Claim OwnershipKazakhstan programme open seminar series
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Description
The seminar series 'Internationalisation and Educational Reform in Eastern European and the Commonwealth of Independent States' is organised by the Kazakhstan programme research team as a platform for analysis, discussion and critique of the recent educational reforms in the Newly Independent nations of the former Soviet Union and its satellite states. From a variety of theoretical and methodological perspectives the questions that we invite us all to explore are:
- the Russian/Soviet inheritance and how this continues to shape education policy and practice
- the relationship of educational reform to the development of post independence national identity
- the internationalisation of education reform, the global education space, policy 'borrowing' and the indigenisation of international practice.
All are welcome!
- the Russian/Soviet inheritance and how this continues to shape education policy and practice
- the relationship of educational reform to the development of post independence national identity
- the internationalisation of education reform, the global education space, policy 'borrowing' and the indigenisation of international practice.
All are welcome!
51 Episodes
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1Nation Building and State Building in Post Soviet Azerbaijan: History, Concepts, and Tensions.
The territorial dispute between China and India plays а significant role not only because of the large land in dispute but also because of the current rise of China and India in regional and global level.
In this presentation, I attempt to stretch the discourse surrounding the evolution of the Kazakh language from a political to a socioeconomic perspective.
The status of the superpower of the USSR after WWII became a reality due to its scientific and technological achievements.
It is becoming increasingly difficult to ignore the growing income distribution inequality as an acute and chronic disease widespread not only in middle-income and developing countries but also in industrialized ones. The main purpose of this study is to develop an understanding of why unequal income distribution is possible.
The paper reviews the experiences of the three Newly Independent Caspian (NIC) states, namely Azerbaijan, Kazakhstan and Turkmenistan in developing their energy sectors during the two decades after the disintegration of the Soviet Union.
The president of Kazakhstan in his annual address to the nation in 2009 raised objective to increase local content (LC) in Kazakhstan. LC policy is defined as "an industrial policy to incentivise or mandate a greater degree of local procurement, employment and capital accumulation" (Kalyuzhnova et al. 2014).
Over the past one decade, the significance given to ICT and Internet's use within the context of the developing countries' educational system through various national initiatives has been only increasing. However, some available data have revealed that the extent to which such initiatives have been able to be successful differed among the countries, therefore necessitating more academic attention and investigation of this emerging field.
The higher education system in Kazakhstan has changed dramatically over the last years. However, transformation of higher education with implementation of international practices is a difficult process.
This paper is a part of a three-year study, 'Internationalisation and reform of secondary schooling in Kazakhstan', jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012-2014.
Like many countries, Kazakhstan aspires to advance its school education through the adoption of innovative ideas.
Creativity is now essential in today's rapidly changing world and global economy. To enable youth to thrive in an uncertain future, in education, it is necessary to acknowledge creativity as an essential life skill.
Networking for teacher learning and professional development in Kazakhstani secondary schools. Networking in Kazakhstani schools is not a new phenomenon, however it had been limited to the disciplinary differentiation or the school localisation basis.
Research findings from a range of countries provide conflicting evidence as to the social and educational consequences of single-sex schooling.
This presentation sheds light on findings from a doctoral study on the relationship between teachers’ pedagogical beliefs and their individual technology use within an Arabic language teaching context in Egypt.
Kazakhstan is a country undergoing massive educational reform including the introduction of a trilingual policy in all schools.
Since 2012, Cambridge International Examinations (CIE) has been working together with departments of the Nazarbayev Intellectual Schools (NIS) group to produce external assessments which test the knowledge and skills present in the curriculum introduced under the Integrated Programme of Development (IPD).
This paper sets out to examine the application of a Western construct of the three primary purposes of national summative assessment to post-Soviet context undergoing educational reform. These purposes are defined as assessment for: learning; certification and school accountability (Black, 1998).
This paper is a part of a larger study looking at the social aspects of transition from school to higher education in Kazakhstan.
Presenting author: Dr Mariam Attia, Research Associate at Durham University, UK on behalf of the AHRC project team.
With increased researcher mobility and wider access to information, academic institutions within the UK are experiencing internationalisation processes reflected – among other things – in the surging numbers of researchers conducing research in more than one language (Robinson-Pant, 2009). This presentation draws on two AHRC projects: Researching Multilingually (November 2011 – December 2012) and Researching Multilingually at the Borders of Language, the Body, Law, and the State (April 2014 – March 2017). It focuses on 44 reflective pieces by researchers involved with the AHRC-funded network, and attempts to look into a) the development of researcher awareness about the possibilities and complexities of doing research in more than one language, b) the nature of such possibilities and complexities, and c) implications for researcher development.
Researchers are also encouraged to engage with the website which we continue to develop as a knowledge resource flowing from the AHRC-funded project: http://www.researching-multilingually-at-borders.com/
Reference: Robinson-Pant, A. (2009) ‘Changing Academies: exploring international PhD students’ perspectives on ‘host’ and ‘home’ universities’, Higher Education Research and Development, 28(4), 417-429.
Drawing on the critical strand of literature on organisational learning (e.g. Driver 2002; McKinlay and Starkey 1998; Messer and Jordan 2008; Niesche 2011 and Thomson 2014) and taking the case of the 35 NIS partner schools, we seek to understand the role of an emerging model of organisational learning in the process of adoption of reform and innovation in Kazakhstan.
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