Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- Part II Piloting Initiatives and Scaling Up to the Whole System
- Part III Evidence of Implementation
- Conclusions
- 17 Reflections and Pathways
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
17 - Reflections and Pathways
from Conclusions
Published online by Cambridge University Press: 09 November 2023
Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- Part II Piloting Initiatives and Scaling Up to the Whole System
- Part III Evidence of Implementation
- Conclusions
- 17 Reflections and Pathways
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
Summary
This chapter is a critical reflection on the reform and its implementation. It looks at the challenges in the past, present and future and some key lessons learned along the way. It examines the changes in the context and the importance of cultural and political factors and what can be learned about implementing large-scale reform, and speculates on the next steps.
- Type
- Chapter
- Information
- Mapping Educational Change in Kazakhstan , pp. 299 - 312Publisher: Cambridge University PressPrint publication year: 2023
References
AllahMorad, S. and Mackie, C. (2021). Education in Kazakhstan. https://wenr.wes.org/2021/07/education-in-kazakhstanGoogle Scholar
Ayubayeva, N. (2018). Teacher Collaboration for Professional Learning: Case Studies of Three Schools in Kazakhstan. Unpublished PhD thesis, University of Cambridge Faculty of Education.Google Scholar
Azorín, A. and Fullan, M. (2022). Leading new, deeper forms of collaborative cultures: Questions and pathways. Journal of Educational Change, 23, 131–143.CrossRefGoogle Scholar
Barro, A. and Cornell, S. (2022). Social Reforms in Kazakhstan. Stockholm and Washington: Central Asia-Caucasus Institute and Silk Road Studies Joint Centre.Google Scholar
Bohr, A., Brauer, B., Gould-Davies, N., Kassenova, N., Lillis, J., Mallinson, K., Nixey, J. and Satpayev, D. (2019). Kazakhstan: Tested by Transition. London: Chatham House, the Royal Institute of International Affairs.Google Scholar
Bridges, D. (Ed.) (2014). Education Reform and Internationalisation: The Case of School Reform in Kazakhstan. Cambridge: Cambridge University Press.Google Scholar
Fullan, M. (2006). Change theory: A force for school improvement. Centre for Strategic Education Seminar Series Paper No. 157. http://michaelfullan.ca/wp-content/uploads/2016/06/13396072630.pdfGoogle Scholar
Kazakhstan Newline. htpps://newline.kz/article/10993543Google Scholar
Lillis, J. (2022). Dark Shadows: Inside the Secret World of Kazakhstan. London: Bloomsbury Academic.Google Scholar
McLaughlin, C. and Ruby, A. (2021). Implementing Educational Reform: Cases and Challenges. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Muijs, D., Ainscow, M., Chapman, C. and West, M. (2011). Collaboration and Networking in Education. London: Springer.Google Scholar
Nazarbayev University Graduate School of Education (NUGSE) (2014). The Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020: Diagnostic Report. Astana: Indigo Print.Google Scholar
OECD (2022). Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners. Paris: OECD Publishing.Google Scholar
Republic of Kazakhstan National Bureau of Statistics (2021). Results of the 2021 population census of the Republic of Kazakhstan. www.stat.gov.kzGoogle Scholar
Ruby, A. and Sarinzhipov, A. (2014). Towards the next stages of reform in Kazakhstan. In Bridges, D. (Ed.), Educational Reform and Internationalisation: The Case of School Reform in Kazakhstan. Cambridge: Cambridge University Press., pp. 325–355.Google Scholar
Sen, A. (2004). How does culture matter? In Rao, V. and Walton, M., Culture and Public Action. Stanford, CA: Stanford University Press, pp. 37–59.Google Scholar
Szablowski, W. (2018). Dancing Bears: True Stories of People Nostalgic for Life under Tyranny. London: Penguin.Google Scholar
Wilson, E., Sharimova, A., Asubayev, B., Kussainov, G., Amanzholova, J., Kalginbayeva, Z., Saltybayeva, Z., Konurova-Idrissova, Z., Ausheva, I., Saginov, K., Obydyonkina, L., Kotova, N. and Rakhmail, E. (2016). Impact Study: Centre of Excellence Programmes: Technical Report. Astana: NIS.Google Scholar
Yakavets, N., Winter, L., Malone, K., Zhontayeva, Z. and Khamidulina, Z. (2022). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change. https://doi.org/10.1007/s10833–022-09463-5Google Scholar