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Early Childhood Education and Care Policy Review: Kazakhstan © Oecd 2017 4 – Foreword

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Early Childhood Education and Care Policy Review: Kazakhstan © Oecd 2017 4 – Foreword EARLY CHILDHOOD EDUCATION AND CARE POLICY REVIEW KAZAKHSTAN Ineke Litjens, Miho Taguma, Edward Melhuish and Tigran Shmis EARLY CHILDHOOD EDUCATION AND CARE POLICY REVIEW KAZAKHSTAN Ineke Litjens, Miho Taguma, Edward Melhuish and Tigran Shmis This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: © Information Analytics Centre (IAC), Kazakhstan You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. FOREWORD – 3 Foreword In the last decade, Kazakhstan has made an enormous effort to improve and enhance its early childhood education and care (ECEC) system. It has undertaken major policy reforms, in particular to expand access to ECEC, and has increased public spending on ECEC. Kazakhstan decided to have its system reviewed by the OECD to explore the strengths and challenges of its ECEC system. The purpose of this review was to highlight the main issues involved in ensuring access, equity and quality in ECEC; and to investigate what the most effective, relevant and feasible policy options are to further improve access, equity and quality in ECEC. The report serves to provide insights and advice to the Kazakh ECEC authorities, at all levels of government, as well as practitioners and stakeholders. It aims to help them give more children access to a place in an ECEC provision, ensure better equity for all children in the system, and enhance the quality of ECEC provision for today’s and future generations. The report is also intended to help other OECD member and non-member economies to understand the Kazakh ECEC system. The review was conducted based on two visits: a fact-finding mission and a policy review mission. The members of the fact-finding mission included: Miho Taguma (OECD Secretariat, ECEC project manager), Ineke Litjens (OECD Secretariat, Analyst and Leader of the Review), and Tigran Shmis (World Bank, Education Specialist). The members of the policy review mission included: Miho Taguma, Ineke Litjens, and Edward Melhuish (Academic Research Leader, Department of Education, University of Oxford). The report was prepared under the leadership of Ineke Litjens and Miho Taguma and reviewed by Miho Taguma. The main authors are Ineke Litjens, Edward Melhuish and Tigran Shmis. The Secretariat provided extensive information, analysis and discussion in regard to the three key areas of the review: access, equity and quality. Administrative support was provided by Claude Annie Manga Collard, Mernie Graziotin and Maria C. Huerta. Sophie Limoges helped with finalising the publication and provided extensive support on the layout of the report. Editorial support was provided by Victoria Elliott and Elizabeth Zachary. Kazakhstan’s involvement in the OECD review was co-ordinated by Mr Serik Irsaliyev, President of the Information Analytic Centre JSC, and Mr Azamat Yestayev, former analyst at the Information Analytic Centre of Kazakhstan JSC. A key part of Kazakhstan’s preparation was the crafting of a Country Background Report (CBR) on its early childhood education and care (ECEC) system and policies, prepared by the Information Analytic Centre JSC. The review team is highly indebted to the authors of the CBR, and to all those who supported them. The CBR is referenced as “JSC IAC, 2014” throughout this report. The CBR follows the questionnaire and guidelines prepared by the OECD. EARLY CHILDHOOD EDUCATION AND CARE POLICY REVIEW: KAZAKHSTAN © OECD 2017 4 – FOREWORD The fact-finding mission took place on 14-18 April 2014 and included visits to Astana and Almaty. The policy review visit took place on 26-30 May 2014 and covered visits to Astana, Almaty, Taldykorgan and Akmola oblast (region). The OECD Secretariat and the Kazakh authorities jointly planned the visits. During the review visit, the team held discussions with a wide range of national, regional and local authorities; educational institutions training prospective teachers; training institutions for staff; ECEC staff and setting managers; parents; and international organisations operating in Kazakhstan. These meetings and visits sought to provide a broad perspective on ECEC policies and practices in Kazakhstan. The review team is extremely grateful for the insightful discussions, helpful comments and explanations and the time dedicated to the review by the various people it had the pleasure to meet. Our special thanks goes to Mr Aslan Sarinzhipov, the Minister of Education and Science of the Republic of Kazakhstan (2013- 2016); Ms Zhanyl Zhontayeva, Director of the Department for Preschool and Secondary Education of the Ministry of Education and Science; Mr Serik Irsaliyev, President of the Information Analytic Centre JSC; Ms Sharapat Sultangaziyeva, Head of Department for Early Childhood Education and Care of the Ministry of Education and Science; Mr Yerlan Shulanov, Vice-President of the Information Analytic Centre JSC; Ms Zhazira Nurmukhametova, former Head of Department for Early Education and Childhood Development in 2014 at JSC; Mr Yeldos Nurlanov, Head of Department for Early Education and Childhood Development in 2014 at JSC; and the following analysts at JSC: Mr Azamat Yestayev (former analyst); Mr Nurzhan Yessimzhanov; Ms Lada Baron; Ms Shynar Shaymuratova; Ms Yelizaveta Korotkikh and Ms Assemgul Yeskendirova. These people shared their expertise and answered the never-ending questions of the review team throughout the two visits and afterwards. Thanks to the hospitality of all Kazakh stakeholders, the visits were very inspiring. Besides the information obtained through the CBR and the review visits, statistical information received from Kazakh authorities has been used in this report. When no statistical information, data or formal reports were available, the review drew on direct experience or third-party reports during the review visits. Such sources present evident limitations as they cannot always be readily verified. However, they may sometimes be the only evidence available. Where this is so, it is clearly explained in the report. These cases suggest a need to improve data sources so that policies and their implementation can be adequately monitored. The question of data will be addressed in more detail in Chapter 5, which analyses Kazakhstan’s challenges regarding quality. As the review visits took place in 2014, all data in this report refer to data, policies and practices in Kazakhstan in this year, and have been updated where changes have taken place in between the time of the review visits and publication. This report is organised in five chapters. Chapter 1 provides the national context, with information on Kazakhstan’s demography, human and economic development, education policies and key frameworks shaping ECEC. Chapter 2 provides an overview of the key strengths of Kazakhstan’s ECEC system and introduces the challenges regarding access, equity, and quality. Chapter 3 presents the challenges and policy options and recommendations on improving access to ECEC, while Chapter 4 tackles the issues Kazakhstan faces regarding equity and provides possible solutions. Finally, Chapter 5 focuses on quality, again identifying challenges and making policy recommendations. EARLY CHILDHOOD EDUCATION AND CARE POLICY REVIEW: KAZAKHSTAN © OECD 2017 TABLE OF CONTENTS – 5 Table of contents Foreword .............................................................................................................................................. 3 Executive summary ............................................................................................................................. 7 Strengths ............................................................................................................................................ 7 Challenges and recommendations ...................................................................................................... 8 Chapter 1 Early childhood education and care in Kazakhstan .................................................... 11 Context of Kazakhstan ..................................................................................................................... 12 Governance of the early childhood education and care system ....................................................... 17 The structure of early childhood
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