Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. Using the UNESCO’s (2005) framework and Tikly’s (201) social justice approach to quality of education, this study presents the stakeholders’—school leaders, teachers, students, parents, and education managers—vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.
|Number of pages||18|
|Publication status||Published - 2021|