Национальный доклад «Молодежь Казахстана – 2018» - часть 21

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children and adolescents:

1. The SEYLE is a program to save and strengthen 

lives of young people in Europe.

2. WE-STAY is a program working with youth in 

order to prevent academic absenteeism in Europe.

3. SUPREME is a program to prevent suicide and 

promote mental health through the Internet and the 

media.

These studies have shown themselves to be 

effective in preventing suicide attempts and suicidal 

thoughts.

Based  on  research  conducted  by  RSPCPPA, 

together with the UN Children’s Fund “UNICEF” (with 

the involvement of international experts of WHO, the 

authors of the WHO Global Imperative: “Prevention 

of suicide”) a multicomponent program for suicide 

prevention among minors was developed.

Subsequently, the leading domestic experts, as 

well as, with the support of the UN Children’s Fund 

“UNICEF”, the best international experts in the field of 

suicidology were attracted to develop the Program.

The program for the prevention of suicides among 

minors is aimed at improving the mental health of 

adolescents in general and specifically at preventing 

self-destructive behavior and includes the following 

components:

1. Adolescent awareness raising: conducting 

workshops, aimed at raising students’ awareness 

of mental health, developing their problem solving 

skills and encouraging the search for psychological 

support when the need arises. Information kits 

provided.

2. Staff training in education and health 

organizations. Since 2015, the training component 

of the program introduced in all regions and cities of 

republican significance. In total from 2015 to 2017, 

11,695 education specialists (psychologists) and 

public health (general practitioners, psychiatrists) 

trained.

3. Identification of students at risk: a program 

designed for the early identification of students 

who are in a state of psychological stress and at 

risk for self-destructive behavior by filling out a 

questionnaire.

All educational and informational materials 

(booklets,  leaflets,  posters,  clinical  guidelines, 

guidelines, etc.) programs for preventing suicide 

among minors developed jointly with international 

experts,  translated  into  Kazakh  and  Russian 

languages and fully adapted to local conditions and 

realities.

 The pilot project of the program was launched in 

2015 in the Kyzylorda region. The project involved 292 

schools (students in grades 8-10) and 29 colleges 

(first-year students). 

The component of awareness raising among 

adolescents in the Kyzylorda region covered 34,808 

adolescents, of which 33,195 minors took part in the 

questionnaire.

At the same time, 1,128 adolescents at risk 

identified on the questionnaire, but after conducting 

a semi-structured interview, 974 minors left in this 

group, of whom 30 people did not receive any help 

(due to the refusal of legal representatives). The 

increase in the effectiveness of identifying risk 

groups for suicidal behavior has increased by almost 

12 times.

According to data provided by international 

experts, assessments of the effectiveness of the 

implementation of the program for the prevention 

of suicides among minors in the Kyzylorda region 

showed the following. After 12 month of the 

introduction of the program, conduct effectiveness 

evaluation based on a survey (3,748 students).

According to the results of the Depression, Anxiety 

and Stress Scale, conducted in 2015 compared to 

2016, there is a significant decrease in anxiety and 

stress symptoms, among boys and girls. The drop in 

depression score was not significant.

Symptoms of suicidal thinking have improved 

significantly, but the decline in these indicators is 

significant only for girls.

18 (0.5 %) adolescents answered that they had 

attempted suicide within 12 months before the initial 

survey; 4 attempts were made within 12 months prior 

to the initial survey and required medical assistance.

15  (0.4%)  adolescents  answered  that  they 

attempted suicide within 12 months after the initial 

survey and nobody of them did not need medical 

assistance. 

Adolescents addressed teachers with various 

problems to discuss emotional problems (546), 

depression  (437),  self-destructive  thoughts  or 

behavior  (395),  how  to  cope  with  difficulties  or 

problems (683), problems with alcohol or drug use 

(445), bullying and violence (432), problems with 

studies or difficulties in learning (827).

According to the results of the assessment, there 

is a high level of adolescent satisfaction with the 

suicide prevention program:

97.2 % believe that it is a good idea to have mental 

health programs for young people in schools;

95.3 % answered that the topics covered in the 

program materials (a brochure for teenagers, posters, 

lectures) were interesting for them;

97.3 % answered that the information in the 

program materials (brochure for teens, posters, 

lectures) given in clear and understandable language;

96 % responded that the program helped them to 

better understand their emotions and feelings;

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95.6 % responded that the program encouraged 

them to help friends who had problems;

94.5 % feel more confident about being able to get 

help if needed;

95.8 % believe that identifying students who may 

have problems using a questionnaire is an acceptable 

part of a mental health preservation program;

97.7 % believe that it is right that a school 

psychologist, teacher or school employee tries to 

help a student who may have a problem;

93.5 % would recommend other schools to 

participate in the program.

To check the effectiveness of the Program, mental 

health situation was made for 8-10 grades of school and 

the first year of colleges that affect suicidal behavior, 

before and after implementation. The primary study 

group consisted of 3,748 minors before the introduction 

of the program, and after the introduction of the 

program, after 1 year, the same parameters repeated for 

2,657 of the same persons, 1 091 people screened out 

for the following reasons (relocation, illness, absence 

at the time of the study, etc.). 

Risk of substance use.

This measurement was carried out using the 

generally  accepted  CRAFFT  questionnaire  (Car, 

Relax,  Alone,  Forget,  Friends,  Trouble),  used  to 

identify adolescents with risky behavior on the use 

of psychoactive substances.

After the implementation of the suicide prevention 

program, dataobtained that significantly reduced the 

risk of using surfactants in the general population of 

adolescents by a factor of 2, and among adolescents 

in the risk group, by 6.9 times.

The suicide prevention program has a significant 

impact on risk behavior, in terms of substance use. 

Assessment of changes in the level of Depression, 

Anxiety and Stress

The prevalence of symptoms of depression, 

anxiety and stress was measured using the scale 

of depression, anxiety and stress (The Depression, 

Anxiety, Stress Scale, Dass-21).

According to indicators:

Indicators of depression in the risk group 

decreased by 45.9 %;

Anxiety in the risk group decreased by more than 

64 %;

Signs of stress in the risk group decreased by 

53.1 %.

The marked reduction in the risk group is due to 

the assistance provided to persons at risk by medical 

personnel (psychiatrists and general practitioners), 

educational psychologists..

- Assessment of changes in suicidal thinking

Suicidal thinking was investigated using Paykel 

Suicide Scale

The decline in suicidal thinking among adolescents 

in the general population occurred at 36.8 %, and in 

the risk group by 80.6%.

- General functional status

The questionnaire for assessing strengths and 

coping with difficulties was used (Strenghts and 

Difficulties Questionnaire (SDQ)

The evaluation notes the changes in the following 

parameters:

Emotional problems in the risk group are reduced 

by 52.1 %;

31.9 % hyperactivity;

Behavior problems by 52.1 %;

Problems with peers by 28.2 %.

To date, the program is being implemented in 16 

regions of the country. More than 100,000 minors 

were interviewed; no negative results were found. The 

questionnaire showed high sensitivity and accuracy 

(validity), due to which minors at risk of suicidal 

behavior were identified, who received appropriate 

psychological and medical assistance.

3.4. LEISURE OF YOUNG PEOPLE

Leisure is an important condition for the cultural 

socialization of young people, actively shaping 

their values, knowledge and behavioral skills. 

Leisure activities of young people, as an important 

component of free time, which young people have 

at their discretion, are characterized by a variety 

of directions and forms depending on age, level of 

education, place of residence and socio-economic 

status of young people.

According to the results of a sociological survey 

conducted by the SRC “Youth”, young people attend 

theaters and concerts “no more than 1-2 times” a year, 

and a cinema - “3 - 6 times a year.” Most often, young 

people spend their time in cafes, bars, restaurants 

(from 1 time per month to 1 time per week), more than 

1 time per week - a gym (tab. 3.7).

Young people are spending more and more time 

on the Internet. According to the survey results, 91 % 

of young people use the Internet daily: “several times 

a day” - 67.5 %, “daily, once a day” - 23.5 % (fig. 3.23).

The most popular among young people are social 

networks  and  messengers:  WhatsApp  (85.1 %), 

Instagram (70 %), VKontakte (69.2 %). As a rule, young 

people have accounts in several social networks at 

the same time (tab. 3.8).

Reading books, like spending leisure time, is 

becoming less common - 32.2 % (fig. 3.24). Young 

people often spend time on social networks, the 

Internet, rather than reading books.

In the regions, there is an uneven development of 

leisure infrastructure. Thus, in the first half of 2018, 

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the largest number of cultural and leisure institutions 

is noted of West Kazakhstan (687), Kostanay (686) 

and Akmola (651) regions (tab. 3.9-3.10).

Despite the differences in the development of 

leisure infrastructure for young people by region, 

according to the survey, 66.5 % of respondents 

are  generally  satisfied  with  the  work  of  leisure 

organizations (school children’s and youth’s palaces, 

art schools, sports palaces, youth sports schools). 

Of these, 25.6 % are fully satisfied with the work of 

leisure facilities. At the same time, not almost every 

fifth respondent (20.5 %) is satisfied with the activity 

Source: According to the data of SRC “Youth”

9,8

44,1
52,4
43,3
33,7
16,8
64,6
50,9
59,8
37,6
31,0
20,3

19,6
23,1
27,3
36,9
22,4
24,1
12,7
32,1
15,9
13,5
38,1
26,2

24,8
13,2

9,6

10,7
17,9
25,1

8,9
7,7

10,6
13,3
16,0
17,1

27,6
10,9

5,1
4,6

16,7
23,4

6,9
4,3
8,4

12,3

8,7

15,4

12,3

5,4
2,8
1,9
6,0
7,2
3,8
2,3
2,9

11,0

3,3

12,1

4,3
1,3
0,7
1,1
1,8
1,7
1,5
0,5
0,8
9,9
1,0
3,1

1,8
2,2
2,4
1,8
1,6
1,9
1,8
2,3
1,8
2,6
2,0
6,0

No more 

than 1-2 

times a year

About 

one time 

per month

About 1 

time 

a week

More 

than 1 

time a week

Difficult

 to answer 

3-6 times 

a year

Never

Establishment

Bar/Cafe/Restaurant
Library
Exhibitions
Zoo
Game and entertainment center
Cinema
Computer Club
The museum 
Night Dance Club
GYM
Theater, concert
Church/Mosque

Table 3.7 

DISTRIBUTION OF ANSWERS TO THE QUESTION: “HOW OFTEN DO YOU VISIT THE FOLLOWING PLACES?”

No

Yes

Difficult
to answer 

Figure 3.24

DISTRIBUTION OF RESPONDENTS' ANSWERS
TO THE QUESTION: “DO YOU CURRENTLY READ
ANY LITERATURE?”, IN %

Source: According to the data of SRC “Youth”

0,9      

      

      

66,9 

     

     

     

    

   3

2,2

Table 3.8 

 

RATING OF POPULAR SOCIAL NETWORKS 
AMONG YOUNG PEOPLE 

Source: According to the data of SRC “Youth”

%

85,1
70,0
69,2
29,5
13,0
12,4

6,4
2,3
1,0

Answer Options

WhatsApp
Instagram
Vkontakte
Facebook
Odnoklassniki
Moy Mir
Twitter 
No account in social networks
Other

Figure 3.23

 

DISTRIBUTION OF RESPONDENTS' ANSWERS
TO THE QUESTION: “HOW OFTEN DO
YOU USE THE INTERNET?”, IN %

Source: According to the data of SRC “Youth”

67,5

23,5

5,1

1,7

1,6

0,6 

Several times a day

Daily, once a day

Several times a week

Several times a month

Don't use

Difficult to answer

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of leisure centers in his town or village. Considering 

that 6.6 % of respondents do not attend leisure 

facilities and another 4.1 % indicated the absence of 

such institutions in their localities, then in aggregate, 

Source: Local executive bodies of the Republic of Kazakhstan

657
468
542
270

-
-

688
637
397
686

36

547
586
296

-

42

267
196
245

95

-
-

275
287
171
292

16

254
254

31

-

1

376
238
268
155

-
-

388
323
209
371

4

278
319
215

18

25 

11
21
21
16

-
-

19
20
13
10

6

11

9

19

3
6

2
2
1
1

-
-

2
5
1
4
4
2
3

-

5
2

1
1
1
1

-
-

1
2
1
1
1
1
1

-

1
0

-

10

5
2

-
-

3

-

2
8
5
1

-

31

-

8

Cultural 

centers 

and 

Clubs

Museums

Theaters 

Philharmonic

Other

Libraries

Total number 

of cultural 

institution 

Region

Akmola region 
Aktobe region
Almaty region
Atyrau region
East Kazakhstan region
Zhambyl region
West-Kazakhstan region
Karaganda region
Kyzylorda region
Kostanay region
Mangystau region
Pavlodar region
North-Kazakhstan region
Turkestan region
Astana city 
Almaty city  

Table 3.9 

THE NUMBER OF CULTURAL AND RECREATIONAL FACILITIES BY REGIONS, 2017 

Cultural 

centers 

and 

Clubs

Museums

Theaters 

Philharmonic

Other

Libraries

Total number 

of cultural 

institution 

Region

Source: Local executive bodies of the Republic of Kazakhstan    

651
469
541
270

-
-

687
634
397
686

51

537
589
296

-

43

261
197
245

95

-
-

275
286
171
292

22

254
253

31

-

1

376
238
268
155

-
-

385
321
209
371

11

268
323
215

18
25

11
21
21
16

-
-

21
20
13
10

7

11

9

19

3
7

2
2
1
1

-
-

2
5
1
4
4
2
3

-

5
2

1
1
1
1

-
-

1
2
1
1
1
1
1

-

1
0

-

10

5
2

-
-

3

-

2
8
6
1

-

31

-

8

Akmola region 
Aktobe region
Almaty region
Atyrau region
East Kazakhstan region
Zhambyl region
West-Kazakhstan region
Karaganda region
Kyzylorda region
Kostanay region
Mangystau region
Pavlodar region
North-Kazakhstan region
Turkestan region
Astana city 
Almaty city  

Table 3.10 

THE NUMBER OF CULTURAL AND LEISURE INSTITUTIONS IN THE REGIONS, 6 MONTHS OF 2018

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it turns out that 31.2 % of young people surveyed are 

not satisfied with the level of leisure development 

(fig. 3.25).

Significant differences are revealed in the level 

of satisfaction with the quality and performance 

of leisure facilities of urban and rural youth. Thus, 

according to the results of the correlation analysis, 

rural youth (55.3 %), less often urban (75.2 %) express 

their satisfaction with the quality and work of leisure 

institutions, which is due to the weak development of 

leisure infrastructure in the village (fig. 3.26).

Thus, based on the analysis of sociological data, 

we can draw the following conclusions. Most of 

the youth of Kazakhstan is going through a period 

of transformation in the leisure sphere, cultural and 

technological changes are taking place. For young 

people characterized by a passive form of leisure, 

spending free time on the Internet. Young people 

prefer to spend their leisure time chatting, but in a 

virtual format.

Fully Satisfied

Rather satisfied (s)

Rather not satisfied

Completely unsatisfied

I do not visit leisure facilities

There are no leisure facilities in our village

Figure 3.26

DISTRIBUTION OF RESPONDENTS' ANSWERS
TO THE QUESTION: “ARE YOU SATISFIED WITH
THE QUALITY AND PERFORMANCE OF LEISURE
FACILITIES (HOUSES, SCHOOLCHILDREN’S AND
YOUTH’S PALACES, ART SCHOOLS, SPORTS
PALACES, YOUTH SPORTS SCHOOLS, SPORTS
CENTERS, ETC.) LOCATED IN YOUR CITY / VILLAGE?”
IN TERMS OF THE TYPE OF SETTLEMENT, IN %

Source: According to the data of SRC “Youth”

30,1

45,1

14,4

2,6

5,6

0,2

19,7

35,6

16,5

8,5

7,9

9,5

City                Village

Figure 3.25

 

DISTRIBUTION OF ANSWERS TO THE QUESTION:
“ARE YOU SATISFIED WITH THE QUALITY AND
PERFORMANCE OF LEISURE FACILITIES (HOUSES,
SCHOOLCHILDREN’S AND YOUTH’S PALACES,
ART SCHOOLS, SPORTS PALACES, SPORTS
SCHOOLS, SPORTS CENTERS, ETC.) LOCATED
IN YOUR TOWN / VILLAGE?”, IN %

Source: According to the data of SRC “Youth”

41

25,6

15,3

6,6

5,2

4,1

2,4

Rather satisfied

Totally satisfied

Rather NOT satisfied

Don't visit leisure facilities

Fully NOT Satisfied

There are no leisure facilities

in our village

Difficult to answer 

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4.3. 

Youth in science:

 

prospects and initiatives

EDUCATION AND SCIENCE

IN THE LIFE OF THE YOUTH

CHAPTER 4

4

4.1.

  Implementation of state policy

 

in the field of education

4.2.

  The main vectors

 

of the modernization

 

for education system:

 

innovation, optimization,

 perspective

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4.1. IMPLEMENTATION OF STATE POLICY IN 

THE FIELD OF EDUCATION 

Education, as a fundamental element of the social 

system, along with the institution of the family plays 

an important role in the socialization of the individual, 

determining its social status, reproduction and 

development of the social structure of society.

The realization of the rights of young people to 

education is an important condition for achieving the 

Millennium Development Goals, the implementation 

of the objectives of the World Program of Action for 

Youth, WPAY, the high level of competitiveness of 

national economies in the framework of the Global 

Competitiveness  Index  by  the  World  Economic 

Forum, an indicator of human development in the 

framework of the Human Development Index, HDI, 

an important indicator of youth development within 

the Global Youth Development Index.

In Kazakhstan, the implementation of state policy 

in the field of education based on the Constitution, the 

Law of the Republic of Kazakhstan “On Education” 

and is one of the priorities of the internal policy of 

the Republic of Kazakhstan. The main instrument for 

the implementation of state education policy is the 

State Program for the Development of Education and 

Science, which offers specific mechanisms for the 

realization of the rights and opportunities of citizens 

for affordable and quality education throughout their 

lives.

Secondary education

School is an important stage in the life of every 

young person. At this time personality is formed, 

moral values, and attitudes, lays the foundations of 

his active citizenship.

Coverage  of  children  and  young  people  by 

secondary education in Kazakhstan is characterized 

by the high level. Gross enrollment rate in secondary 

education was 105.94 % in 2017. (tab. 4.1).

A  diversified  network  of  organizations  of 

secondary education in Kazakhstan can satisfy a 

variety of educational needs and interests of children 

and young people. In 2017, the country operated 

7,047 day state, 125 private, 75 evening, 100 special 

education organizations, 34 schools subordinate 

12 

National report on the state and development of the education system of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC JSC, 2018. - 434 p., P. 74 Statistics of the education system of the Republic of Kazakhstan. 

Astana: Information-Analytical Center JSC - Astana, 2018. - p. 336 - 68 ISBN 978-601-7904-08-1

13 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018. - p. 336 - 75 

ISBN 978-601-7904-08-1

14 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018. - p. 336 - 95. 

ISBN 978-601-7904-08-1

15 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 80 

ISBN 978-601-7904-08-1

to other state bodies, 20 Nazarbayev Intellectual 

Schools, 4 Republican, 8 international schools, 7 

schools for children with deviant behavior, 1 school 

for children with special treatment and 1 international 

school  −  a  branch  of  «NIS» 

12

. In 7,047 schools 

enrolled 2,972,319 people.

The system of secondary education in Kazakhstan 

take into account the languages needs of children 

and young people in education. So, in 2017, there 

were 3,746 schools with Kazakh as the language of 

instruction with a contingent of 1,323,339 people, 

2,037  schools  with  Russian  and  Kazakh  as  the 

language of instruction (1,253,924 people), 1,237 

schools with Russian (378,614 people), 13 schools 

with Uzbek (9,119 people), 12 − with Uigur (6,053 

people) and 2 − with the Tajik language of instruction 

(1,270 people) 

13

. Moreover, 9,897 students of general 

education schools have the status of “oralman» 

14

. 

In order to facilitate their adaptation to educational 

programs, they are offered optional classes in the 

Kazakh and Russian languages.

The rights of children and young people to quality 

education, regardless of their state of health, are 

partially realized due to the conditions for inclusive 

education created in day-time public secondary 

schools in the country. In 2017, out of 7,047 schools, 

conditions for inclusive education created in 3,873 

schools (55 %) 

15

, 2,454 schools with classes for 

Table 4.1

GROSS ENROLLMENT RATE
IN SECONDARY EDUCATION, IN %

Source: MES of RK 

2013 y.

103,47

104,92
102,10

104,57
102,57

105,66
101,98

106,24
105,30

2014 y.

103,55

2015 y.

103,78

2016 y.

105,76

106,42
105,48

2017 y.

105,94

* – Gross enrollment rate in secondary education defined as 

the rate of the number of students, regardless of age, studying 

at the first stage of basic secondary and general secondary 

education and in technical and vocational education 

organizations, to the total population in the age of 11-17 

years.

The Republic
of Kazakhstan
including:
women
men

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children with disabilities are functioning 

16

.

The peculiarities of the territorial distribution of the 

network of secondary education organizations and the 

efforts of local executive bodies make it possible to fulfill 

the educational needs of children and young people in 

villages and single-industry towns. In 2017, out of 7,047 

schools, 5,348 were in rural areas, where 1,394,785 people 

were studying, or 46.9 % of the general education school 

contingent in the country 

17

. An important role in ensuring 

coverage of the population by secondary education is 

assigned to the small-class school, whose number was 

2,944 units with a contingent of 204,121 people in 2017 

18

. In rural areas where there are no schools, children are 

provided with free transportation or in places in boarding 

schools. In 2017, in 1 636 rural settlements, due to the lack 

of a school for transportation and places in a boarding 

school, 26,742 people of typical school age needed. To 

solve this problem, local executive bodies organized a free 

daily supply of 22,819 pupils to the nearest school and 

16 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 82 

ISBN 978-601-7904-08-1

17 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 70-71 

ISBN 978-601-7904-08-1

18 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 6 

ISBN 978-601-7904-08-1

19 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P. 76

20 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 187 

ISBN 978-601-7904-08-1

21 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 186 

ISBN 978-601-7904-08-1

22 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 189 

ISBN 978-601-7904-08-1

23 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 192 

ISBN 978-601-7904-08-1

24 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 240-

246 ISBN 978-601-7904-08-1

25 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 247 

ISBN 978-601-7904-08-1

back; there provided places in boarding schools for 3,244 

children 

19

.

Despite the positive dynamics in a number of aspects 

that are important for the realization of the rights of 

young people to high-quality and affordable secondary 

education, there are a number of issues requiring targeted 

state efforts. Measures have included the task of triple 

shifting education in secondary schools. In 2017, there 

were 130 schools in the country, in which 18.3 thousand 

people studied in the third shift (fig. 4.1) 

20

. Important is the 

elimination of schools in emergency technical condition, 

43 schools in 2017 

21

.

The material and technical equipment of secondary 

education organizations is an important condition for 

creating favorable conditions for the education and 

upbringing of children and young people. According to 

data for 2017, out of 7,047 state day secondary schools, 

5,956 (84.5 %) had sports halls, of which 663 (11 %) were 

located in adapted buildings 

22

. General-education State 

day schools (648) didn’t have their own library. 2,663 

(37.8 %) schools had outdoor toilets and there was no 

significant reduction in their number (39.1 % in 2016, 

40.5 % in 2015) 

23

.

Attention requires the issue of development and the 

widespread provision of affordable additional education 

for children and young people. In 2017, there were 1,287 

organizations of additional education in Kazakhstan, 

which trained 947,327 people (31.1 %) and employed 

31,011 teaching staff

24

. Of these, 14 were in disrepair, 

and 217 and 164 organizations of additional education, 

respectively, required capital and current repairs 

25

. 

Improving the quality and expanding the access of 

young people to additional education is an important 

condition for the realization of the task of bringing up the 

multidimensional, creative, highly intellectual personality 

of the young person.

Particularly urgent is the task of expanding access 

to additional education for rural youth, people from 

Figure 4.1

 

NETWORK AND CONTINGENT OF DAY STATE
PUBLIC SCHOOLS IN THE YEARS 1993-2017

Sources: IAC MES of RK

2005 y.

2001 y.

1993 y. 1995 y.

2015 y. 2016 y. 2017 y.

2010 y.

12,1 13,8

25,2

20,7

12,61 11,5

18,6 18,3

Contingent

Network

84

99

24

112

84

87

127 130

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socially vulnerable groups and girls. In 2017, rural areas 

26 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018 - 434 p., P. 81

27 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 241 

ISBN 978-601-7904-08-1

28 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 105 

ISBN 978-601-7904-08-1

accounted for 440 (34.1 %) of additional education 

organizations. From the group of orphans, children left 

without parental care, children with disabilities, 12 030 

people or 1.3% of the total number of children and young 

people employed in out-of-school organizations were 

involved in additional education 

26

. For the contingent 

of organizations of additional education characterized 

by the numerical predominance of boys. An increase 

is more marked in South Kazakhstan (now Turkestan), 

Almaty, East Kazakhstan regions (fig. 4.2) 

27

. The ratio of 

the population and by gender doesn’t allow to interpret 

this phenomenon.

The quality of secondary education plays an important 

role in the implementation of the life plans of young people 

after completion of training. In 2017, 11,414 people 

graduated from 11 classes of general education schools, 

of which 76,509 (60.0 %) went to university, 22,465 

(17.6 %) - to college, 11,041 (8.6 %) - were employed, 4 158 

(3.2 %) − left the country, 537 (0.4 %) − were drafted into 

the army (fig. 4.3). 5,243 (4.1 %) school graduates could 

not continue their studies and find a job

28

.

Akmola region

Aktobe region

Almaty region

Atyrau region

West-Kazakhstan region 

Zhambyl region

Karaganda region

Kostanay region

Kyzylorda region           

Mangystau region           

Южно-Казахстанская область

Pavlodar region

North-Kazakhstan region

South- Kazakhstan region

Astana city

Almaty city

Figure 4.2

THE CONTINGENT OF ORGANIZATIONS
OF ADDITIONAL EDUCATION BY SEX, PERS

Sources: IAC MES of RK

Boys

20 887

29 741

33 193

21 677

34 555

41 110

43 998

33 034

28 150

21 637

73 677

32 472

22 469

43 340

16 255

20 003

16 603

29 149

23 046

14 894

34 753

34 895

41 927

29 071

22 005

19 041

44 979

27 551

20 521

37 698

14 406

20 590

Girls

Enrolled in college

Enrolled to university

Got a job

Went outside the country

Not settled

Not learnable

Not learnable

No employment information

Figure 4.3

INFORMATION ABOUT GRADUATES OF 11
CLASSES OF SECONDARY SCHOOLS, PERS

Sources: IAC MES of RK

Total

graduates

127 414

22 465

76 509

11 041

4 158

5 243

114

537

7 347

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Individual educational achievements of students 

are important criteria of education quality. In 2017, 

523,853 and 1,215,058 people demonstrated 

excellent and good performance in the contingent 

of pupils of day state public secondary schools, 

respectively 

29

. The “Altyn Belgi” sign was assigned to 

4,502 school leavers (fig. 4.4) 

30

. Students of national 

schools annually demonstrate outstanding academic 

achievements in various fields of knowledge at the 

national and international levels. According to the 

results of the prestigious international competitions, 

the Kazakhstan national team takes the 10th place 

in the world 

31

. In 2015, students of the 8th grade of 

Kazakhstan, who participated in the international 

comparative study of student achievement in natural 

science subjects TIMSS, showed outstanding 

results  (533  points)  along  with  students  from 

Singapore  (597  points),  Japan  (571  points), 

England (537 points) 

32

. Moreover, Kazakhstan is 

among the countries with the lowest number of 

retired from secondary education organizations 

and schoolchildren remaining in the second year of 

study (the average for the republic in 2017 is 0.03 %, 

in OECD countries in 2016 - 3.2 %) 

33

.

Despite the significant achievements of students 

in Kazakhstan schools, require considerable to 

differences in the results of students in urban 

and rural schools. Thus, in 2017, the results of the 

29 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 99 

ISBN 978-601-7904-08-1

30 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p. 336 – 101 

ISBN 978-601-7904-08-1

31 

A new quality of education: the results of 2017 and plans for 2018 https://primeminister.kz/ru/news/all/novoe-kachestvo-

obrazovaniya-itogi-2017-goda-i-plani-na-2018-god

32 

http://timss2015.org/timss-2015/science/student-achievement/ 

33 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018 - 434 p., P. 173

monitoring of educational achievements of pupils 

of the 9th grades in the framework of the EAEA HE 

showed a difference of 7 points between urban 

and rural schoolchildren in favor of the first. The 

difference persists at the exit from the secondary 

education system: in 2017, the gap in the results 

of the UNT of graduates of urban and rural schools 

exceeded 8.98 points.

Technical and vocational education

The system of technical and vocational education 

plays a significant role in the social integration and 

adaptation of young people through the development 

of the necessary professional skills.

The coverage of young people of typical age 

with technical and vocational education in 2017 

was 17 %. Indicators of technical and vocational 

education below the national average were noted in 

Almaty (10.0 %), South Kazakhstan (13.9 %), North 

Kazakhstan (14.4 %), Zhambyl (14.5 %) and Kyzylorda 

(16.1 %) regions (tab. 4.2).

Young people begin to receive technical and 

vocational education on linked grade 9 (311.0 

thousand people or 63.6 %) and study mainly in state 

TVET organizations (284.7 thousand people or 58 %).

Access to technical and vocational education for 

youth ensured through an extensive system of TVET 

organizations. In 2017, there were 824 organizations 

of VET in Kazakhstan, of which 477 were public 

(57.9 %), 347 were private (42.1 %). The network of 

VET organizations is mainly represented by colleges 

(454 public and 347 private) and, to a lesser extent, 

state higher colleges (21) and colleges (2).

The implementation of the state order for 

training enables young people to receive technical 

and vocational education on a budgetary basis. In 

2017, the number of TVET organizations amounted 

to 489.2 thousand people. Of these, 263.3 thousand 

people trained as part of the state order, which 

is 53.8 % of the number of TVET organizations. In 

2017, 154.4 thousand people accepted in the TVET 

organization, of which 94.8 thousand, or 61.5 %, were 

commissioned by the state.

Quoting the state social order for training allows 

increasing the availability of TVET for rural youth 

(30 % quota), orphans (1 % quota), young people 

with health restrictions (1 % quota), with “oralman” 

status ( at 4 %). At the same time, attention required 

“Altin Belgi”  

Passing a second course in one class

Figure 4.4

STUDENT PERFORMANCE IN GENERAL-
EDUCATION STATE DAY SCHOOLS

Sources: IAC MES of RK

4 502 

2 685 

1 215 058 

523 853

Excellence

Horoshists

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by the issue of the territorial distribution of the 

network of VET organizations, characterized by a 

high concentration of educational organizations in 

the city (649), rather than in the village (175). Colleges 

located in rural areas have an agricultural profile. In 

2017, 49,864 people were enrolled, in agricultural 

specialties 36 836 people. 

Access to technical and vocational education 

for people with SEN have been through conditions 

for inclusive education in TVET. In 2017, among 824 

organizations of VET, barrier-free access for people 

with PLO was created in 206 (25 %) 

34

.

A network of TVET organizations with Kazakh, 

Russian  and  mixed-type  languages  realizes  the 

language needs of students. In 2017, out of 824 TVET 

organizations, 531 offered education in Russian and 

Kazakh languages, 223 − in Kazakh, 70 − in Russian. 

In 2017, more than half of the contingent of TVET 

organizations trained in Kazakh (291.8 thousand 

people or 59.6 %).

Based on the needs of students, TVET 

organizations offer various forms of training: full-

time (803), correspondence (391) and evening (24). 

The contingent of TVET organizations is represented 

mainly by full-time students (426.4 thousand people 

or 59.6 %) and to a lesser extent correspondence 

34 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018 - 434 p., P. 92

(59.6 thousand people or 12.2 %) and evening (3.2 

thousand people or 0.6 %) forms of education.

Because of the needs of the labor market in 

specialists with technical and vocational education, 

young people in a wide range of specializations 

are specialties (213) and qualifications (693) at 

the technical (191), agricultural (175) colleges and 

multidisciplinary organization, TVET (258) (fig. 4.5).

Table 4.2

COVERAGE OF YOUNG PEOPLE FROM 14 TO 24 WITH TECHNICAL
AND VOCATIONAL EDUCATION IN THE CONTEXT OF REGIONS, IN %

Sources: MES of RK

Population aged 14 to 24 years

(people)

The number of students of TVET

organizations aged 14 to 24 (person)

TVET

coverage (%)

on 01/01/2017

106 457
285 330
128 307
93 724
181 983
178 652
948 37
196 872
130 700
119 965
101 646
99 128
76 312
511 893
256 660
135 781

2 698 247

19 875
28 631
25 109
17 398
32 556
25 816
18 348
36 335
21 026
20 739
19 123
18 286
10 996
71 127
66 224
26 353

457 942

18,7
10
19,6
18,6
17,9
14,5
19,3
18,5
16,1
17,3
18,8
18,4
14,4
13,9
25,8
19,4

17,0

Akmola region
Almaty region
Aktobe region
Atyrau region
East Kazakhstan region
Zhambyl region
West-Kazakhstan region
Karaganda region
Kyzylorda Region
Kostanay region
Mangystau region
Pavlodar region
North-Kazakhstan region
South Kazakhstan region
Almaty city
Astana city

The Republic of Kazakhstan

 

Regions

Figure 4.5

PROPORTION OF TVET STUDENTS BY SPECIALTIES

Industry
skills 

Middle-level
specialists 

81,5

80,6

80,4

76,4

2015 year

2016 year

2017 year

2014 year

Sources: IAC MES of RK

18,5

19,4

19,6

23,6

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An important role in the implementation of the 

rights of young people to technical and vocational 

education assigned to the project “Free TVET for All”, 

implemented by the MES RK and with the MLSPP RK in 

the framework of the Program of productive employment 

and entrepreneurship for 2017-2021. Project participants 

from among graduates of the 9th and 11th grades, 

orphans, young people who find themselves in a difficult 

life situation, are provided with state support in the form 

of tuition fees, one-time hot meals, scholarships, and 

travel. The project is implemented in 318 colleges of the 

country, 33 of them are private. Mobile training courses 

offered to reach young people from remote locations, in 

five regions - Akmola, Aktobe, East Kazakhstan, Pavlodar, 

and Kostanay

35

. In 2017, about 21 thousand people 

began to study, of which 13 595 came from poor people, 

large families, 589 were orphans, 1,551 school leavers of 

previous years and 5,575 people from other categories 

of youth 

36

.

The main indicator of the quality of technical and 

35 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018 434 p., P.83

36 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P.84

vocational education are indicators of graduates’ 

employment. In 2017, the output of TVET organizations 

was 17,636 people, of whom 10,927 people or 62.7 % 

were employed (tab. 4.3).

A significant contribution to the employment of 

graduates of TVET organizations and the saturation 

of the labor market in the labor-deficient regions of 

the country was made by the project “Mangilik Yel 

Zhastary - Industriyagi” (“Serpіn”). The project aim is to 

stimulate educational migration of young people from 

labor-surplus regions to the labor-deficient regions of 

the country through training for specializations that 

are in demand. In the TIPO system, the Serpіn project 

is being implemented in 37 organizations in 7 regions - 

Akmola, East Kazakhstan, West Kazakhstan, Kostanay, 

Karaganda, Pavlodar, North Kazakhstan regions, where 

2,276 people study. In 2017, the output amounted to 

1,019 people, of whom 698 people are employed (65 %). 

The contingent of TVET organizations for the first 

time in the last 5 years has demonstrated growth 

Table 4.3

INFORMATION ON THE EMPLOYMENT OF GRADUATES OF TVET ORGANIZATIONS IN 2017, PEOPLE

Sources:  MES of RK

Nu

mber of graduates

17 636

4 041
9 301
7 910
4 961
5 963
6 009
4 450
5 550
6 535
4 848
2 994
5 307

10 034
15 739

5 246

Employed

10 927

1 959
6 814
6 012
3 448
4 104
4 213
2 756
2 166
5 020
3 043
2 028
3 620
7 996
9 663
3 722

Enrolled in high

er

educatio

n

405
557
560
533
575
573
432
291
339
500
355
195
747
553

2 955

270

Joine

d to TVET

474
119

62

148

49
46
34

124
296

11

102

71
33
69

181

17

Calle

d in military

147
115
363
269
401
382
249

65

350
182
264
303
352
480
251
132

Ou

t of th

e Republic

of Kazakh

stan

9

12
32

7

47
60
23
35

250

24
10
49
92

102
175

21

On mate

rnity le

ave

323

71

273
228
146
219
256
251
156

86

167
111
232
283
301

80

Not e

mploye

d

5 351
1 208
1 197

713
295
579
802
928

1 993

712
907
237
231
551

2 213
1 004

South Kazakhstan region
Atyrau region
East Kazakhstan region
Almaty region
Akmola region
Kostanay region
Aktobe region
Mangystau region
Jambyl Region
Astana city
West-Kazakhstan region
North-Kazakhstan region
Pavlodar region
Karaganda region
Almaty city
Kyzylorda Region

Regions 

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dynamics. The volume of state order has increased for

training personnel in working specialties (fig.4.6).

Undergraduate and postgraduate studies

The Constitution of the Republic of Kazakhstan

guarantees citizens receiving higher education on a

competitive basis. It is important to note that this right

is enshrined constitutionally only in 43 countries of the

world 

37

.

In  the  2017-2018  school  year,  there  were  130

universities in Kazakhstan. At the beginning of the

2017-2018, the contingent of organizations of higher

education amounted to 496,209 people. The regions with

the largest number of students include the Almaty city

(131,292 people), the South Kazakhstan region (79,423

people), Astana (52,369 people) and Karaganda (42,629

people) (tab. 4.4).

The implementation of the state order for training

allows young people to receive on a competitive basis

a free higher education. Over the past five years, the

record number of educational grants was in the 2017 year

(undergraduate degrees − 37,932, graduate programs

− 10,004, Ph.D. studies − 1,285) 

38

. In 2017-2018, within

the state educational grants, 137,841 people studied

at universities of the country. The remaining 358,368

people received educational services in universities on

a fee basis 

39

.

Quoting  the  state  social  order  for  training  can

increase the accessibility of higher education for rural

youth, orphans, and young people with disabilities with

oralman status. In the 2017-2018 school year, 16,901

people or 12.3 % were admitted to the higher education

institutions according to the quota. 14,973 people

37 

https://www.worldpolicycenter.org/data-tables/policy/does-the-constitution-guarantee-citizens-the-right-to-higher-education

38 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., p. 101

39 

Statistics of the education system of the Republic of Kazakhstan. Astana: Information-Analytical Center - Astana, 2018, p.336 – 290 с. 

ISBN 978-601-7904-08-1

(88.6 %) of rural youth, 941 people of Kazakh nationality 

who are not citizens of the Republic of Kazakhstan, 640 

young people left without parental care, 175 people with 

disabilities of groups I and II over 18, 159 disabled since 

childhood and 13 people equal in terms of benefits and 

guarantees to war veterans and war invalids. Despite the 

taken measures, young people with SEN are the most 

vulnerable to equal access to higher education.

In order to expand access to higher education on 

a paid basis, young people have the opportunity to re-

take the UNT. In 2017, 5,177 school graduates seize this 

opportunity to retake, 462 people “conditionally enrolled”.

At the higher education level, young people have 

the opportunity to study in Kazakh, Russian, English 

and other languages. In the 2017-2018 school year, the 

number of students enrolled in the Kazakh language was 

318,896 people or 64.3 % of the university student. The 

rest taught in Russian (158,267 people or 31.9 %), English 

(18,659 people or 3.8 %), German (34 people) and other 

Figure 4.6

DYNAMICS OF THE CONTINGENT OF TVET
ORGANIZATIONS IN 2013-2017, THOUSAND PEOPLE

Contingent,
thousand people

State
order, in %

561 940 531 453

499 477 489 149 489 198

2013

year

2014

year

2015

year

2016

year

2017

year

Sources: IAC MES of RK

43,5

46,3

48,5

50,1

53,8

Table 4.4

INFORMATION ON THE NUMBER OF HIGHER
EDUCATION ORGANIZATIONS AND STUDENTS
IN THE 2017-2018 ACADEMIC YEAR

Source: Statistic of Committee of the MNE RK

Regions

Number

of independent

educational
institutions,

units

130

4
6
3
3
4
3
9
7
3
2

12

4
2
7

13
40

University

contingent,

man

496 209

9 441

21 829

9 342

12 046
31 392
20 874
42 629
20 534

9 973
5 167

79 423
14 537

6 027

29 334
52 369

131 292

The Republic of Kazakhstan

Akmola region
Aktobe region
Almaty region
Atyrau region
West Kazakhstan region
Zhambyl Region
Karaganda region
Kostanay region
Kyzylorda Region
Mangystau region
South Kazakhstan region
Pavlodar region
North Kazakhstan region
East Kazakhstan region
Astana city
Almaty city

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languages.

EAEA GE of students is the main tool for monitoring

the quality and effectiveness of the higher education

system. In 2017, 42,592 students from 104 universities

in the country in 101 specialties took part in testing. The

average score in the republic was 81.25 points out of a

possible 100. The number of students who scored less

than 50 points was 5,721 (13.4  %). It is important to 

note

that  the  number  of  students  with  the  Kazakh 

language of

instruction who scored less than 50 points 

(4,142 people)

was  twice  higher  than  the  number  of 

students with the

Russian language (2,031 people) 

40

.

The attractiveness of the higher education system is

largely determined by the level of its internationalization.

In 2017, the largest number of foreign students noted

in the USA – 24 %, in the UK – 11 % and China – 10 %.

In Kazakhstan in 2017, the number of foreign students

was 13,898, or 2.8 %. 7,828 people are immigrants

from the CIS countries and 6,070 are citizens of foreign

countries. The number of foreign students from CIS

countries dominated by citizens of Uzbekistan (3,683

people), Turkmenistan (1,320 people), Russia (1,075

people) and Kyrgyzstan (1,026 people). The contingent

of foreign students from foreign countries consists of

citizens from India (3,290 people), China (1,290 people),

Afghanistan (506 people), Mongolia (439 people) and

Turkey (236 people).

The material and technical equipment of universities,

the availability of a developed infrastructure, which is

necessary for the development and maintenance of

youth health is an important condition for university

education. In 2017, 17,354 students (20.3 %) were not

provided in places in hostels in Kazakhstan. Most needed

for the hostel was observed in Astana (32.6 %) and

Almaty (16.5 %) cities, because of out-of-town students

41

.

The coverage of students by the activities of student

sports clubs was 55.8 % or 278.6 thousand people 

42

.

The absolute number of universities in Kazakhstan have

their own libraries with a fund of 78.8 million copies 

43

.

In 2017, the country’s universities prepared and

graduated 127,084 specialists. The largest number of

specialists in the following areas: “Education” (36,085

people or 28.4 %), “Engineering sciences and technology”

(26,316  people  or  20.7 %)  and  “Social  sciences,

economics and business” (21,225 people or 16.7 %) 

44

.

40 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018 - 434 p., P. 194

41 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P. 156

42 

http://egov.kz/cms/ru/law/list/U1600000168

43 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P. 158

44 

Committee on Statistics MNE RK

45 

N. Nazarbayev “Social Modernization of Kazakhstan: Twenty Steps to the Society of Universal Labor”

In the system of higher and postgraduate education

in 2017, an increase in the number of students enrolled

in graduate programs, residency and PhD programs is

observed. In 2017-2018, the number of the master −

34,609 people. Of these, 19,431 people trained in the

scientific and pedagogical direction, 15,178 - in the profile

direction. The number of doctoral students increased. In

2017, it amounted to 3,603 people. Of these, the majority

(3,490 people) studied in the framework of the PhD

doctorate, the remaining 113 people - in the framework

of the profile doctoral program.

In  2017-2018,  16,565  people  or  47.8 %  of  the

contingent trained on a budgetary basis.

The graduation of masters and PhDs in the 2017-

2018 school year has increased. At the master’s level,

the graduation rate was 18,268 people, of whom 99.7 %

completed their studies with a master’s thesis defense.

At  the  doctoral  level,  the  graduation  was  742,  only 

249 people or 34.5 % completed their studies with the 

thesis defense.

This circumstance is due to the high requirements

for the preparation of PhD doctors in the system of

postgraduate education.

4.2. THE MAIN VECTORS OF MODERNIZATION

OF THE EDUCATION SYSTEM: INNOVATION,

OPTIMIZATION, PROSPECTS

Modernization of education involves the creation of

mechanisms for the sustainable development of the

education system. In Kazakhstan, the main vectors for

the modernization of the educational system are the

improvement of the educational process, the increase

in the efficiency and accessibility of educational services,

and the optimization of educational institutions 

45

. The

main vectors of modernization of the education system

in Kazakhstan are consistent with the Sustainable

Development Goals for 2015-2030 adopted in September

2015 at the plenary session of the UN General Assembly

(fig. 4.7). Of the 17 SDGs approved by the UN, the 4th

SDG refers to providing inclusive and equitable quality

education and promoting lifelong learning for all.

In Kazakhstan, the principles and approaches of

sustainable development are reflected in the program

“Ruhani  Zhangyru”. The  program  emphasizes  the

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importance of cultural openness, pragmatic use of 

resources, environmental protection, rational planning of 

the future, etc. The effective implementation of measures 

envisaged by the Program and aimed at strengthening the 

moral and favorable conditions for the future generation 

is an important factor in the sustainable development of 

the country.

One of the strategically important areas of 

modernization of the Kazakh system of secondary 

education is the introduction of updated content. The 

basis of the new content of school education is an activity 

approach to learning, the development of functional 

literacy of schoolchildren, skills of independent search, 

critical analysis and evaluation. The new content of 

secondary education is based on the expected results and 

their criteria-based assessment. Since September 2017, 

42 % of school students have switched to the updated 

content of education − 1st, 2nd, 5th and 7th grades 

46

. From 

the beginning of the current academic year, pupils of the 

3rd, 6th and 8th grades switched to the updated content. 

Preparations are underway for the transition to studying 

in 10-11 grades 4 subjects of the natural science cycle 

in English from 2019 («Physics», «Chemistry», «Biology», 

«Informatics»). In the 2017-2018 school year, in 153 

schools in the pilot mode, the teaching of subjects of the 

natural science cycle in English was started.

46 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P. 135

In 2018, the Parliament of the Republic of Kazakhstan 

ratified the Agreement between the Government of the 

Republic of Kazakhstan and the International Bank for 

Reconstruction and Development on the implementation 

of the “Modernization of Secondary Education” project. 

The main objective of the project is to improve the 

quality of the secondary education system, support 

reforms, increase access and equality in education. 

The project will assist in the implementation of updated 

educational content. One of the main directions of the 

project is to improve student performance in rural general 

education schools and SCS through increasing access 

to educational materials, equipping with multimedia 

equipment and increasing the capacity of rural teachers. 

The main benefit will be improving the quality of education 

and ensuring equality for more than 2.5 million students. 

At the institutional level, the Project will improve the 

potential of each school in the country, especially rural 

ones, level their performance, and improve the quality of 

secondary education at the system level. At the national 

level, the project will help strengthen human capital for 

the sustainable development of the country.

In 2012, Kazakhstan was one of the first among 

the  Countries  of  independent  states  to  begin  the 

modernization of the TVET system. College students 

were given the opportunity to assign several applied 

Figure 4.7

TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT

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qualifications within one educational institution. The 

law establishes the right to receive the first working 

profession for free. As part of Kazakhstan’s participation 

in the Turin process, new approaches are being developed 

to update the content of TVET educational programs.

Since 2017, in 318 colleges, the project “Free TVET 

for All” has been implemented, which provides for free 

first − time qualification and social support in the form of 

scholarships, travel and one-time hot meals. In the TVET 

organizations in the 2017-2018 school year, a state order 

for 21 thousand people was placed under the project 

“Free TVET for all”. This is 24.8 thousand places more 

than in 2016 

47

.

Updated  130  model  curricula,  programs  and 

developed 53 educational programs. The classifier of 

professions and specialties of TVET has been revised. 

500 units of foreign literature were translated into the 

state and Russian languages, the library fund of 288 

colleges was replenished. New educational programs on 

international standards WorldSkills are being introduced. 

From September 1,2017, according to 260 qualifications, 

new modular programs have been launched, where up 

to 3 qualifications are foreseen. The SES of technical 

and vocational education has been amended, allowing 

colleges to change educational programs up to 80 %.

Developed and implemented modular programs 

to improve the skills of pedagogical personnel of the 

TVET system. In 2017, according to these programs, 

5,200 teaching staff, including 300 college managers, 

underwent advanced training. A pool of managers with 

innovative management approaches was prepared.

There is a positive trend towards the introduction 

of elements of the dual education system. In 2017, 

dual training was implemented in 460 colleges with 

participation of 3,055 enterprises in 80 specialties and 

165 qualifications. The contingent consisted of 31,607 

students. To improve efficiency in planning and financing 

of the TVET system, a new methodology for per capita 

financing has been approved 

48

.

The modernization of higher and postgraduate 

education is accompanied by the phased introduction 

of trilingual education, the expansion of academic and 

managerial autonomy of universities, the stimulation of 

internationalization processes.

As part of the implementation of training in three 

languages, the distribution by language of instruction is 

divided as follows: 50 % of academic disciplines - in the 

47 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P. 60

48 

What happens in the education system of Kazakhstan // https://www.zakon.kz/4903879-chto-proishodit-v-sisteme-obrazovaniya.html

49 

National Report on the State and Development of the Education System of the Republic of Kazakhstan (following the results of 2017): 

E. Nurlanov, M. Amankazy, G. Nogaibaeva, A. Akhmetzhanova, G. Karbaeva, M. Dauliev, E. Korotkikh, D. Abdrasheva, M Shakenova, A. 

Duisengali, N. Kasymbekova. - Astana: IAC, 2018.- 434 p., P. 161

language of instruction (Kazakh or Russian), 20 % − in 

the second language (Russian or Kazakh, respectively), 

30 % − in English. In 2017, in 76 universities, 30 thousand 

students were trained in three languages in all areas of 

training in 2.5 thousand special groups 

49

. 

Over the past 10 years, the Ministry of Education 

and  Science  of  the  Republic  of  Kazakhstan,  in 

accordance  with  the  recommendations  of  OECD 

experts, has been focused on expanding the academic 

and managerial freedom of universities. Academic 

independence of universities in determining the content 

of educational programs has been expanded to 65 % 

at the undergraduate level, up to 70 % − master’s 

programs, 90 % − doctoral studies. New educational 

programs are being developed in relation to the National 

Qualifications Framework within the framework of the 

training area, which allows universities to develop their 

own educational programs based on learning outcomes 

and their own competence. In 28 universities, there are 

supervisory boards, whose activities contribute to the 

decentralization of the university management system, 

transparency and accountability of universities to the 

public. 

An important vector of modernization is the 

internationalization of the system of higher and 

postgraduate education. This process includes inbound 

and outbound mobility of students and teaching staff, 

the development of joint educational programs, massive 

open online courses (MOOCs), joint research projects.

The key direction of the state policy in the field of 

internationalization is the development of academic 

mobility of students. In total, in 2017, higher educational 

institutions were sent to study abroad 2,495 students, 

which is 2.6 times higher than the 2016 figure. Of these, 

1,763 people went abroad at the expense of extra-

budgetary funds (71 %), the remaining 732 people (29 %) 

− at the expense of the budget. The majority of students 

(73.3 %) preferred to study at universities in Europe, 

24.1 % − in the CIS and Asia.

The share of foreign students studying at universities 

in Kazakhstan is much less significant. However, it 

should be noted that the negative balance of the number 

of students of incoming and outgoing mobility is a global 

trend and is noted in many countries around the world. 

An increasing number of people prefer foreign higher 

education to domestic. According to estimates by the 

UNESCO Institute for Statistics, in 2017 the balance