About the State Program for the development of education in the Republic of Kazakhstan for 2005-2010
Commentary of the Ministry of Education and Science of the Republic of Kazakhstan to the Decree of the President of the Republic of Kazakhstan dated October 11, 2004 N 1459
Currently, the global economy is being transformed into a qualitatively new level - a knowledge-based economy. Economic growth in knowledge-based industries has steadily exceeded the pace of overall economic growth over the past two decades. But at the same time, the increase in information flows and the prospect of their further unlimited growth have made the simple assimilation of accumulated knowledge by mankind useless.
The education systems of most of the world's leading countries have responded to these challenges by radically changing the structure, goals, content, and technologies of education. The priority has become not the mechanical transfer of knowledge, skills and abilities, but the formation of a personality that independently extracts, analyzes and uses information and intellectual resources, generates ideas, develops and successfully self-actualizes in a rapidly changing world. At the same time, the content of Kazakh education remained factual, and the structure did not comply with generally accepted international recommendations. The development of education was increasingly lagging behind the needs of an open civil society with a market economy.
In his Message to the People of Kazakhstan on March 19, 2004, the Head of State instructed the Government to develop an education program aimed at the future.
The draft State Program for the Development of Education in the Republic of Kazakhstan for 2005-2010 was publicly discussed, during which more than 3,000 suggestions and comments were received. An international examination was conducted by experts from UNESCO, the Board of the European Association for Education Assessment, the education sector of the Europe and Central Asia region of the World Bank, the International Board for Secondary Education of the Open Society Institute (Budapest), and leading experts from Russia. Most of the suggestions and comments were taken into account. The program provides for the following main areas of development:
1. Transition to 12-year general secondary education with the beginning of studies at age 6 and a system of specialized and professionally oriented education for high school students.
2. Creation of a new level - post-secondary vocational education.
3. Creation of a holistic three-stage model of professional training - Bachelor's degree - Master's degree - doctoral degree (Ph.D.D) based on the academic credit system.
4. Creation of a National Education Quality Assessment System.
To achieve these goals, it is planned to strengthen the material, technical, and regulatory framework for the functioning of the education system, change the content of education by moving from a knowledge-centered model of education to a "competence-based" one, and bring the structure of education levels in line with the UNESCO international Standard Classification of education.
As a result of the Program, it is planned to cover 30% of children from low-income families with preschool programs at the expense of the state budget, and to gradually cover 75% of five-year-olds with pre-school education, both at the expense of the state budget and by attracting private sector investments in the development of new forms of preschool education. In the next 3 years, 6230 educational institutions (80%) will be provided with language and multimedia classrooms, and 249 schools will be built at the expense of the state budget to eliminate the shortage of student places. Funds are provided to strengthen the material and technical base of schools and retrain teachers to work in a 12-year school. It is planned to build 14 special correctional boarding schools, which will help solve the problems of teaching children with disabilities. In technical and vocational education, efforts will be directed at expanding the network of professional technical education organizations, modernizing the material and technical base of existing organizations, and strengthening social partnership with employers. As a measure to attract private sector resources in this area, training will be separated from the assignment of qualifications. As a result, various enterprises of the country will have the opportunity to organize their own educational programs, and the independent Republican Center for confirmation and assignment of qualifications will determine the professional suitability of trained personnel. At a new level, post-secondary vocational education, mid-level service and management specialists will be trained in a number of specialties.
In higher and postgraduate education, there will be a final transition to a three-stage training model based on credit technology, which will ensure flexibility, mobility of programs, international recognition of diplomas and the democratization of the educational process. The effectiveness of scientific personnel training will increase. Young people between the ages of 22 and 28 will have the opportunity to obtain an academic master's degree, a Doctor of Philosophy (Ph.D.D), and when completing a specialized doctoral degree - a doctor in the field (medicine, music, education, etc.).
To increase the effectiveness of information and communication technologies in the field of education, along with additional measures to upgrade computers and expand the network of schools connected to the Internet, it is planned to improve the computer literacy of teachers, accelerate the preparation of electronic textbooks and multimedia teaching tools, and create an educational portal for distance learning. As part of the creation of a National System for assessing the Quality of Education, internal and external assessments of the quality of education will be introduced, and control and measuring tools will be improved. State control of students' educational achievements will be carried out at the completion of each stage of education. Starting in 2005, Kazakhstan will participate in the comparative analysis of student achievements in the framework of International Studies (PISA).
The state budget expenditures required for the implementation of the Program will amount to 33 0812.0 million tenge.
As a result of the Program's implementation, an effectively functioning education system will be formed, a qualitatively high level of education and training will be achieved, allowing Kazakhstan to take its rightful place in the modern world.
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