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13 - Regional Case Study 1

A Regional Study of Stakeholders’ Perspectives on Education Reform in Kazakhstan

from Part III - Evidence of Implementation

Published online by Cambridge University Press:  09 November 2023

By
Liz Winter ,
Nazipa Ayubayeva  and
Zarina Khamidulina
Edited by
Colleen McLaughlin ,
Liz Winter  and
Natallia Yakavets
Colleen McLaughlin
Affiliation:
University of Cambridge
Liz Winter
Affiliation:
University of Exeter
Natallia Yakavets
Affiliation:
University of Cambridge
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Summary

This chapter is a case study that describes the reality of innovation and reform of the content of school education in a single region in the south of Kazakhstan. The region has a mix of urban and rural schools, although the majority are rural in nature since agricultural employment dominates the local economy with some very remote locations and many families on low incomes. Despite the difficulties of geography, ethnic diversity and poverty, the research showed that the regional authority tended to adopt a ‘can-do’ attitude and looked for solutions to implement the Renewed Content of Education successfully rather than respond passively. There were pockets of resistance evident which prevented full implementation of the Renewed Content of Education. Such instances demonstrated the magnitude of transformation expected and the critical role of communication between regional authorities, district authorities, schools and parents.

Keywords

Stakeholders’ perspectivessystemic education reformcase study of implementation
Type
Chapter
Information
Mapping Educational Change in Kazakhstan , pp. 211 - 236
Publisher: Cambridge University Press
Print publication year: 2023

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References

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OECD (2018). Education Policy Outlook: Kazakhstan. Paris: OECD Publishing. www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Kazakhstan-2018.pdfGoogle Scholar
Tolesh, F. A. (2012). The population history of Kazakhstan. Conference paper, European Population Conference, 13–16 June, Stockholm University, Sweden. https://epc2012.princeton.edu/abstracts/120586Google Scholar
Van der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D. and Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching, 21(6), 681–699.CrossRefGoogle Scholar

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