THE ROLE OF LEADERSHIP IN THE CONTEXT OF SCHOOL IMPROVEMENT IN KAZAKHSTAN
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Date
2020
Authors
Tazhimbet Guldana
Journal Title
Journal ISSN
Volume Title
Publisher
NUGSE Research in Education, 5(1)
Abstract
The education system in Kazakhstan has one single centralized authority at the level of the Ministry of Education
(national government). This has a top-down approach, which leaves no space for local education authorities (GorONOs and OblONOs or Education Departments of cities and oblasts) to make autonomous decisions towards
their individual aims and initiatives (OECD, 2014; World Bank, 2015). The main goals of Kazakhstan's educational
policy regarding the enhancement of the quality of leadership at mainstream schools in the country and head
teachers’ expansion in autonomy are outlined in the Republic of Kazakhstan's State Education Development Program (SPED) for 2011-2020 (MoES, 2010) and have a direct impact on the country's school leadership practice
(Yakavetz, 2016). This is, in turn, is mirrored in the red tape, rigorous planning system, and weak school manage ment, which are focused mainly on maintaining the status quo. In other words, “velocity” rather than leadership,
which is about making a difference and improving performance, or “acceleration”. As the OECD report (2014)
highlights “… policies in support of school principals are considerably more limited, despite an anticipated increase in responsibilities for principals in connection with the education reform”...
Description
Keywords
school leadership, Type of access: open, teacher leadership, mainstream schools in Kazakhstan
Citation
Tazhimbet G. (2020). The role of leadership in the context of school improvement in Kazakhstan. Graduate School of Education.