -3 Source: "Information-Analytic Center" MES RK
Sub-factor 4. Performance of educational organizations
Six indicators are identified for the ranking of regions on this sub-factor. The greatest weight coefficient belongs to the "The share of school graduates enrolled to universities by state educational order, % of the total" indicator (Table 3.7).
Table 3.7. «Performance of educational organizations»
№ Indicators Weight coefficient
1 The share of graduates that finished school with "Altyn Belgi" 10
2 The share of high school graduates who have received a honour certificate 9
3 The share of high school graduates enrolled to the universities by state educational order,% of the total 14
4 The share of employed VET graduates, who have trained by the state order,% of the total
7
5 The share of VET graduates, graduated with honors 2
6 Average score of EAAA, 9 grade 1
2.6% of the total number of graduates received “Altyn belgi” in the city of Almaty and Aktobe region. 71,2% of candidates of high school graduates of Astana city became owners of insignia.
157
Atyrau region closes the rating on this indicator. Here, only 30 people from 152 candidates have confirmed their right to own “Altyn Belgi” (Fig.3.20).
Figure 3.20. Share of graduates that finished school with "Altyn Belgi" / %
Source: MES RK
The highest proportion of high school graduates who have received a certificate with honors is from Almaty city (111 out of 7 140). Lowest
indictor is in the Kyzylorda region. Only 15 people out of 7 064 graduates received certificate with honors (Fig.3.21)
Figure 3.21. The share of high school graduates who have received a certificate with honors / %
Source: MES RK
2,6 2,6 2,5 2,4 2
1,8 1,5 1,4 1,3 1,2 1,2 1,1 1,1 1
0,8 0,6
1,6 1,3
1,1 1,1 1,1 0,9 0,9 0,8 0,7 0,6 0,6 0,6 0,5 0,5 0,5
0,2
158
The greatest increase of the value of the total average score of EAAA is noted in the East Kazakhstan (+11,23) region and the city of Astana (+14,14 points) compared with the index of 2013. Reduction of EAAA 2014 results is recorded in Atyrau region (-9.11 points).
Average EAAA score of basic schools graduates is above national average (39,58) in seven regions. The difference between the highest average score in the city of Almaty and the minimum in the South Kazakhstan region is 18,59 points (Fig. 3.22)
Figure 3.22. Average EAAA score of 9 graders, %
Source: NTC MES RK
The largest share of school graduates of Pavlodar region and Almaty city enrolled to universities by the state order and this ensured their leading position on this indicator. The low proportion is in Mangystau and Atyrau regions (Fig.3.23).
Figure 3.23. Share of school graduates, enrolled to universities by the state order / %
Source: NTC MES RK
53
52,91
51,6
48,76
43,6
42,96
40
37,96
36,38
36,1
35,73
35,42
35,42
34,29
33,52
31,41
20,3 20,1 19,6 18,3 17,8 17,1 15,5 14,6 14,5 13,8 13,0 12,2 12,2 11,4 7,2 6,3
159
Employment of the college graduates is a key indicator of the
performance of VET organizations. Astana is a leader both on the proportion of graduates who received a diploma with honors, and the
share of employed graduates educated by state order. Less than 60% of graduates are employed after graduating from
colleges in the Zhambyl and Kyzylorda regions (Fig.3.24, Fig. 3.25).
Figure 3.24. The share of VET graduates received diplomas with honors / %
Source: MES RK
Figure 3.25. The share of employed graduates educated by state order / %
Source: MES RK
The city of Almaty has first place in the ranking on "Performance of
educational organizations" sub-factor with a score of six indicators. Because of the low proportion of high school graduates enrolled in higher
educational institutions under the state order and graduates with "Altyn Belgi" Almaty region takes the last place in the rating (Fig. 3.26).
6,13 6,42 6,45
7,43 7,96 8,26 8,68 8,97 9,55 9,73 9,85 9,96 10,48 11,02
12,28 15,07
North KazakhstanMangystauKyzylorda
South KazakhstanKostanay
AktobeAtyrau
ZhambylWest KazakhstanEast Kazakhstan
Akmaty cityPavlodar
KaragandyAlmaty
AkmolaAstana city
48,2 54,8
62,2 64,2
71,6 73,2 75,1 78,4 79,4 79,6 81,5 81,7 83,3 84,0 86,4 87,7
ZhambylKyzylorda
West KazakhstanEast Kazakhstan
KostanayAkmolaAlmaty
KaragandyAtyrau
MangystauPavlodar
Almaty cityNorth Kazakhstan
AktobeSouth Kazakhstan
Astana city
160
Figure 3.26. Ranking score on «Performance of educational organizations» sub-factor
Source: "Information-Analytic Center" MES RK
Thus, in the dynamics of two years seven regions demonstrate growth, one region has maintained its position, eight – reduced. The highest increase in this sub-factor is registered in North Kazakhstan (+6), South Kazakhstan (+5) and Astana city (+5) (Table 3.8).
Table 3.8. «Performance of educational organizations», rating of regions
Region 2013 2014 dynamics
+ / - Score Position Score Position Almaty city 629 1 596 1 - Astana city 445 7 590 2 +5
Aktobe 487 4 569 3 +1 Pavlodar 607 2 450 4 -2
West Kazakhstan 528 3 422 5 -2 North
Kazakhstan 358 12 407 6 +6
Akmola 376 11 405 7 +4 South
Kazakhstan 343 13 393 8 +5
East Kazakhstan 439 8 358 9 -1 Kostanay 459 5 298 10 -5
Atyrau 453 6 289 11 -5 Kyzylorda 211 16 260 12 +4 Mangystau 238 15 243 13 +2 Karagandy 430 10 230 14 -4 Zhambyl 432 9 221 15 -6 Almaty 265 14 218 16 -2
Source: "Information-Analytic Center" MES RK
596 590 569 450 422 407 405 393 358 298 289 260 243 230 221 218
161
Thus, traditionally, the final score of regions is calculated as the sum of rating points for all four sub-factors in accordance with defined performance indicators of the regional education policy (Table 3.9).
Table 3.9. Total score of sub-factors of ranking of regions / 2014
Region Sub-factor
Total Accessibility of Education
Financial Resources
Human resources
Performance of educational
organizations Akmola 510 296 181 405 1 392 Aktobe 699 362 117 569 1 747 Almaty 387 96 268 218 969 Atyrau 524 256 183 289 1 252 East Kazakhstan 480 274 315 358 1 427 Almaty city 293 462 303 596 1 654 Astana city 301 266 283 590 1 440 Zhambyl 439 168 160 221 988 West Kazakhstan 691 522 172 422 1 807 Karagandy 858 456 323 230 1 867 Kostanay 875 464 151 298 1 788 Kyzylorda 570 216 78 260 1 124 Mangystau 414 178 65 243 900 Pavlodar 700 518 333 450 2 001 North Kazakhstan 759 488 199 407 1 853 South Kazakhstan 157 214 269 393 1 033 Source: "Information-Analytic Center" MES RK
Pavlodar region takes primacy in the ranking of regions for the past three years due to high levels of "financial resources" and "Human Resources" sub-factors (Fig.3.27, table 3.10)
Figure 3.27. The total score of ranking of regional educational systems in 2014
Source: "Information-Analytic Center" MES RK
2001 1867 1853 1807 1788 1747 1654 1440 1427 1392 1252 1124 1033 988 969 900
162
Table 3.10. Final rating of regions in the dynamics of years
Region 2013 2014 Dynamics
+ / - score position score position
Pavlodar 1 721 1 2001 1 - Karagandy 1 622 3 1867 2 +1 North Kazakhstan 1 499 6 1853 3 +3 West Kazakhstan 1 588 4 1807 4 - Kostanay 1 401 9 1788 5 +4 Aktobe 1 470 8 1747 6 +2 Almaty city 1 665 2 1654 7 -5 Astana city 1 483 7 1440 8 -1 East Kazakhstan 1 332 12 1427 9 +3 Akmola 1 342 11 1392 10 +1 Atyrau 1 567 5 1252 11 -6 Kyzylorda 1 118 16 1124 12 +4 South Kazakhstan 1 297 14 1033 13 +1 Zhambyl 1 390 10 988 14 -4 Almaty region 1 329 13 969 15 -2 Mangystau 1 140 15 900 16 -1 Source: "Information-Analytic Center" MES RK
The values of the final ranking of regions in 2014 made it possible to
distribute the regions into three groups: First - rating score more than 1700 (Pavlodar, Karagandy, West
Kazakhstan, North Kazakhstan, Kostanay and Aktobe regions). The second - more than 1 200 points (the cities of Almaty and Astana,
East Kazakhstan, Akmola and Atyrau regions). Third - rating score less than 1200 (Kyzylorda, South Kazakhstan,
Zhambyl, Almaty and Mangystau regions) (Table 3.11).
163
Table 3.11. Ranking of regions in relation to the obtained points, 2014
Region 1 group more than 1 700
2 group more than 1 200
3 group less than
1 200
Pavlodar 2001
Karagandy 1867
North Kazakhstan 1853
West Kazakhstan 1807
Kostanay 1788
Aktobe 1747
Almaty city 1654
Astana city 1440
East Kazakhstan 1427
Akmola 1392
Atyrau 1252
Kyzylorda 1124
South Kazakhstan 1033
Zhambyl 988
Almaty 969
Mangystau 900 Source: "Information-Analytic Center" MES RK
Thus, the rating of the educational systems not only assesses the
performance indicators of the regional educational policy, but also provides educational and parental public with reliable information on key issues of the quality of educational services.
Despite regional characteristics, Departments of education in all regions need to create the most favorable conditions for successful education and training of children, as well as innovational activity of teachers.
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GLOSSARY Accreditation of educational organizations – a procedure of recognition by an accreditation body of compliance of educational services with established standards (regulations) of accreditation in order to provide objective information about their quality and confirm the presence of effective mechanisms for its increase.
Attestation of teachers – a procedure conducted with the view of determination of compliance of the teacher qualification level with the qualification requirements
Bachelor – an academic degree awarded to persons who mastered appropriate higher education programs;
Undergraduate program - a program of higher education, confirmed by a diploma of bachelor's degree with the awarding of academic degree of bachelor or a bachelor's degree qualification.
Gross domestic product (GDP) – added value sum obtained by all producers of the economic system, including wholesale and retail trade, transport, plus all taxes on products, minus all subsidies excluded from the product cost.
The World Bank — the international financial organization created for the purpose of the organization of financial and technical assistance to developing countries.
The higher education (HE) – an education level ensuring training of specialists on the higher education programs The higher educational institution (HEI) – the higher educational institution (institute, academy, university) implementing education programs of the higher and postgraduate education and conducting scientific researches.
165
Gymnasium – the educational institution implementing general education programs of the primary, basic secondary education and on humanities of the general secondary education in compliance with the aptitudes and abilities of the learners. State attestation of education organizations – a procedure carried out with the view of control of compliance of educational services rendered by the education organizations with the requirements of the state universal obligatory standard.
State educational order – financed by the state volume of services on pre-school education and teaching, training, in-service training and retraining of the qualified employees and specialists for ensuring the needs of economy, reproduction of the experienced labor force and intellectual potential of society, and also on academic provision of education system. Adult literacy – reflects the proportion of the literate population aged 15 and above. The doctor of philosophy (PhD), the doctor on a profile - a scientific degree, awarded to the persons which mastered professional educational training programs of doctoral studies on the corresponding specialties and have defended the thesis.
Extended education – a process of education and training carried out with the view of satisfaction of comprehensive needs of learners and educates. Pre-school educational institutions (ECEC settings) – education organizations which provide early childhood education and care to children aged one to six years old.
166
United National Test (UNT) – one of the forms of final certification of learners at the organizations of general secondary education combined with entry examinations to the education organizations providing the post-secondary and higher education.
Inclusive education – collective training and educating of individuals with disabilities providing equal access with other categories of learners to the relevant education programs of training, corrective-teaching and social support of development through ensuring special conditions. Foreign students – students from abroad studying at the educational institutions of the Republic of Kazakhstan. Professional development institute - the organization of education realizing actual educational training programs of professional development and retraining of personnel in system of continuous education, carrying out support for innovative processes in the education, providing efficiency of methodical work.
The integrated educational training programs - the educational training programs developed on the basis of association of the corresponding substantial aspects of educational training programs. Final state certification of learners – a procedure carried out with the view of determination of the degree of their mastering of the volume of educational subjects provided by the state obligatory for all standard of the appropriate education level. The candidate of science, the doctor of science - the scientific degrees awarded on the basis of defense of theses by applicants.
167
Qualification –a type and level of professional qualifications of graduates reflected in education certificate to conduct professional activity or education continuation. College – an educational institution implementing general educational program of general secondary education and professional education programs of technical and professional, post-secondary education. Contingent of pre-school educational institutions – number and general characteristics of children covered with pre-school education. Admission contingent – a number and general characteristic of applicants accepted to the educational institution.
Turn-out contingent – a number and general characteristic of graduates of the educational institution. Learner contingent – a number and general characteristic of students of the educational institution. Master admission contingent – a number and general characteristic of undergraduates accepted to the educational institution. Competitiveness – an ability to sustain competition, stand against competitors.
Turn-out coefficient – ratio of the number of graduates to the total number of students at the educational institution. Education enrolment coefficient – a number of learners at a certain education level, regardless of age, in percentage terms to the population of typical age group of this education level.
168
Universal primary education enrolment coefficient – expresses the share of the school-aged children covered by primary and secondary school education.
Credit technology of education - training on the basis of a choice and independent planning trained sequence of studying of disciplines with use of the credit as a unified unit of measure of volume of study trained and the teacher. Lyceum – an educational institution implementing general education programs of the basic secondary education and on natural science, physics and mathematics profile of the general secondary education in compliance with aptitudes and abilities of learners. Master – an academic degree awarded to individuals who have mastered professional education programs of postgraduate education.
Master course – a professional education program of postgraduate education directed at training of scientific and teaching staff with awarding “master” academic degree on the relevant specialty. Small-class school – general school with small student body, combined classroom packages and specific form of organization of classes. Monthly calculation index (MCI) – index used in the Republic of Kazakhstan for calculation of pensions, benefits and other social payments, and also for application of fine sanctions, calculation of taxes and other payments. Mini-centers (small pre-school educational institution) – pre-school educational institutions for up to 3 groups, located in a separate building, in an apartment building, as well as in built-in and attached premises.
169
Modular education – training system consisting of flexible completed units aimed at formation of structural components of certain professional competences.
Occupancy of groups - regulated number of children per group
National system of education quality assessment – a complex of institutional structures, procedures, forms and methods of establishment of compliance of education quality with the state obligatory for all standards of education, individual, society and state needs.
Educational scholarship – purposeful sum of money provided to a learner on conditions established by the legislation of the Republic of Kazakhstan, for professional education payment. Educational credit - money, provided to the borrower the financial organizations for payment education on conditions of promptness, charge and recoverability. Educational monitoring – systematic observation, analysis, assessment and forecast of status and dynamics of changes of results and conditions of implementation of educational processes, student body and education organization network.
General school – educational institution implementing general education programs of the primary, basic secondary and general secondary education, and also education programs of extended education of learners and educates. Supporting school (the resource center) - the organization of the general secondary education on the basis of which educational resources of nearby small schools are consolidated for carrying out short-term sessional occupations and intermediate and total certification students for ensuring access to quality education the students of small schools.
170
Early childhood education and care (preschool education) enrollment – share of children of early age receiving pre-school education out of the total amount of children in this age group.
Professional qualification assessment – determination of the extent of compliance of qualification (ability) level of the graduate of education organizations implementing education programs of technical and professional, post-secondary education, with implementation of work within the relevant professional activity type. Teaching staff – staff hired for the educational institution ensuring direct training and education of learners. Postgraduate education (PE) – the highest level of continuous education system aimed at training of scientific and scientific and teaching staff of the highest qualification (master course, postgraduate education, doctorate).
Pre-primary education – obligatory and free preparation of 5 (6)-year old children for compulsory school education program provided in pre-primary education groups of preschool educational institutions or in pre-primary classes of comprehensive educational institutions. Life expectancy – amount of years that the newborn child can live, if in the course of his life the mortality rate will comply with the rate at his birth. List of professions and specialties – systematic register of professions and specialties determining the most general parameters of studying: professional qualification level, training period depending on the basic education.
Profile education program – a document determining the education content on profile subject and stipulating extended or advanced studying of this subject.
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Profile subject – educational subject determining the direction character of the profile education at the upper secondary general education. Rating - a method of value judgment of any phenomenon on the set scale. Typical age – population age group complying with this education level on the basis of theoretical age of admission and duration of training.
The poverty rate - the share of population whose income is below the minimum cost of living.
Syllabus – basic document regulating the list and volume of educational disciplines (subjects) of the appropriate education level, order of their studying and control forms. Training program - a program that is determined by each discipline (subject) content and scope of knowledge, abilities, skills and competencies to be development. Training form – training and education organization. Implemented in the form of intramural (daytime and evening), extramural and externship basis. PISA (Programme for International Student Assessment) – international study on assessment of mathematical literacy and literacy in the sphere of reading and natural science of 15-16-year old students.
TIMSS (Trends in Mathematics and Science Study) - international comparative monitoring study of the quality of Mathematics and Science Education.
PIRLS (Progress in International Reading Literacy Study) - international study of the quality of reading and text comprehension
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