OECD Reviews of School Resources : Kazakhstan 2015
The primary and secondary education system in Kazakhstan has accomplished significant achievements. Kazakhstan has embarked on profound reforms to improve the quality of the education system and is increasingly looking to international standards an...
| Main Authors: | , , , , , |
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| Language: | English en_US |
| Published: |
Paris: OECD Publishing
2015
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2015/10/25223263/oecd-reviews-school-resources-kazakhstan http://hdl.handle.net/10986/22892 |
| Summary: | The primary and secondary education
system in Kazakhstan has accomplished significant
achievements. Kazakhstan has embarked on profound reforms to
improve the quality of the education system and is
increasingly looking to international standards and best
practices. Reform initiatives include the expansion of the
pre-primary education network, the development of new
mechanisms of school financing (including a new per capita
funding scheme), the creation of resource centers to support
small-class schools, further investment in school
infrastructure, and a wider use of information technologies
in schools. In this context of reforms, while there is an
apparent desire to increase resources devoted to education
and awareness that spending per student remains markedly
lower than the Organization for Economic Co-operation and
Development (OECD) average and that of other neighboring
countries, there remains an official reluctance to expand
public expenditure on education. This report analyses the
effectiveness of the Kazakh school system and identifies
policy areas with potential efficiency gains or requiring
further public investment. The following policy priorities
were identified to improve the effectiveness of resource use
in the Kazakh school system: increase overall public
spending on education as the sector gains absorptive
capacity, while addressing key inefficiencies; review the
organization of the school network and lengthen the school
day; support disadvantaged students and schools; improve
teacher quality and school leadership; and use evaluation
and information systems to foster improvement and accountability. |
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