Brief review of higher education in the Republic of Kazakhstan

Content Introduction 1. Reform of higher education in the Republic of Kazakhstan. 2. System of higher education in the Republic of Kazakhstan. 3. Equality and accessibility of higher education in RK. 4. Content of higher education 5. Quality assessment, attestation and accreditation 6. Staff provision in higher education institutions 7. Financing 8. International cooperation Conclusion
Introduction The present review covers general approaches and outcomes of higher education development in Kazakhstan during the years of sovereignty. During the years of sovereignty Kazakhstan achieved considerable success in reforming economy and social sphere. The country has shaped the legislative and normative base of market economy, i.e., establishment of market instruments, labour market, system of private ownership, social system, including savings pensionary system. Dynamic economic development resulted in cardinal reforms in the field of higher education, transformation of its role in the society. Changes were targeted at liberalizing the system of higher education, facilitating democratic developments in the country. HE reform was principally aimed at strengthening quality of education, increasing flexibility and adjusting the system to the current and emerging needs of economic progress. During the years of reforming new approaches to the performance of the education system covering all its levels and aspects have been formed. Higher education is recognized as a top priority because it is the quality of higher education that predetermines long-term competitiveness of a country under globalization. The key role of higher education in modernizing economy suggests further in-depth reforming of higher education and long-term improvement of its quality in the knowledge based economy. 1. Reform of higher education in the Republic of Kazakhstan Legislative norms of education performance in RK are formulated in the Constitution of RK (1995), Law of RK Of Education" (July 2007). The Law Of Licensing (April 1995) has established mechanisms of liberalization in the field of education in RK. Principal priorities of education development are determined by strategic documents of economic development and specified in the Annual Messages of President of RK to the people of Kazakhstan. They are also formulated in

a number of sectoral programmes, such as Conception of development of education in RK for 2005-2010. On the whole reforming of the system of higher education in RK is implemented based on long-term and mid-term programmes of socio-economic development of the country as well as similar individual regional programmes. During the period specific models of development of the system of higher education of RK were developed and implemented allowing more adequate response to the needs of market economy and development challenges. The range of transformations in the system of higher education covers the following directions: Institutional reforms:

Liberalisation of the system of higher education. According to the Law of RK Of Licensing (1995) and Rules of licensing of education activities (2000, 2008) prerequisites were created for legislative equality of the public and private sectors in the area of higher education, strengthening competition between universities and extending choice of higher education institutions for prospective students. At present more than half of the overall cohort of students is studying in private institutions.

Implementing three-cycle system of education. Kazakhstan has applied for joining the Bologna process. At present many universities in response to integration of the Kazakh system of higher education are implementing the recommended Bologna model of education (4-2-3), which is based on the following cycles: Bachelor programme of higher education with awarding the bachelor degree and/or programme of specialized higher education with awarding a qualification of specialist with higher professional education; Master programme of higher scientific pedagogic education with awarding qualification and academic degree of master; Ph.D - Doctoral programme which is to substitute the existing earlier system of training scientific staff. This programme was enforced by the Law of RK Of Education (2008). The PhD programme was piloted in 2005 at Kazakh Al-Farabi state national university and Eurasian Gumilev state national university. Extending the PhD programme in Kazakhstan requires creating adequate conditions for its implementation in universities.

Optimization of the system of higher education is aimed at implementing a model of university management oriented to integrating research and education, and achieving a balance between public and private sectors in the field of higher education. As a result of measures undertaken research centres have been established at universities, the number of private universities reduced as those not meeting normative and qualification requirements of the Ministry of education and science of RK were closed down. 2. System of higher education of RK

The current system of higher education in RK consists of the following levels:

Higher education (bachelor degree)/ higher specialized education; Higher scientific pedagogic education (master degree); PhD - doctoral programme.
Implementation of the three-cycle structure of higher education is oriented towards integration with international education area, broadening the range of education programmes, strengthening their mobility and flexibility in line with needs and requirements of the market economy. Realization of this model has proved its vitality and topicality, however, along with this, necessitated its further transformation in the future. The principal aim of the three-cycle model development of higher education in RK reducing the range of narrow specializations, combining them into broader disciplines/programmes, strengthening research based aspect of education, enhancing partnership and cooperation with business, increasing responsiveness to the needs of the labour market.

Introduction of the new Classifier of occupations (2005) of higher education enables graduates to have broader training, which in the future can be continued and deepened through post-higher (master) programmes. Master degree programme is aimed at training research-pedagogic staff and is a foundation to develop future research staff. The range of higher education specialities is determined by the priorities of economic development, in particular, forming clusters, creating socialentrepreneurial corporations in the regions. The government sets up priorities for training required specialists through the system of state education grants. Aims of economic development of Kazakhstan require increasing of the number students in such most demanded fields as technical specialities, social sector pedagogy, education, natural science. State grants are awarded based on a competition to those secondary school graduates who received highest scores at the unified national test. Once a matriculant has received a state grant he/she can choose a university public or private. In Kazakhstan higher education institutions are subdivided into several types depending on the curriculum provided, research activities and level of qualification of academic staff and includes universities, academies and institutes. Since independence in Kazakhstan has considerably increased the number of private universities which make up a majority at the moment. In 2007 out of 167 higher education institutions 110 are private ones. State policy in the field of higher education is targeted at ensuring high quality. To achieve this a number of measures was carried out, among them reducing the number of private institutions, optimizing the net of public higher education institutions. At the same time the government has increased qualification requirements to higher education institutions, which allowed closing down the institutions where training did not meet quality criteria. The state has set up higher demands to the material and technical provision of the teaching and learning process, financing of universities, qualification of academic staff, using efficient up-to-date teaching and learning methodologies. According to Decree of President of RK 648 of July, 5, 2001 a number of universities were allotted a status of National universities. This includes 8 leading higher education institutions of Kazakhstan who have a mission to improve the standard of national higher education in the selected fields up to the world level. These areas cover medicine, agriculture, technical field and technology, humanitarian science and pedagogy, art, natural science. Dynamic development of the country regions caused a necessity to identify new approaches to establishing a net of regional universities which includes 18 higher education institutions, which have a good potential and are supposed to become centres of innovations and a driving engine for modernizing the regions. The changing reality of the market economy also necessitated modifying management model at individual public universities some of them were transformed into joint stock companies. Activity of higher education institutions is coordinated and monitored by Ministry of education and science of RK. There are also several higher education institutions that due to the specificity of their operation are subordinated to various ministries and agencies, such as Agency for emergency situations, Ministry of internal affairs, Committee of national security, Ministry of defense, Ministry of justice and Ministry of agriculture of RK. A number of higher education institutions, in particular, of medical profile, have a dual subordination: on education activity to the Ministry of education and science, on financing to the Ministry of health of RK. Table 1. Net of higher education institutions of the Republic of Kazakhstan (1996-2007).
1996 Total 125 1997 153 1998 165 1999 166 2000 170 2001 182 2002 173 2003 175 2004 176 2005 176 2006 176 2007 167*

Among them:Ppublic, including: Civil Non-civil Private

54 54 71

54 54 99

51 51 111

52 52 114

47 47 123

60 49 11 122

62 50 12 111

63 50 13 112

68 55 13 108

68 55 13 108 MES RK,

69 55 14 107 2008

57 43 14 110* ,

Source: System of higher and post-higher education *www.stat.kz/population and social policy, 2007-2008

(reference

information).

Continual dynamics of economic development of the country and a need to adequately respond to the needs of the labour market necessitated using of various forms of higher education. The most commonly used forms are day-time (full time), evening and correspondence education. Application of modern computer technologies made it possible to implement distance education in the practice of individual universities, also with using V-technologies. Universities can also provide higher education in the form of externship. Principal languages of instruction in higher education institutions are Kazakh and Russian. A policy of trilingualism is implemented by the state. This suggests widening of using English as a language of instruction. A number of universities offers bachelor and master programmes in English. The state policy in the field of higher education is oriented towards shaping multi-cultural environment which can be observed in the wide spectrum of languages of instruction offered by higher education institutions. According to the Law of RK Of Education (2007 .) credit technology was introduced in the system of higher education to substitute the linear system. Introduction of credit technology of higher education programmes is helpful to stimulate motivation and autonomous learning of students in a specific area, promote individual pace and path of learning. Another positive aspect of using technology of accumulating credits in higher education institutions in Kazakhstan it facilitates recognition of education by universities in other countries, strengthening students mobility. The national credit technology suggests accumulation of credits to obtain a degree and is aimed at continuity of education at various levels when credits acquired at a certain level are recognized at the next level. Credit technology was introduced in Kazakhstan as an experiment since 2005, when it was launched in 36 higher education institutions. Institutions have a freedom to select use of a teaching and learning technology, i.e., organization of the teaching and learning process in higher education institutions can be based on linear and/or credit technology. Implementation of the experiment on using credit technology enables Kazakh universities identify specific mechanisms and tools of the teaching and learning process management to ensure its efficiency. As for the post-higher (master degree) programmes it is fully based on credit technology. 3. Equality and accessibility of higher education in RK

Constitution of RK declares the right of every citizen of RK to be educated. The state implements a targeted policy towards providing quality and accessible education. High economic growth of the country during the last decade makes it possible to develop mechanisms and provide financing of higher education to create conditions for everyone to fulfill his/her constitutional right. Article 30, paragraphs 2 and 3 of the Constitution of RK establishes a right of citizens for paid education. As mentioned above, equality of the public and private sectors of education is fixed in legislative acts. As a result of higher education reform unified system of students admission to universities irrelevant of the form of ownership was implemented throughout the country. Those applicants who have successfully completed unified national test (UNT) conducted by the National Centre of state

standards and testing under the Ministry of education and science are awarded a certificate which is then submitted to the selected university. Introduction of UNT was aimed to decrease corruption during the university admission procedure, set up common criteria to assessing the quality of secondary school graduates throughout the country, reduce travel and living costs for prospective students, identify applicants potential. The results of passing UNT have proved to be an efficient analytical tool, which allows assessing quality of education in secondary schools externally, identifying the most problem areas and fields of study, and, on the whole, enhance quality of secondary education and improve policy and management mechanisms in the field of secondary education. School graduates of the current year who would like to join Kazakh universities have to pass UNT. Those who have not participated in UNT receive secondary school certificate and can join a college in Kazakhstan or universities in other countries. The state sets up a minimum score level for joining a university based on UNT results. In addition, state sets up basic (profile) disciplines for choosing a specific speciality at higher education institution technical, humanitarian, medical or economic profile of training. Applicants can choose four related specialities which they would like to study at a university. Competition for awarding grants is organized based on a transparent procedure with the involvement of representatives of leading universities. Results of competition for awarding grants are published in the national newspapers. The list of higher education institutions that have the right to enroll students who have received state education grants is determined by the Ministry of education and science based on a number of criteria. Among them:

Quality of education and training; University material and technical basis; Qualification of the academic staff; Use of modern teaching and learning methodologies; Links with the labour market; Regional needs.

Priorities of economic development make a direct impact on the structure of state education grants. Taking into account the task of diversifying economy and strengthening its innovative nature the majority of grants are allocated to technical and technological specialities (up to one third of the total number of grants). Among the priorities are medical and pedagogic specialities. The government continually increases the state order for training specialists with higher education. This approach is fixed in a number of documents, among them State Programme of education development in RK for 2005-2010, State Programme of developing science in RK for 2007-2012. The state order increased during the two years (2005-2007) by 7%. In 2008 the number of grants has increased to 33 490. State policy in the field of higher education provides specific mechanisms aimed at protecting the rights and interests of vulnerable and disadvantaged groups of citizens in the form of quota. To such groups are referred rural youth (quota - 30%), orphans (quota - 1%), disabled (quota - 0,5%), repatriates (quota - 2%) of the overall number of state education grants.
Number of state grants for higher education programmes
34000 33000 32000 31000 30000 2005 . 2006 . 2007 . 2008 .(Plan)

33190 32490 31210

33490

During the last years further development has gained giving credits to cover the cost of education by banks which are guaranteed by the government. A number of banks JSCs Bank TuranAlem, Alliance Bank, Halik Bank Kazakhstan participate in this programme giving credits for higher education on a security of JCS Financial centre of the Ministry of education and science of RK. At present around 500 students participate in the programme of crediting. Students community A considerable growth of non-public (private) higher education institutions involved increasing of the number of students. During the last five years (2002/03 -2007/08) students community has increased by 21 % and made up 717053 persons. In public universities the growth made up by around 15%, while in private ones the number increased by 2,5 times, thus showing strengthening of the role of private education. Its share in the overall number of students has increased during the last years from 25,8% (in 1999/2000) to 51,1 % in 2007/2008. At present there are over 717 thousand students in the system of higher education in all forms of training. The state policy of equal access in the field of education enables representatives of all nations and ethnic groups of RK have higher education. Currently representatives of over 80 ethnic groups are studying in the system of higher education. The number of students per 10 000 people has actually increased twice since 2000 and in 2008 made up around 490 people. Table 2. Contingent of students of public higher education institutions of RK in 1995-2008
Years 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 Overall number of students (persons) 253672 248980 246390 250943 265870 293625 330839 333798 358656 400019 396807 390588 350 640 Total in full-time form of education 163564 168002 168384 171373 177789 189599 207865 185899 195322 222492 234355 243499 245940 (reference Funded from the state budget 225060 207198 185877 164226 135828 115751 65525 71709 81285 88008 91946 101135 107455 information). MES Total fee paying 28612 41782 60513 86717 130042 177874 222500 244938 264814 301500 294392 289453 243185 RK, 2008;

Source: System of higher and post-higher education www.stat.kz/population and social policy, 2007-2008

able 3. State order for training people with higher and post-higher education in 2005-2007 (education grants).
Years bachelors 2005 2006 31210 32490 State order for training masters 2550 2550 PhD 100 100 100

2007 33190 2500 Source: System of higher and post-higher education (reference information). MES RK, 2008

4. Content of higher education Reform of the system of higher education in Kazakhstan is aimed at improving quality of education which involves fundamental modernization of the content of education and harmonizing of specialities according to the international standards. Continuously is modified Classifier of occupations, including bachelor and master degree specialities. These measures have allowed to have considerably reduced the number and consolidate specialities of higher and post-higher education. The list of bachelor specialities operational since 2004 includes 137 titles, master 138 and higher specialized education - 4 specialities. The present Classifier of specialities is to a great extent formulated based on the provisions of the Bologna Declaration and harmonized with the International Standard Classifier of Education (ISCED). Using the new Classifier made it possible implementing since 2005 in higher education institutions a model of education which is based on key competence of a future specialist and covers social, economic, management, professional, special knowledge and skills in a specific field of activity. State standards of education are designed to allow academic freedom in the teaching and learning process. This facilitates flexibility of curricula and programmes, enables higher education institutions to adequately respond to labour market needs. Taking into account the importance of basic training during the first years of education the compulsory (state) component of the curriculum makes up to 70 % of the total work load with further decrease to 40%. This mechanism is supposed to take into account regional needs in training specialists with higher education at universities. State education standards cover a variety of directions of training and are aimed at implementing unified state policy at higher education institutions irrelevant of the form of ownership, status and size of the institution. Such an approach to curricular development facilitates harmonizing the content of education, as well as promoting single education area in the country. As a result, this helps improving academic mobility and mutual recognition of education provided by both sectors public and private of higher education. Competence based curricula and programmes oriented to developing key competences of future specialists include a wide range of disciplines and are aimed to harmoniously balancing cultural, humanitarian, functional and technological aspects of training. These include such cycles as:

socio-humanitarian disciplines; natural science disciplines; professional disciplines (specific for the given direction of training or speciality); special disciplines.

The principle of academic freedom of higher education institutions is realized through elective courses, practical training of specialists and self-learning programmes which allow for shaping individualized track of education. State policy in the field of higher education suggests introduction of various topical training programmes, alternative and individualized teaching and learning methodologies in conjunction with innovative conceptions of shaping professional knowledge and skills among students. 5. Quality assessment, attestation and accreditation Quality of higher education is one of the top national priorities. Legislative and normative base for developing National system of assessing quality of education has been created. Its main objective is forming and nursing the culture of quality at the institutional level and creating prerequisites for continual process of quality management. The present model of assessing education quality is oriented to external control of quality by public bodies with a minor accent on internal institutional selfassessment.

The national system of quality assessment suggests development of both the content related component of education quality as well as institutional infrastructure which is available at present and includes several structures: National centre of assessing quality of education, National accreditation centre, National centre of state standards of education and testing, Centre of certification, quality management and consulting, Republican centre of confirming and awarding qualification. Shaping of the state policy of assessing education quality is viewed as a dynamic process and is being modernized to achieve the optimum model. Law of RK Of education (2007) stipulates for gradual creation of conditions for applying mechanisms of public-professional instead of the present system of state accreditation. One of the first steps in this direction is developing standards and criteria of institutional accreditation of universities which allows bringing Kazakhstan requirements closer to international. State policy in the field of assessing quality of education suggests using various instruments and mechanisms of its implementation, which enable conducting comprehensive monitoring both input, interim as well as output parameters of education and learners. Since 2004 in Kazakhstan unified national testing and interim state control of students achievements are used as instruments of assessing quality of education. As a results of the interim state control of students achievements (upon completion of the 2d year of study in economic, law and teacher training specialities and 3d year of study in medical specialities) it was possible to rank higher education institutions and identify which ones of them are not competitive. The state system of assessing education quality in higher education institutions includes recurrent attestation of institutions (once in five years) and monitoring against meeting licensing requirements. To allow comparing the actual level of learning achievements of students on the international level the government made provisions for participation in international comparative assessments (PISA). To make this possible in 2007 the government allocated from the republican budget 37,1 million tenge. The task of improving training research and research-pedagogic staff through master and PhD programmes requires harmonizing specifications to training in such programmes in line with the international practice. This suggests extending and enhancing the research base of higher education institutions, equipping them with new modern equipment and use of innovative technologies and teaching and learning methodologies. Great importance is given to foreign languages as a compulsory component of post-higher education. This is demonstrated through increased standard of language training which is adapted to internationally recognized tests - TOEFL, DELF, ZMP. The system of admission examinations of research-pedagogic staff is oriented to more flexibility and mobility which is provided through the net of regional centres. Implementation of the state policy of supervising education quality is the main function of the Committee of supervision and attestation in the field of education. On the overall the state policy is aimed at developing transparent and equal conditions for the activity of all players in the field of higher education irrelevant of the form of ownership. This means also equal demands to the quality of education for all higher education institutions throughout the country. Committee develops qualification specifications for higher education institutions, formulates rules of licensing educational activity, conducting attestation of universities, as well as rules of awarding scientific degrees and titles. In the system of state policy of assessing education quality accreditation is viewed as an important future oriented instrument which should be used to a full extent. As a strategic task in this direction Ministry of education and science is considering further perfection of accreditation rules and procedures, considerably harmonizing national procedures with the international system. Efforts were made towards creating a public system of accreditation in the country. National accreditation

system as a basic core structure in the national system of assessing education quality is supposed to provide information, consultancy and training services on issues of public-professional and international accreditation of education institutions, coordinate efforts on developing criteria and procedure of accreditation in line with provisions of the Bologna process and strengthen cooperation and contacts between national structures and international systems of quality assessment. Accreditation standards operational currently include a number of parameters representing the activity of higher education institutions which cover management, strategic development, content of education, quality of academic staff, material and technical base. Among them: Mission, aims and objectives; Planning and efficiency; Management and administration; Courses and programmes; Teaching staff, teaching and learning process; Students; Research; Financing; Resources: materialtechnical, library and informational; Institutional accreditation. It is planned to pilot 10 educational programmes in a procedure of international accreditation at two National universities. In 2008 the government allocated for this purpose 30,6 million tenge from the republican budget. In 2009 it is planned to carry out accreditation of two more with allocation of the same amount from the republican budget. Starting with 2010 it is planned to involve 5 National universities in passing through institutional accreditation on the international level. For this purpose the government allocated the amount of 130,0 million tenge from the republican budget. An important component of quality assurance of management at higher education institutions is a system of quality management according to international standards of ISO 9000. Application of the mentioned system of quality management helps to continuously improve the quality of educational services, as well as monitor quality. The normative and legislative base of applying the system of quality management also is useful to harmonize national standards with international requirements. We can state that comprehensive work is carried out by Kazakh universities on developing, implementing and certifying systems of quality management. At present over 40 higher education institutions of Kazakhstan are holders of SQM ISO 9000 certificates. Provision of equal legislative framework for public and private sectors of education. Equal rights of both sectors of education public and private have been fixed in legislation. Provision of equality of rights of operation are implemented through a variety of state policy tools unified rules of licensing, attestation and accreditation of higher education institutions, observing requirements to licensing, attestation of academic staff, financing through state education grants, etc. Liberalization of higher education sector launched at the beginning of 90-s, has proved sustainability and competitiveness of private education. In the situation when state financing was reduced the development of paid education programmes allowed public universities sustain stability of funding and develop in the competitive environment. Kazakh citizens also were able to choose a higher education institution by profile of training and form of ownership which considerably influenced and extended their consumer preferences. The task of industrial-innovative development of Kazakh economy necessitates implementing innovative teaching and learning technologies and methodologies at higher education institutions. The government has adopted a number of measures aimed at establishing of a network of centres of research through development of techno-parks and business incubators, which allow integrate achievements of the science and business, and increase quality of education at universities.

The Cluster initiative of Kazakhstan, Programme of forming 30 corporate leaders are also oriented towards all possible extension and generation of new scientific knowledge and technologies for various sectors of economy. 6. Staff provision in higher education institutions Quality of higher education to a great extent is determined by qualification of academic staff of universities. The structure of academic positions of higher education institutions is shaped in line with the normative documents operational. Remuneration of academic staff depends on the work experience and the position held (category). The activity of academic staff is based on a contract where principal functions of an employee in the field of teaching, methodological and scientific activity are specified. Work load is set up by the administration of higher education institution internally based on the norms on main types of teaching, methodological and scientific activity recommended by the Ministry of education and science. The average monthly salary of academic staff made up 45 500 tenge (approximately 260 euro) in 2007. In case if academic staff have a scientific degree of Candidate of Science or Doctor of Science he/she is eligible for getting additional payment of 9 and 14 thousand tenge accordingly. Policy in the field of quality assurance implemented by the state views the number of academic staff holding scientific degrees as one of key criteria. Another criteria which is of no less importance is the number of full time teachers and professors who are listed in the regular staff list of a given university. In line with Decree of the Government of RK of June 2, 2007 452 Of approving Rules of licensing and qualification requirements to educational activity and Decree of the Government of RK 506 of May, 28, 2008 were significantly increased qualification requirements to higher education institutions in relation to the qualification of academic staff depending on the type of higher education institution university, academy, institute. In 2007/2008 the number of academic staff in the system of higher professional education made up 41,3 thousand people, including at state (public) educational institutions - 27,6 thousand people. able 4. Academic staff of higher education institutions in RK in 2001-2008
2001-02 2002- 03 2003- 04 2004- 05 2005-06 2006- 07 2007- 08 41,3 27,6 1,9 8,8 13,3 1,0 4,2

Total: thousand of 34,3 37,5 40,9 42,3 43,3 42,8 people Public higher 23,6 22,4 24,8 26,0 27,3 27,4 education institutions: Including Doctors of 1,58 1,40 1,40 1,56 1,7 1,8 science Candidates of science 7,46 6,74 6,70 7,4 7,8 8,4 Non-state (private) 10,7 15,1 16,1 16,2 16,0 15,0 higher education institutions: Including Doctors of 0,73 1,09 1,11 1,14 1,15 1,2 science Candidates of science 3,26 4,82 4,88 4,82 4,87 4,6 Source: System of higher and post-higher education (reference information). MES RK, 2008

Staff provision of the teaching and learning process is one of the key areas of activity of higher education institution management. Aging of academic staff, low motivation to scientific work resulted in brain drain from higher education institutions into other more attractive sectors of economy.

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The government pays special attention to creating a system of training research-pedagogic staff through PhD programmes. According to the Decision of President of RK N.A. Nazarbaev in 2006 and 2007 for piloting PhD programme in the two leading universities Kazakh Al-Farabi National university and Eurasian Gumilev university - was allocated from the republican budget the equivalent of 2 million US dollars. The mentioned programme is presumed to make up a deficiency of scientific and teaching staff of a new format and generate preconditions for its dissemination in other higher education institutions. 7. Financing System of financing of higher education has undergone comprehensive and cardinal changes. New model of financing was implemented which foresees financing of an individual (subject) instead of financing a higher education institution (object) of education. Along with state grants individuals can be educated by getting consumer credits through a network of commercial banks. Mechanisms of including private higher education institutions in the system of placement of state grants based on competition were developed and implemented. The principal moment is diversifying the sources of financing both of public and private higher education institutions which is funded by students themselves. To provide quality of education government sets up a minimum cost of training at higher education institution. This measure would presumable allow reduce the number of higher education institutions which do not meet the mentioned requirement and are carrying out a policy of cheap education. Financing of the system of higher education in RK from the state budget makes up less than 0,3% of GDP (2007), which is considerably lower than the level needed to achieve the aim of long-term economic development and increase its competitiveness. In 2007/2008 for the first time the share of fee paying students made up over half of the total number of students of higher education institutions. The share of students who received grants made up a bit more than 9%, and those who used education credits approximately 6%. The state provides various mechanisms of financial support of higher education institutions students. In particular, in the form of compensation of travel costs of university and college students who are studying based on the state education order it was allocated from the republican budget in 2008 around 974 million tenge. Allowances provided to students who are studying based on state grants in bachelor programmes made up in 2008 - 6434 tenge. Additional payment for students who have excellent learning achievements makes up 15% or 7400 tenge. For masters 19166 tenge (high achievers - 15% of additional payment or 22041 tenge), post-graduate students - 23000 tenge, PhD 29359 tenge. Stipend of President of RK for students makes up 12868 tenge. The state continuously conducts a policy of increasing the size of stipends for higher education institution students. Business structures of Kazakhstan also have various own programmes to financially support education of youth at universities. A number of initiatives concerns vulnerable, socially disadvantaged grants and stipends to be educated in specific universities. Higher education institutions have freedom to extend sources of funding of own educational programmes and providing a wide spectrum of privileges and relieves for educating students.

8.

International cooperation

The task which was set up by President of RK to join the 50 most competitive countries in the world necessitates integration of the country with the world education area.

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With growing role and influence of Kazakhstan on the international arena the national system of higher education faces new challenges as well. Therefore the reform of higher education system of is also oriented towards strengthening internationalization of higher education. A number of measures were directly targeted to establishing and strengthening international contacts and joint education programmes both at the national level and the level of institutions. In the strategic perspective Kazakhstan has announced its wish to participate in the Bologna Process having applied officially. The mentioned direction of developing higher education requires adopting and implementing cardinal measures which should be solved and are being solved through legislation. Involvement of Kazakhstan in the Bologna Process enables Kazakh universities and citizens study various level higher education programmes, exchange experiences in research, teaching and learning, implement efficient innovative university management methods. In the context of internationalization Republic of Kazakhstan is oriented towards setting up mutually beneficial contacts in the field of higher education with various countries in the world United States of America, Western and Eastern Europe, Asia, NIS. Firm contacts have been established with international organisations whose mission is aimed at strengthening cooperation in the field of education, culture and science European Union Commission, British Council of UK and Northern Ireland, American Council on cooperation in the field of education and foreign languages, German Agency on academic exchange, French National Centre of university programmes and others. An important part of internationalization is the activity on mutual recognition of degrees and documents on education. On April 11, 1997 Kazakhstan signed, ratified and approved by the Decree of President of RK 202-13 of December 13, 1997 the Lisbon Convention on recognition of qualifications in the field of higher education. This activity is being implemented by Kazakhstan also on a bilateral basis. This refers to countries which have not yet signed the Lisbon Convention and the countries that have not yet joined any international agreements. For instance, Kazakhstan has signed Agreement on mutual recognition and equivalency of documents on education, scientific degrees and titles. Other signatories of this document are Kyrgyz Republic and Russian Federation (1998) Similar activity on shaping a single educational area in NIS is being carried out within the framework of the Organisation of Euro-Asian Economic Cooperation which includes legislative work on establishing unified criteria of assessing the activity of higher education institutions in member countries. Internationalization of higher education implies deep reconsidering of the content of education which should equip the future specialists with the ability to have global thinking and vision, with knowledge, skills and competences which enable them be competitive on the international labour market. Internationalization suggests that the disciplines studied should have international context at all levels of education. Kazakhstan implements the policy of trilingualism which encourages secondary and higher education graduates acquire three languages Kazakh, Russian, English or another foreign language. Along with this it is planned to extend the range of foreign languages studied at universities. Internationalization in Kazakhstan is also developed through setting up affiliated branches of foreign universities in the leading Kazakh universities, namely, Kazakh branch of Moscow Lomonosov state university based in the Eurasian Gumilev national university in Astana, International Kazakh-Turkish Akhmed Yassaui university in Turkistan, Kazakh-British technical university, Kazakh-German university. During the last years has increased the number of exchange programmes in which Kazakh teachers and students are actively involved. These programmes are implemented within the framework of bilateral agreements between Kazakh and foreign universities as well as within such international programmes like Tempus, Tacis, Erasmus Mundus, DAAD, IREX, USIS, CNOUS and others.

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The number of Kazakh students studying abroad is increasingly growing. However the number of foreign students coming to study in Kazakhstan is rather low. The potential of this direction of internationalization needs to be strengthened in the future. Education abroad covers mainly the following main directions:

International education exchange programmes; Stipends of Governments of foreign countries and international organisations; Within the framework of international Bolashak programme; Private contacts.

Enhanced cooperation on the government level within the framework of international organisations: UNESCO, UNDP, European Union, ACTR/ACCELS, Peace Corp, , USIS, USAID, SorosKazakhstan Foundation, IREX, British Council, German DAAD, French CNOUS, French Bureau on linguistic and pedagogic cooperation in Kazakhstan has strongly contributed to facilitating chances to be educated abroad for many Kazakh citizens. The most targeted successful and efficient programmes in the field of higher education are such EU programmes as Tempus III and Tempus IV, that are focused at strengthening cooperation and interaction between EU and Kazakh universities. During the period of 1995 - 2005 in the frame of the Tempus programme were financed 33 projects, including 25 national and 8 multi-country with the overall amount of funding of over 11 million euro. Meaningful activity on strengthening the quality of teaching English and improving language skills is being carried out jointly with British Council and ACTR/ACCELS of USA. These measures include a variety of programme activities methodological support, teaching, allocation of equipment and textbooks, development of language skills. A special place in internationalization belongs to the Bolashak programme that enabled many talented and brilliant young people be educated in the best universities in the world. Taking into account the aim of diversifying national economy and developing of science intensive production the Government identified within the Bolashak programme as priority ones technical, natural science and humanitarian specialities. Annually around 3 thousand young people study in the world leading universities within the Bolashak programme in bachelor, master and PhD programmes. In the last years the priority in the Bolashak programme is given to the post-higher education programmes master and PhD levels. Another important direction of developing internationalization of higher education is viewed to be research projects and relations which are gaining strength. The potential of Kazakh higher education institutions in science and research is inspiring and this area of cooperation has good perspectives.

Conclusion Summarising we can state that the following positive tendencies can be noted in the system of higher education of Kazakhstan:

Development of legislative and normative basis for reforming the national system of higher education; Shaping the public and private sectors in higher education and creating competitive environment; Development of the national model of education with focus towards joining the Bologna Process; Creating a national model of assessing quality of education.

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However along with the adopted measures aimed to modernizing the system of higher education there are a number of problems that hinder smooth development of the system and need to be urgently addressed. Among them can be mentioned:

1. Broadening autonomy and academic freedom of higher education institutions. Until recently
Kazakh higher education institutions have had a limited power in formulating the curricula and offering disciplines. This results in the lack of universities response to the needs of the labour market and outdating of the content of education. Due to this university graduates having outdated knowledge and lack of required skills have poor employability chances and cannot successfully develop their professional career. Kazakh universities have insufficient social responsibility for quality of education provided which can be also explained as an effect of extensive and direct control over performance of universities on behalf of public bodies. 2. Strengthening quality and professional knowledge and skills of academic staff of higher education institutions. Low remuneration, low social status, high work load contribute to lack of motivation to increasing quality of education and developing research activities. Lack of strong developed scientific schools also leads to losing by universities the status of centres of expertise and culture. 3. Insufficient development of modern technologies of teaching and learning, and social infrastructure. This can be referred not only to availability or non-availability of computers and other equipment at the universities, but primarily to insufficient using modern science intensive technologies in the teaching and learning process, and, as a result, negative impact on the level of professional knowledge and skills of future specialists. 4. Extending internationalization of higher education should heighten competitiveness of the system on the international arena and strengthen its potential. However lack of foreign language skills among academic and administrative staff of universities, low motivation of higher education institutions to developing international contacts and lack of attractiveness of Kazakhstan higher education for foreign students could be a restraining factor. 5. Modernising the system of financing of higher education which would allow increasing accessibility of higher education and equality of rights for prospective students, increasing the level of funding up to the level of developed countries. 6. Decentralisation of mechanisms of quality control, transition to the system of quality assurance. Up till the present the system of quality assurance is still rather a declaration though institutional structure of the system has been set up. Insufficiently developed is the culture of education quality in the higher education institutions themselves. The role of non-governmental organizations in quality assurance in higher education institutions also needs to be further developed. http://www.tempuskaz.kz/files/Report_HE_June08Eng.doc accessed August 10, 2010

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