Kazakhstan. Kazakhstan 2015.

Autor/inn/en	Pons, Anna; Amoroso, Jeremie; Herczynski, Jan; Kheyfets, Igor; Lockheed, Marlaine E.; Santiago, Paulo
Institution	OECD; Weltbank
Titel	Kazakhstan. Kazakhstan 2015.
Quelle	Paris: OECD (2015), 221 S.Verfügbarkeit
Reihe	OECD reviews of school resources
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-92-64-24579-2; 978-92-64-24589-1; 978-92-64-24604-1
Schlagwörter	Evaluation; Bildungsbeteiligung; Bildungssystem; Bildungspolitik; Bildungsplanung; Bildungsstatistik; Schule; Schulsystem; Schulautonomie; Schulleitung; Schulverwaltung; Lehrer; Schüler; Schülerleistung; Begabtenförderung; Unterrichtszeit; Unterricht; Region; Größe; Steuerung; Rechtsgrundlage; Arbeitsbedingungen; Bildungsinvestition; Finanzierung; Investition; Ausstattung; Benachteiligung; Bericht; Empfehlung; Bevölkerung; Kasachstan
Abstract	The primary and secondary education system in Kazakhstan has accomplished significant achievements. It has managed to reach almost universal access to primary and secondary education, and few differences are observed in enrolment by geographical location, socio-economic background and gender. Although the level of education attainment of the population is high, the performance of Kazakh 15-year-olds in PISA (Programme for International Student Assessment) 2012 suggests that there is considerable room to improve the quality of student learning outcomes. In mathematics, Kazakh students are on average two years behind their peers in OECD countries and about 45% of them are low performers, a proportion significantly above the OECD average (23%). The language of instruction in schools, school location and the socio-economic background of students and schools make a difference in student performance. National and international assessments also suggest marked differences in educational outcomes between urban and rural areas. 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 centres 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 OECD average and that of other neighbouring countries, there remains an official reluctance to expand public expenditure on education. This is linked to concerns about both the sector's efficiency and its absorptive capacity. This report analyses the effectiveness of the Kazakh school system and identifies policy areas with potential efficiency gains or requiring further public investment. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/2