by the decree of the President of the Republic of Kazakhstan
dated December 7, 2010
STATE PROGRAM OF EDUCATION DEVELOPMENT IN THE REPUBLIC OF KAZAKHSTAN FOR 2011–2020
1. Program description
Program title State Program of Education Development in the Republic of
Kazakhstan for 2011- 2020
Basis for ; Decree of the President of the Republic of Kazakhstan
development dated February 1, 2010 No 922 ?On Strategic Plan of
Development of the Republic of Kazakhstan till
; Decree of the President of the Republic of Kazakhstan
dated March 19, 2010 No 957 ?On approval of the
List of Governmental Programs?
Developer The Ministry of Education and Science of the Republic of
Goal increasing competitiveness of education and development of
human capital through ensuring access to quality education
for sustainable economic growth
Program aims ; improvement of financing system, aimed at provision of
equal access to education services;
; enhancing prestige of the teaching profession;
; establishment of state-public education management
; ensuring equal access of all participants of educational
process to the best educational resources and
; full coverage of children with preschool education
and training; ensuring equal access of children to
various programs to prepare them for school;
; formation of an intellectually, physically and
spiritually developed citizen of the Republic of
Kazakhstan in general education institutions,
satisfying his/her needs in obtaining education, in
order to ensure success in a rapidly changing world;
development of competitive human capital for
economic prosperity of the country;
; transition to 12-year education model;
; modernization of the system of technical and
vocational education in accordance with the demands
of society and industrial-innovative development of
economy, integration into the global educational
; achievement of a high level of higher education
quality meeting the demands of labor market, the
objectives on industrial-innovative development of
the country, satisfying the needs of a person and
conforming to the world's best practice in education;
; ensuring life-long education;
; encouragement of active citizenship social
responsibility, patriotism, high moral and leadership
skills among the young people
Objectives ; development of new mechanisms of education financing, increasing availability of quality education;
; training highly qualified staff for education sector;
; increasing state support and stimulating labor of teachers;
; improvement of education management including implementation of corporate governance principles;
; development of the public-private partnership system
(further – PPP) in education;
; improvement of the system of monitoring education development, that includes establishment of national
education statistics with consideration of international requirements;
; creation of conditions for automation of education process;
; enlarging the network of preschool organizations;
; updating the content of preschool education and upbringing;
; staff training for preschool education organizations;
; transition to 12-year education model and updating
; solution of problems of ungraded schools;
; improvement of inclusive education system in
; updating the structure of the content of technical and vocational education according to the demands of the country’s industrial-innovative development;
; development of staff training infrastructure for the
sectors of economy;
; enhancing prestige of technical and vocation
; training staff for undergraduate and postgraduate
degrees meeting the demands of the country’s
; integration into European higher education space;
; integration of education, science and industry; creation
of conditions for commercialization of intellectual
property products and technologies. Training highly-
qualified scientific and scientific-pedagogical staff;
; creation of conditions for life-long education,
education for all;
; implementation of a package of measures on patriotic
education, encouragement of active citizenship and
social responsibility and a mechanism of revealing
Implementation 2011- 2020
period (stages) The Program will be implemented in two stages:
first stage: 2011 – 2015
second stage: 2016 – 2020
Target indicators ; per capita financing mechanism to be implemented in
all educational organizations, except for ungraded
; share of a highly qualified teaching staff holding the
first and the second category - 52% (out of the total
number of teachers);
; boards of trustees to be established in 60% of
; heads of educational institutions who passed
qualification upgrading and refresher courses in the
sphere of management – 100%;
; share of secondary education institutions using e-
learning- system – 90%;
; 100% of children aged 3-6 to be provided with pre-
school education and upbringing;
; transition to 12-year education model to be completed;
; number of schools under the project “Nazarbayev
Intellectual Schools” in all regions of Kazakhstan -
; share of students who have successfully completed
educational programs in science and mathematics -
; rankings of the students of Kazakhstan’s general
education schools in international comparative
surveys: the OECD Programme for International ththStudent Assessment (PISA) – 40-45; the Trends in
International Mathematics and Science Study thth(TIMSS) – 10-12; the Progress in International ththReading Literacy Study (PIRLS) – 10-15;
; share of schools that created favorable conditions for
inclusive education - 70% (out of their total number);
; share of technical and vocational school graduates
who passed independent assessment of qualification in
the employers’ associations at the first try (out of the
total number of assessment participants) – 80%;
; share of working and employed graduates of technical
and vocational schools in the first year after
graduation under the government grant scheme –
; share of colleges which passed national institutional
accreditation – 30%;
; share of university graduates who passed independent
assessment of qualification in the associations of
employers at the first try (out of the total number of
participants) – 80%;
; share of university graduates who completed
education under the government grant scheme and
employed within their specialization in the first year
after graduation – 80%;
; number of Kazakhstani universities listed in the
ratings of the world’s best universities – 2;
; share of universities that passed independent national
institutional accreditation according to international
standards – 65%;
; share of universities that passed independent national
specialized accreditation according to international
standards – 30%;
; share of universities carrying out innovative activity
through integration of education and science and
implementation of domestic research results into
production – 5%;
; share of faculty and pedagogic workers who have
published their works in impact-factor scientific
journals within the past 5 years – 5%;
; various forms and types of education for all ages to be
; share of young people actively involved in
implementation of the measures in the sphere of youth
policy and patriotic education (out of the total number
of youth) – 55%;
Sources and KZT 461.1 bln will be allocated from the National Budget volume of for the first stage of the Program’s implementation.
financing Financing from the local budgets will be carried out within
the funds, envisaged annually in the corresponding local
budgets for education development.
Education is acknowledged to be one of the main priorities of “Kazakhstan –
2030” Strategy. The common goal of education reforms in Kazakhstan is to adapt the education system to new socio-economic environment. The President of
Kazakhstan has also set a task on accession of our republic to the club of 50 most competitive countries in the world. Improvement of the education system plays an important role in achieving this goal.
As international experience shows, investments in human capital, and, in particular, in education, starting from early age to mature age, results in significant benefit for economy and society.
Investments in human capital are of vital importance in the development of technically progressive, productive labor force, which can adapt to the rapidly changing world. Those economies that invest in development of education, skills and abilities of population will gain success in future. Education should be regarded as economic investments, but not just as social expenditures.
There are many facts, linking education and economic development:
– review of international researches in macro- and microeconomics prove that there is a close link between education, salaries and productivity. Noteworthy to say that at an early stage of education, the return on investments is quite high.
- various surveys prove importance of investing in education development.
Apart from economic advantage, education provides other social benefits and fosters formation of a social capital – the society with active citizenship, high
social unity and integration and low level of crime. From the earliest age education plays an important role in forming social, emotional and other vital skills of a person. Therein lay the arguments demonstrating the necessity of further development of the whole range of education services. Kazakhstan needs cardinal modernization of its education sector: significant and steady increase in investments in education and improvement of its quality.
For this reason a new national vision is proposed: by 2020 Kazakhstan will have become an educated country with smart economy and highly qualified labor force. Education development must become a platform which future economic, political and socio-cultural prosperity of the country will rely on.
The State Program of Education Development in the Republic of Kazakhstan for 2011 – 2020 (further – Program) must become an organizational
basis for implementation of the Republic of Kazakhstan public policy in education, which guarantees continuity of the country’s education modernization.
Being an organizational basis for implementation of public policy in education, the Program provides for a set of interrelated measures covering the changes in structure, content and technologies of education, in management system, organizational and legal structure of educational entities and financial-economic mechanisms.
3. Analysis of current situation
Progressive development and modernization of education in the Republic of Kazakhstan becomes possible due to understanding of the importance of human capital development by the country’s top officials and all-round support rendered
while initiating and conducting reforms in education sector.
Since 2005 the Republic of Kazakhstan has adopted several documents in education sphere. These are namely the State Program of Education Development for 2005-2010, the State Program of Technical and Vocational Education Development for 2008-2012, “Children of Kazakhstan” Program for 2007 – 2011
and “Balapan” Preschool Education Program for 2010-2014.
The implementation of the “Bolashak” International Scholarship Program initiated by the President of the Republic of Kazakhstan has made a significant contribution to the development of the country’s human resources and has
provided a unique opportunity to young talented Kazakhstanis to obtain education in the best universities of the world.
To date Kazakhstan is an active participant of international documents related to education, human and children rights protection. These are the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the International Covenant on Economic, Social and Cultural Rights, the Lisbon Convention on the Recognition of Qualifications concerning Higher Education in the European Region, the Bologna declaration and others.
Human resources development is defined as one of priorities of Kazakhstan’s 2020 Strategic Development Plan.
There are achievable goals of quality development of human capital through investing in education.
Following the implementation of the State Program of Education Development in the Republic of Kazakhstan for 2011 – 2020, as of July 1, 2010
all levels of education have been institutionally supported by the network of related organizations. The structure of education has been changed in accordance with the International Standard Education Classification. Conditions for implementation of the 12-year education model are being created. Technical and vocational education system has been renovated. A three-level of specialists’
training “undergraduate – graduate – PhD” has been introduced. The
Classification of Specialties of Graduate and Postgraduate Education of the Republic of Kazakhstan including the groups of majors has been approved.
The National System of Education Quality Assessment has been
established, including the elements of independent external assessment (licensing, confirmation, accreditation, rating, Unified National Testing (further – UNT),
ISC), Comprehensive Testing of Applicants Intermediate State Control (further –
The Education Quality Assessment System is being implemented in all regions of the republic now.
Material and technical base of educational organizations is improved.
In 2009 the number of biology classrooms reached 640, multimedia language labs - 536, physics classrooms - 10, chemistry classrooms – 78; 721
schools were provided with interactive boards. To date, 3,450 schools have been equipped with multimedia language labs against 2,661 in 2005.
Quality of education is improved.
Inclusive education is developed.
Issues concerning provision of students with free hot meals and their transportation are solved.
Government grants for training staff for undergraduate and post-graduate degrees have been increased from 25, 710 in 2005 to 35, 425 – in 2010.
The work on informatization of education is underway. The number of students per one computer makes 18 today. In 2005 this figure was 41, out of which 36 were in rural areas.
98% of urban and 97% of rural schools have been connected to Internet
(in 2005 - 75% and 70% accordingly). 34% of schools have access to broadband Internet.
Students of Kazakhstan participated in TIMSS International Comparative Study; ththin 2007 they were ranked the 5 in mathematics and 11 in science among the 4th
grade students from 36 countries.
Kazakhstan gives special attention to the development of the Kazakh language. Kazakh language learning centers have been opened in central and local executive bodies and in universities across the country; compulsory language learning courses, record-keeping in the Kazakh language, level-based teaching of the state language in basic and secondary general education schools have been launched.
A network of specialized schools for gifted children focusing on trilingual education has been created. To date the number of such schools is 33 countrywide.
The number of Nazarbayev Intellectual Schools is 6 to date.
In national higher education system the measures were aimed at achievement of the world level of education: Kazakhstan has joined the European education system, the Bologna Declaration. A world-class higher education structure - the Nazarbayev University – has been established in Astana .
Currently the universities of Kazakhstan enjoy more academic freedom in defining the content of educational programs: the number of electives has been
raised from 40% to 50% - in undergraduate system, from 50% to 60% - in graduate system, and from 70% to 80% - for PhD.
The number of students willing to obtain high-quality education is increasing. More than 20, 000 Kazakhstani citizens are studying abroad to date. Around 3,000 recipients of the Bolashak International Scholarship of the President of the Republic of Kazakhstan are studying in 27 countries of the world.
The country takes measures to raise the attractiveness of Kazakhstan’s higher
education for foreigners. Over 10, 000 foreign citizens are studying in universities of the republic.
Despite the indicators mentioned above, the education sector of Kazakhstan remains uncompetitive.
Preschool education and upbringing
Increasing the role of preschool education and upbringing is one of the world tendencies. Children attending kindergartens succeed in learning at all levels of education and are more successful in life.
As of July 1, 2010 coverage of children with pre-school education and upbringing in Kazakhstan rose by 16.8% compared to the similar period in 2005, and makes only 40%, whereas in developed countries this indicator is 90-100%.
Annual increase on waiting list for the preschool organizations due to birth rate comprises in average 5-7% countrywide. Besides, in five regions due to birthrate and migration factors this indicator makes 11.1%: in South Kazakhstan region – 8.1%, in Kyzylorda region – 11.8%, in Zhambyl region – 10.7%, in the
cities of Almaty and Astana –11.3% and 13.6% correspondingly.
In average there are 111 children per 100 kindergarten places in Kazakhstan; in cities this figure is 120. In urban area every third child attends a kindergarten, while in rural areas – only 5 out of 100.
Inclusive education has not been developed yet. Out of 149, 246 children with disabilities 29, 212 or 19.5% are preschool-age children. 10 thousand of these children, that is 32.8%, are covered with preschool education and training in 37 special kindergartens and 240 special groups.
Along with state preschool organizations private kindergartens are being opened; in 2005 their number was 158, whereas in 2010 it reached 284.
The share of state budget expenditures on preschool education and training makes approximately 0.1% of the gross domestic product (further – GDP). In the
member countries of the Organization for Economic Cooperation and Development (further – OECD) – it makes from 1% to 2% of GDP.
Secondary education is a fundamental level of the system of education. The right to free secondary education is guaranteed by the
Constitution of the country.
Presently, the secondary education system faces a number of problems, linked to insufficient material and technical resources, educational and methodical base, as well as the necessity of updating the content and methods of education.
As of July 1, 2010, there were 7,576 public general education schools functioning across the country, teaching 2.5 mln students and subordinated to the local executive bodies and the Ministry of Education and Science of the Republic of Kazakhstan. 64.6% of schools occupy typical buildings, 35.4% of schools use altered buildings and 201 schools are in poor condition. 37.4% of schools don’t
have access to drinking water. There are 70 three-shift schools and one four-shift school in the country. 25.1% of schools need an overhaul.
41.7% of primary and secondary schools of Kazakhstan have been equipped with newly modified physics classrooms, 13.2% of schools have been provided with chemistry classrooms, 16.3% ones - with biology classrooms and 46.7% - with multimedia language labs.
Every fifth school lacks for either a dining room or canteen. Depreciation of equipment and inventory in school canteens is 80%. 26.4% of schools do not have gyms. There is no state-funded program of children’s transportation to schools by
All these factors have resulted in postponing transition to 12-year general education model.
One of the peculiarities of Kazakhstan’s education system is the availability
of ungraded schools, which makes 56.5% of the total amount of schools (52% in 2005). In rural areas this figure makes 68.6%.
Almost every fourth teacher in Kazakhstan is working and every sixth pupil is studying in ungraded schools.
The number of children with disabilities is increasing. In 2005 there were 124 thousand children with disabilities; in 2010 this figure exceeded 149 thousand. 41.4% of them only are engaged in special educational programs.
The modern education system, implementation of innovative forms and methods of education set more requirements to a person and professional competence of teachers.
There is no adequate legislative base and financial and moral incentive scheme for encouragement of teacher’s labor.
Every fifth teacher in Kazakhstan is aged 50 or more. 13% of teachers have up to 3 years of experience. The number of young teachers increases by 2.6% per year.
Gender disproportion, feminization of the teacher’s profession is observed to
date (81.3% of teachers in Kazakhstan are women). Low wages (approximately 60% of national average), low prestige of the teaching profession contributes to brain drain. Despite the fact that since 2000 the wage of education sector employees has grown by 400%, it remains one of the lowest ones across the country.
Development of the system of younger generation upbringing has been a priority goal of public policy in education.