Quality and equity issues in Kazakhstani rural schools

Mir Tajik, Duishon Shamatov, Lyudmila Fillipova

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

Spread over an area of 2,724,900 square
Kilometres, Kazakhstan is the ninth largest country in
the world. Since its independence in 1991, the country
has initiated several major reforms to enhance quality
of education at all levels. However, there are
significant gaps and inequalities in the quality of
educational provision and achievements between
rural and urban schools. About 57% of schools are
rural schools which face declining achievements and
completion rates, lack of school infrastructure,
shortage of qualified teachers, high dropout rates and
many other issues. The study discusses how key
stakeholders (school leaders, teachers, students,
parents and education managers) perceive quality of
education in rural schools in Kazakhstan. It presents
the stakeholders’ vision, priorities and aspirations of
quality of education, the opportunities, resources and
support available to them as well as the gaps,
challenges and issues they face in achieving their
perceived quality of education. The study also makes
recommendations for enhancing quality of education
in the rural schools in Kazakhstan.
Original languageEnglish
Title of host publicationGlobal Issues in Education and Research. London International Conference on Education
Subtitle of host publicationLondon International Conference on Education (2020)
Place of PublicationLondon, UK
ChapterSection 2/1
Pages25-29
Number of pages5
Publication statusPublished - 2020

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