EXPERIENCES OF KAZAKHSTANI UNIVERSITIES ON CONCEPTUALIZATION, ENACTMENT AND IMPLEMENTATION OF LIFELONG LEARNING: AN EXPLORATIVE MULTIPLE CASE STUDY

Abstract

Globalization and the shift to a knowledge-based economy have highlighted the importance of lifelong learning worldwide, prompting the need for educational system reforms. Since Kazakhstan participated in the Bologna Process in 2010, it has had an opportunity to integrate into the European education and research landscape. This integration entails aligning local practices with common European practices, including the development of a lifelong learning strategy in higher education institutions (Jakobi & Rusconi, 2009). This policy orientation implies that Kazakhstan's understanding and interpretation of lifelong learning are expected to align with the definitions put forth by the European Union and its relevant institutions. Since 2015, Kazakhstan, as a UN Member State, has actively pursued the United Nations Sustainable Development Goals (SDGs). Goal 4, in particular, focuses on promoting lifelong learning opportunities for all. However, little is known about how higher education institutions in Kazakhstan understand and implement lifelong learning in practice. Therefore, this study aims to investigate the provision and development of lifelong learning within higher education institutions in Kazakhstan and shed light on some institutional characteristics that either facilitate or hinder its progress. To accomplish this, the thesis will employ a combination of Neo-institutional (NI) and Resource Dependence Theory (RDT). Within the framework of Neo-institutional and Resource Dependence Theory, universities are regarded as organizations deeply embedded in an institutional environment, reliant on various resources, and characterized by diverse internal dynamics. NI and RDT offer distinct perspectives on how universities may respond to the changes and requirements that emerge in their institutional environment (Lipnicka & Verhoeven, 2014). The study is conducted through a multiple-case approach involving two Kazakhstan universities. Data collection methods included document analysis and semi-structured interviews. The results of this study enhance our understanding of how Kazakhstani universities experience and develop lifelong learning. They shed light on how universities respond to the changes and requirements associated with engaging in lifelong learning. The findings of this study offer recommendations for both local and international Higher Education Institutions (HEIs) aiming to adopt lifelong learning as part of their organizational mission