EDUCATIONAL BORROWING IN KAZAKHSTAN

Abstract

This article aims to analyze Kazakhstan’s experience with educational policy borrowing, focusing on language reforms im-plemented since its independence in 1991. It reviews existing literature on this topic to examine the three stages in the policy adoption process: passive policy borrowing, haphazard policy transfer, and institutionalized transfer of traded international policies. Moreover, it delves into the reasons behind Kazakhstan’s engagement in policy borrowing, highlighting the influ-ence of globalization, modernization, and neoliberalism. Despite the government’s aspirations to enhance global competitive-ness, the article underscores the problematic aspects of policy borrowing, emphasizing the importance of contextual consider-ations. The challenges in implementing trilingual education, English medium of instruction (EMI), and Content and language integrated learning (CLIL) are explored, revealing a predominantly top-down approach that sidelines teachers. To address these issues, the article proposes recommendations, emphasizing the need for a comprehensive understanding of the local context, promoting multilingualism, and fostering collaboration between policymakers and educators. The goal is to create a more inclusive, context-sensitive, and sustainable approach to educational reform in Kazakhstan. A key limitation of this re-view is that it does not cover more recent policies beyond the fall of 2023