STATE PROGRAM of development of education and science of the Republic of Kazakhstan for 2016-2019

About the approval of the State program of development of education and science of the Republic of Kazakhstan for 2016-2019

Resolution of the Government of the Republic of Kazakhstan No. 460 of 24 July 2018

   The government of the Republic of Kazakhstan DECIDES:

   1. To approve the attached State program of development of education and science of the Republic of Kazakhstan for 2016-2019 (hereinafter-the Program).

  2. Central and local Executive bodies, other organizations (as agreed) responsible for the implementation of the Program:

  1) take measures to implement the Program;

   2) to submit to the Government of the Republic of Kazakhstan information on the implementation of the Program in the manner and terms determined by the resolution of the Government of the Republic of Kazakhstan dated November 29, 2017 No. 790 "on approval of the state planning System in the Republic of Kazakhstan".

  3. Recognize as invalid:

   1) resolution of the Government of the Republic of Kazakhstan dated April 25, 2016 No. 243 " on approval of the action Plan for the implementation of the State program for the development of education and science of the Republic of Kazakhstan for 2016-2019»;

   2) item 14 of amendments and additions to some decisions of the Government of the Republic of Kazakhstan, approved by the resolution of the Government of the Republic of Kazakhstan dated June 16, 2016 No. 353 "Some issues of the Ministry of information and communications of the Republic of Kazakhstan" (SAPP of the Republic of Kazakhstan 2016, No. 36, article 209).

  4. Control over execution of this resolution to assign to the Ministry of education and science of the Republic of Kazakhstan.

  5. This resolution shall enter into force from the date of its signing and shall be subject to official publication.

  Prime Minister 

Of The Republic Of Kazakhstan B. Sagintayev 
Approved
government decree
Republic of Kazakhstan
dated 24 July 2018 No. 460
STATE PROGRAM of development of education and science of the Republic of Kazakhstan

for 2016 – 2019

Name of the Program State program of development of education and science of the Republic of Kazakhstan for 2016-2019 (hereinafter-the Program
The basis for the development of the Decree of the President of the Republic of Kazakhstan dated February 15, 2018 No. 636 “on approval of the Strategic development plan of the Republic of Kazakhstan until 2025 and invalidation of some decrees of the President of the Republic of Kazakhstan»;
Message of the President of the Republic of Kazakhstan N. Nazarbayev to the people of Kazakhstan dated November 11, 2014 ” Nurly Zhol-the way to the future»; 
Message of the President of the Republic of Kazakhstan N. Nazarbayev to the people of Kazakhstan dated November 30, 2015 ” Kazakhstan in a new global reality: growth, reforms, development»; 
Message of the President of the Republic of Kazakhstan N. Nazarbayev to the people of Kazakhstan dated January 31, 2017 “the Third modernization of Kazakhstan: global competitiveness»; 
Article of the Head of state “Looking to the future: modernization of public consciousness” dated April 12, 2017;
Message of the President of the Republic of Kazakhstan N. Nazarbayev to the people of Kazakhstan dated January 10, 2018 “New opportunities for development in the conditions of the fourth industrial revolution»;
National plan “100 concrete steps: a modern state for all”.
State body responsible for the development of the Program 
Ministry of education and science of the Republic of Kazakhstan (hereinafter-MES) 
State bodies responsible for implementation of the Programme, the Ministry of education and science of the Republic of Kazakhstan, the Ministry of agriculture of the Republic of Kazakhstan, the Ministry of health of the Republic of Kazakhstan, the Ministry of labour and social protection of population of the Republic of Kazakhstan, the Ministry for investment and development of Kazakhstan, the Ministry of information and communications of the Republic of Kazakhstan, Ministry of social development of the Republic of Kazakhstan, the Ministry of Finance of the Republic of Kazakhstan, the Ministry of culture and sports of the Republic of Kazakhstan, Ministry of national economy of the Republic of Kazakhstan, Ministry of internal Affairs of the Republic of Kazakhstan, Agency of the Republic of Kazakhstan for civil service Affairs and anti-corruption, akimats of Astana, Almaty and Shymkent, regions
programme objective

Improving the competitiveness of education and science, the development of human capital for sustainable economic growth:
ensuring equal access to quality pre-school education and training;
ensuring equal access to quality secondary education, protection of the rights and legitimate interests of children and the formation of an intellectually, physically, spiritually developed, successful citizen;
socio-economic integration of youth through the creation of conditions for technical and vocational education;
providing industries with competitive personnel with higher and postgraduate education; 
ensuring the real contribution of science to the accelerated diversification and sustainable development of the country’s economy
The objectives of the Program are to improve the quality of the teaching staff of preschool organizations and increase the prestige of the profession;
increasing the network of preschool organizations taking into account the demographic situation;
updating the content of pre-school education and training, focused on quality preparation of children for school;
improvement of management and monitoring of preschool education and training development;
increasing the prestige of the profession of teachers and improving their quality;
provision of infrastructure development of secondary education;
updating the content of secondary education;
formation of spiritual and moral values among schoolchildren within the framework of modernization of public consciousness “rukhani zhangyru” and culture of healthy lifestyle;
improvement of management and monitoring of secondary education development;
ensuring accessibility of special social services for children in difficult life situations;
increasing the prestige of the system of technical and vocational education (hereinafter-Tipo);
ensuring the availability of TVE and the quality of training;
updating of TVE content taking into account requests of industrial and innovative development of the country;
strengthening of spiritual and moral values Of the program of modernization of public consciousness “rukhani zhangyru” and culture of a healthy lifestyle among the studying Organizations;
improvement of management and monitoring of TVE development;
ensuring quality training of competitive personnel;
modernization of the content of higher and postgraduate education in the context of global trends;
strengthening of students of higher educational institutions (hereinafter – the UNIVERSITY) spiritual and moral values of the program of modernization of public consciousness “rukhani zhangyru” and culture of healthy lifestyle;
improvement of management and monitoring of development of higher and postgraduate education;
increasing the contribution of science to the development of the country’s economy;
strengthening the scientific capacity and status of the scientist;
modernization of infrastructure of science;
improvement of management and monitoring of science development
Implementation period 2016-2019
Target indicators the share of children aged 3-6 years covered by preschool education and training in 2017-87.5 %, in 2019-100 %;
the share of schools that switched to the updated content of education on the experience of the Autonomous organization of education ” Nazarbayev Intellectual schools “(hereinafter-NIS), in 2017– 100 % (1, 2, 5, 7 grades), in 2019 – 100 % (grades 4, 9, 10), in 2020-100 % (pre-school groups and classes, grade 11);
results of Kazakhstan students in international studies, recognized by the OECD, in 2017-PISA-2015: mathematics-440 points, science-430 points, reading-400 points, in 2019-PISA-2018: mathematics-465 points, science-460 points, reading-434 points; ICILS-2018: computer and information literacy of students in 8th grades-350 points;
the share of children in difficult life situations, of the total number of children in 2019-10 %;
the share of citizens with technical and vocational education aged 18-28 years in the structure of the employed population of this age, in 2019 – 41.4 %; the share of citizens with higher education aged 22-28 years in the structure of the employed population of this age, in 2019-45.9 %;
number of Universities in Kazakhstan, noted in the QS-WUR rating: the share of research and development costs in the total funding of research and development (hereinafter-R & d), in 2017-21.2 %, in 2019-22.3 %; 
the share of commercialized projects from the total number of applied research works in 2017 -17.5 %, in 2019-20 %;

Sources and volumes of funding for the implementation of the Program in 2016 – 2019 will be allocated budget funds, as well as other funds not prohibited by the legislation of the Republic of Kazakhstan. Total expenditures from the budget for the implementation of the Program will amount to 1 868.4 billion tenge (RB – 1 273.3 billion tenge, MB-595.1 billion tenge).

  1. Introduction

The world is living in a period of global challenges. These are new technological achievements and introduction of innovations, accelerated development of IT-technologies and mobility of human resources.

   In these circumstances, education and science must be at the forefront of transformation. The leading economies of the world achieve prosperity only at the expense of a high level of human capital. This is facilitated by new educational strategies and policies.

  The modern stage of modernization of Kazakhstan's education and science system assumes the availability for every citizen of high-quality preschool education and school education, the opportunity to gain new professional skills in College and University, to develop research and creative competencies.

   The competitiveness of a person is a factor in the success of a nation. Therefore, every citizen of Kazakhstan needs to have the competencies necessary for successful adaptation to new global challenges, modern technologies, changing requirements of the labor market and new professions.

   In the fourth industrial revolution, problem-solving skills, critical thinking, creativity, and emotional intelligence were paramount. Therefore, the education system should concentrate on training creative people with active, creative, critical, analytical thinking, able to solve previously unknown problems, quickly adapt to changes, create new ones. Functional, IT literacy, knowledge of English, moral civic maturity are also important.

   Taking into account the integration of the education system into the global environment, it is necessary to take into account the culture of our country while preserving the national code.

  Therefore, a feature of Patriotic education will be the formation of students ' consciousness with an active civil position and respect for the history, culture, customs and traditions of their large and small homeland.

   Ensuring a safe and protected childhood has become one of the main national priorities of the Republic of Kazakhstan.

  The legislation of the Republic of Kazakhstan provides for measures to ensure the protection of the rights and legitimate interests of all categories of children.

   The Law of the Republic of Kazakhstan "on science" adopted in 2011 opened new opportunities for advanced scientific achievements.

   Development of Kazakhstan science for the benefit of interests of economy and business is designated in the Law of the Republic of Kazakhstan "about commercialization of results of scientific and (or) scientific and technical activity".

   In 2015, amendments and additions were made to the Law of the Republic of Kazakhstan "on education". The legislation regulates the gradual transition to the updated content of school education, dual training, obtaining the first working profession in colleges for free, the transition from state certification to independent accreditation of colleges and Universities, etc.

  The special status and state support of youth are indicated in the new Law of the Republic of Kazakhstan "On state youth policy".

  Thus, the basis for the implementation of new educational strategies and scientific achievements was created.

   The program was developed on the basis of the National Plan "100 concrete steps" taking into account the world's leading trends.

  The program was widely discussed in the pedagogical and scientific community. The proposals of employers, business community and international experts were taken into account.

   The goals and objectives outlined in the Program are implemented in accordance with the action Plan for the implementation of the State program for the development of education and science of the Republic of Kazakhstan for 2016 – 2019, according to the Annex to this Program.
  1. Analysis of the current situation In The global competitiveness index 2016 – 2017 of the world economic forum (hereinafter – WEF), Kazakhstan occupies the 57th position among 137 countries of the world. 12 For education and science the progress made on 5, including enrolment in primary education, enrolment in secondary education, quality primary education, quality of math and science education quality of management schools. The progress of the country in achieving the Millennium development goals is noted by UNESCO. Kazakhstan is among the top ten countries in the education development index. Education is one of the three main human development indices of the United Nations development Programme (UNDP). In 2016, Kazakhstan entered the group of countries with a high level of development, taking 56th place among 188 economies in the world. Significant progress of Kazakhstan in the coverage of children from 1 to 6 years of preschool education and training is noted by UNESCO in the report “Education for all 2000-2015: achievements and challenges”. Kazakhstan schoolchildren have become serious competitors to foreign peers in international intellectual Olympiads and scientific competitions. In the national Treasury of the country only in 2017 125 gold, 197 silver and 327 bronze medals. The state policy on children is aimed at providing legal and social guarantees for the protection of the rights and legitimate interests of children. The action Plan for the implementation of the Concept of family and gender policy in the Republic of Kazakhstan until 2030, which promotes the values of the family, the priority of responsible parenthood, protected childhood, intolerance to all forms of violence and punishment against children, is being implemented. The level of legal culture and awareness, awareness of children and their parents through familiarization with the provisions of the Convention on the rights of the child is growing. In 2015, for the first time, the country’s College students participated in the WorldSkills Competition in Brazil. In the team competition Kazakhstan took the 50th position among 55 countries of the world. The educational activity of the higher school of the country is recognized as corresponding to international standards. Eight universities are marked in the QS-2016 ranking. 2016 was marked by Kazakhstan’s ratification of the Convention against discrimination in education and the Convention on the rights of persons with disabilities. All provisions of the conventions are indicated in the legislation of the country, including the Law of the Republic of Kazakhstan “on education”. Access to quality education for all on the basis of full equality, depending on the abilities and desires of everyone, is realized at all levels of Kazakhstan’s education. This was made possible by the targeted support of all education and science initiatives at the state level, by the private sector and by the civil society of the country. However, in the context of the new challenges of a complex and dynamic world, there are constraints on the quality of education and science. Priority areas in the period 2011-2015 were the preparation of the legislative framework, infrastructure development and building of the resource potential of education and science. Pre-school education and training The importance of this period of child development as a basis for successful preparation for further educational activities increases from year to year. In the education systems of 40 countries of the world, the level of pre-school education is compulsory. In 2014, UNDP supplemented the Education sub-factor of the human development index with the Gross pre-school enrolment ratio, which indicates the political importance of pre-school education. UNESCO recommends that countries develop public-private partnerships (PPPs), with public funding directed to sparsely populated and remote locations. Over the past five years in Kazakhstan, the development of preschool education and training has become one of the priorities of the modernization of the education system. The successful implementation of the “Balapan” program for 2010-2014 contributed to the growth of the number of preschool organizations. The growth of the network continued after the integration of the Balapan program into the Program. Thus, since 2015, the network of preschool organizations has increased by 994 units. In 2017, there were 9828 pre – school organizations (in 2015 – 8834, in 2016-9410 units). Active work is being carried out to expand the network of private preschool organizations. Over the past three years, their number has increased by 1,283 units and amounted to 3,058 units (in 2015 – 1,775 units, in 2016-2,336 units, in 2017-3,058 units). This was largely facilitated by the improvement of legislation and the placement of state orders. In 2017, 43.8 % (216.8 thousand places) of the total number (494.3 thousand places) of state orders were placed in 2524 private preschool organizations (in 2015-1 043, 2016-1341, 2017-2524). Coverage of children from 3 to 6 years of preschool education and training increased from 78.6 % to 90.5 % (2015-81.6 %, 2016-85.8 %, 2017-90.5 %). The development of the network of preschool organizations contributed to the growth of the number of teachers. In comparison with 2015, the number of teachers increased by 9.8 thousand and in 2017 amounted to 90.6 thousand people (in 2015-80.8 thousand people, in 2016-84.7 thousand people, in 2017-90.6 thousand people). Considerable attention is paid to the development of content aspects of preschool education. The State compulsory standard (hereinafter – the STATE standard) of preschool education and training has been updated. A typical curriculum of preschool education and training has been developed. Approbation of programs focused on creative and cognitive development of the child was carried out on the basis of 77 kindergartens and 30 pilot schools of the country. Thus, a significant step forward has been made in the development of preschool education in the country. However, there remain areas and challenges that require increased attention and action. Problems:

In the 2017 – 2018 academic year, 2, 5, 7 classes moved to the updated content of education.

  Along with updating the content of education, a five-day training week has been introduced.

  As part of the implementation of the updated content of education, preparations are being made for a phased transition to teaching in three languages and the introduction of teaching individual subjects in English. Thus, from September 2017 – 2018 academic year in 153 schools in the pilot mode began teaching certain subjects of the natural science cycle in English, in 379 schools began the introduction of elements of the English language in the teaching of subjects.

  Thus, from 2017-2018 academic year, education in three languages is carried out in 2206 schools of the Republic, including 20 NICHES, 27 lyceums "Bilim-innovation", 33 specialized schools for gifted children, 153 pilot schools and other schools.

  In the 2017 – 2018 academic year, 125 specialized educational organizations for gifted children with a contingent of 64.7 thousand students operate in the country.

  In 2013 – 2017, according to the results of participation of Kazakhstani students in international Olympiads and scientific competitions, Kazakhstan is among the 10 best countries in mathematics, physics and chemistry. The total number of winners of intellectual competitions is in 2014 – 1 376 people, in 2015-1 309 people, in 2016-1 273 people, in 2017-688 people.

  The professional standard of the teacher is developed and the mechanisms of admission to pedagogical specialties are revised.

  According to the new three – level programs of professional development, developed By the center of pedagogical excellence of NIS, 68.7 thousand teachers received course training in 2012-2017. Over five years, 217 online seminars and 493 master classes were held for teachers of secondary schools.

  A monitoring study was conducted in 2016 to analyze the quality of the training courses and determine their effectiveness.

  In 2016 – 2017, 152.4 thousand teachers (53 %) took refresher courses on the updated content of education.

  The new model of remuneration for civil servants, including education workers, was launched on January 1, 2016. Differentiated surcharges for teachers and incentive allowances are provided. This will help to improve the professionalism of teachers, increase the attractiveness of the profession and reduce excessive teaching load.

  In order to carry out full – scale actions on the development of teaching in three languages, the Roadmap for the development of trilingual education for 2015-2020 is being implemented.

  Conditions are created for additional education and employment of children outside school hours. Coverage of children engaged in extracurricular organizations and school circles is 65.8 %.

   In order to improve the current format of the Unified national testing (hereinafter – UNT), UNT procedures are divided into final certification at school and entrance exams to the UNIVERSITY.

  New approaches of the younger generation with a sense of responsibility for their decisions and the fate of their country, lies in the Concept of the state youth policy of Kazakhstan till 2020 "Kazakhstan-2020: path to future".

  There is an increase in the proportion of graduates who confirm the success of completing school education.

  At the same time, taking into account the new global challenges of the XXI century, the issues of quality education for all children are being actualized.

  The infrastructure of General secondary education requires accelerated development. The geographical advantages of the country cause a 3-fold predominance of schools in rural areas.

  The number of schools located in rural areas, prevails over urban 3.3 times. At the same time, there are more students in urban schools compared to rural ones (city-1,650,672 people, village - 1,400,098 people).

  In each sparsely populated locality, the state guarantees the functioning of a small school (hereinafter-mcsh). 2 944 schools are ungraded schools of the Republic. In some regions, the vast majority of schools are not complete: in the North Kazakhstan region-79.0 %, Akmola-67.6 %, Kostanay-67.5 %, East Kazakhstan-54 %.

  As of January 1, 2017, 5.6 million children aged 0 to 18 years live in the Republic, of which about 8.6 % are vulnerable children - orphans and children left without parental care, children with special educational needs, children from low-income and large families, children in conflict with the law, etc.

  For all categories of children to create equal opportunities and conditions to implement the rights to free compulsory secondary education, through the development of inclusive education and equal access to quality education all categories of children with health problems (with special educational needs, disabled children) with difficulties of social adaptation in society (with deviant behavior, low socio-economic and socio-psychological status), families of migrants, repatriates and refugees residing in settlements, where there are no schools.

   The order of the Minister of education and science of the Republic of Kazakhstan dated January 19, 2015 No. 17 approved the standard of providing special social services in educational institutions to children in difficult situations.

  For the socio-psychological rehabilitation of minors in conflict with the law, there are 7 special educational organizations and 1 educational organization with a special regime of detention.

  To ensure the reception, short – term maintenance, adaptation and further placement of neglected and street children, children left without parental care, minors sent to educational institutions for children with deviant behavior, as well as children in a difficult life situation, as a result of ill-treatment that led to social maladaptation and social deprivation in the Republic, there are 19 juvenile adaptation centers (hereinafter-TSAN) and one support center for children in a difficult life situation.

  At Tsans on a voluntary basis there are family support services which render Advisory, legal, psychological, pedagogical help to children and parents (legal representatives) who appeared in a difficult life situation.

   One of the main directions of the state policy in the field of protection of children's rights is the reduction of social orphanhood.

  Of the 27.3 thousand orphans and children left without parental care, 21.0 thousand are covered by alternative forms of family arrangement (guardianship, guardianship, patronage).

  In order to prevent social orphanhood, a number of measures are being taken, including the timely identification of family and child problems, the provision of necessary assistance to families and children in difficult situations, and the development of alternative forms of child placement.

  There are alternative forms of family arrangement-guardianship, patronage and adoption, foster family, guest family.

   The right of children to rest and leisure appropriate to their age, health and needs is enshrined in the Law of the Republic of Kazakhstan "on the rights of the child in the Republic of Kazakhstan".

  In the summer of 2017, there were 14,730 health camps and playgrounds in the Republic (including: 12,510 school, 1997 – tent, sports, Yurt, 223 – suburban). Compared to 2016 (12,689 camps), the number of camps increased by 16 %.

  A Roadmap for the development of recreation and employment of children, youth tourism during the holidays for 2016-2018 has been developed and approved.

  Every year, the Head of state is provided with a report on the situation of children in the Republic of Kazakhstan.

  A complaints and appeals mechanism has been established that is accessible to children and young people.

   There are blogs of the first heads of state bodies, helplines for operational advice, psychological support for children in difficult situations.

  Problems:

  1) the development of school infrastructure does not fully meet the needs. Dilapidated school buildings with a longer service life (1950-1970 years of construction) go into the category of emergency.

  In 2016, the number of such schools was 64 units. There are 17,9 thousand children in them, in 127 three-shift schools-18,6 thousand children;

  2) due to the lack of schools in the settlement, 3,561 students are unable to study at their place of residence, which is 13.7 % of children in need of transportation (25,863 people);

  3) the importance of inclusion of pupils with special educational needs in the educational process of secondary schools remains. The corresponding conditions are created in 55 % of schools. Only 34% of children with special educational needs received this opportunity. There is a need for teachers with special education and methodological support;

  4) the procedure within the publishing expertise of educational literature is not effective enough. 91.2 % of textbooks received from publishers are sent for revision. Only 12% of textbooks pass scientific and pedagogical examination from the first time;

  5) innovative learning technologies are not fully applied. Remains low rate of connection of schools to broadband Internet;

  6) still critically important are the need for the formation of social and emotional skills, the development of non-cognitive abilities. The transition to the updated content of school education should be carried out in the context of STEM-learning. Interdisciplinary and project approach will motivate students to an active process of learning and development;
7) the need for subject teachers with knowledge of the English language remains high. The qualitative composition of teachers of schools with the highest and first qualification categories is only 50.8 %. Only 1.2 % of school teachers have a master's degree;

      8) new tasks are set before the system of professional development. It is necessary to update the programs of professional development of teachers. This will require high competence of the personnel of the system of professional development of teachers of Kazakhstan;

      9) coverage of rural teachers ' courses remains low. The format of the proposed course preparation requires the development and implementation of new approaches;

      (10)the low status of the teaching profession remains a constraint on the quality of school education. No new approaches have been developed to improve the public image of the teacher, high material and spiritual motivation, attracting talented and creative youth to the work of the teacher;

      11) mechanisms of career and professional growth of the teacher are not developed. The professional standard of the teacher or the conceptual model of development of his professional competences are not implemented;

      12) requires accelerated rates of development of additional education of school-age children. There is insufficient network of extracurricular organizations, including robotics clubs, IT-platforms, associations of young tourists and naturalists;

      13) mechanisms for monitoring the success of primary school graduates have not been developed. External assessment of educational achievements of graduates of the main school does not allow to identify and support students with low academic performance in a timely manner;

      14) five-point evaluation system does not reflect the real level of knowledge of students. It does not allow to develop an individual trajectory of learning of the student taking into account the existing difficulties, to motivate them to eliminate gaps in the assimilation of the curriculum;

      15) according to the results of PISA-2015, Kazakhstani schoolchildren still lag behind their peers from OECD countries in mathematics by 1, science – by 1 and reading – by 2 years;

      16) the difference between the best and lagging schools at the end of the annual UNT is 60 %. Mechanisms to support schools with poor learning outcomes have not been developed or implemented;

      (17) the introduction of per capita funding mechanisms in schools has not been widespread. The boards of Trustees of the 4,377 day public comprehensive schools serve more as parent committees. They do not have the authority of financial autonomy.

      18) there is a problem of family trouble. More than 10 thousand dysfunctional families, in which 15 thousand children live, are registered in the internal Affairs bodies. Every year, about 2 thousand parents are deprived or limited in parental rights, every third marriage breaks up, about 6 thousand children go through the centers of adaptation of minors, more than 3 thousand children go to orphanages. At the same time, 82% of children in orphanages are orphans with living parents.

      19) there is no social and psychological support for children in difficult situations. Family support services and foster parents ' schools, which operate on a voluntary basis at Central Banks, orphanages, provide work only when the final result is obtained (the child is admitted to the institution) and are insufficiently focused on preventive work with the family in a pre-crisis situation (the employees of the existing Services are educators and specialists of institutions).

       (20) expresses serious concern at the increasing incidence of abuse of children by adults, as well as sexual violence and suicidal behaviour among minors. According to the Prosecutor General's office of the Republic of Kazakhstan, 48.5% of the affected children committed an act against the person (total in 2017 – 2014 crimes against children). According to official data of law enforcement agencies, in 2016 3148 offenses by minors were committed. The share of child crime in the total number of all crimes is 0.9 %.

       21) the increase in the number of minors taken to the Central Banks for neglect and homelessness. The dynamics for the period from 2011 to 2017 shows that until 2015 the number of children grew steadily, in 2017 there was a slight decrease, at the end of 2017 the number of street children is 6306. According to a 2017 sociological study, the number of homeless and neglected children in the child population in Some regions is relatively large. For example, in the East Kazakhstan region, where there are 20 street children per 10,000 children's population, and the city of Astana has 19 children per 10,000 children's population in the region.

      22) insufficient number of summer health camps to reach more children, including children in difficult situations.

       Thus, at the stage of a new start of school education, it is necessary to force infrastructure solutions, resource and methodological renewal, develop mechanisms to reduce the gap between urban and rural schools, strengthen the role of corporate governance, digitalize educational processes and content, introduce per capita funding, strengthen the educational component within the modernization of public consciousness "Ruhani zhangyru".

 Technical and vocational education

      The social orientation of technical and vocational education in the world practice is obvious. In leading countries, the Vet system is a factor of successful social adaptation of young people and adults.

      Social partnership in Germany has provided the best indicators of reducing youth unemployment in Europe. Coverage of students with dual training is 3.5 times higher in comparison with Kazakhstan. The indicators of involvement of enterprises in the training process are 27.5 times higher.

      In OECD countries, TVE is developed on the basis of the collective responsibility of education and employers, stakeholders.

      The promotion of dual education is stated to be one of the main objectives of the TVE up to 2020 in the European Union. In addition to obtaining a working profession, young people are provided with entrepreneurial skills.

      In 2011 – 2015, significant work was carried out to restructure the TVE of the country. In 2012, Kazakhstan was the first of the countries of Independent States to reformat the educational activities of the TVE system. This made it possible to give the training a technical focus. Thus, the continuity of TVE qualifications was ensured. College students were given the opportunity to confer several applied qualifications within the same institution.

      As of October 1, 2017, there are 824 colleges, including 477 state ones (in 2014 – 820 units, in 2015 – 807 units, in 2016 – 817 units). Of these, 23 % are located in rural areas. A total of 489.2 thousand students are enrolled. Training is carried out in 213 specialties and 693 qualifications.

      10 basic colleges have been identified for the implementation of priority projects of industrial and innovative development.

      In 2015, the principles of dual education were legislated. Educational activities in partnership with companies in countries 460 colleges (2014 – 280 units, 2015 – 348 units, 2016 – 421 units). 27200 contracts on cooperation of colleges and employers with participation of 3055 enterprises with coverage of 31933 students on 80 specialties and 160 qualifications are signed.

      The mechanism of regulation of regional imbalances of labor resources through educational migration "Mangilik El zhastary – industriyaga!".

      There are 2,200 students enrolled in 34 colleges in the Northern, Central and Eastern regions.

      Access to technical and vocational education for young people with special educational needs is ensured. There is a quota of admission (since 2012, the quota for disabled people is 1 %).

      New approaches are being developed to update the content of TVE educational programs. Kazakhstan became a participant of the Turin process. This provides an opportunity to develop effective steps for the development of the TVE system.
OECD practice shows that many countries are currently working to promote the system of technical and vocational education, increasing its prestige by providing young people with the first working specialty for free.

      Provision of free first working qualification is fixed by law (article 8 of the Law of the Republic of Kazakhstan "on education").

       Within the framework Of the program for the development of productive employment and mass entrepreneurship for 2017-2021 (hereinafter – the Program), training of personnel with TVE and short – term vocational training are provided at the expense of the Republican budget.

      In 2017, within the framework of the training Program, 21.3 thousand people started studying with TVE.the international accreditation of TVE educational institutions is Legally fixed.

      Despite the steps taken, the coverage of TVET in Kazakhstan is significantly lower than in developed countries. Only 22 % of the population considers Tipo prestigious. While in the EU countries, obtaining a working profession for 71% of the population has a positive image. These are indicators of coverage, employment, salary and opinion of the population.

      Expenditures on TVE in Kazakhstan are 2.5-3 times lower than in developed countries.

      Problems:

      1) there is no effective system of career guidance.

      In 2017 the proportion of young people of typical age in the model (14-24 years) was only 17 % (2016 is 16.6 %);

      2) according to the OECD survey, 70 % of companies in Kazakhstan consider the low level of training a serious obstacle to business development. Working personnel of the country do not have the skills of computer design, work with complex welding structures, technical English. Every year, 30 thousand foreign workers are attracted, of which 24.9 thousand (83 %) - for industry;

      3) low are the indicators of colleges, confirming the quality of training. Only 7% of them have been accredited (2016 and 4.3 %);

      4) there are no mechanisms of independent certification of qualifications of TVE students on the basis of industry associations. Certificates of professional readiness of graduates are not recognized by the business community. At the same time no professional employers Association has yet started its independent certification of graduates;

      5) there is a shortage of engineering and teaching staff and masters of industrial training. The low level of wages does not allow to attract experienced workers from the production for teaching;

      6) masters of industrial training in the TVE system make up only 7 % (2016-13.4 %) of the total number of engineering and pedagogical workers. In developed countries, teachers and masters of industrial training are practitioners or undergo training in production 1 every 3 years. There are no measures for internships on the basis of organizations and enterprises.

      7) outdated material and technical base of colleges does not ensure the quality of training and attractiveness of the Vet system;

      8) in hostels need 10 thousands of nonresident students Tipo.

      The evolution of the labor market of the worker has identified new challenges before the system of Tipo. The TVE system is designed to play a key role in the context of social benefits, primarily for the individual and society as a whole.

      In this regard, it is necessary to create conditions for increasing the coverage of youth TVE, update educational programs taking into account international standards and introduce them into the educational process.

      Taking into account modern means of communication, it is necessary to use digital educational content in the learning process. To ensure continuity with higher education, it is necessary to make a transition to credit-modular technology of education.

 Higher and postgraduate education

      Trends in the development of University science are identified as an effective indicator of the innovation economy. Integration of universities and business structures is increasing.

      In the IMD ranking, Sweden, Singapore, Denmark, Canada, Finland are among the top leading countries where higher education meets the needs of the economy. Kazakhstan occupies the 44th position among 60 countries of the world.

      Projects for the development of research Universities are being implemented. China's investment in research universities has increased the competitiveness of higher education.

      In the UK, the focus on research universities has ensured the country's sustainable economic development. In 2010, 20 Universities in the UK, combined in RusselGroup, brought 22.3 billion in revenue and provided 243 thousand jobs. More than 2/3 of the results of research works (hereinafter-R & d) of RussellGroup universities are implemented in the economy, health, cultural and social spheres of the country.

      The priority of higher and postgraduate education in Kazakhstan is the Trinity of education, science and production. The process of institutional transformation of the country's higher school has begun. The first research UNIVERSITY was established – Kazakh national research technical University named after K. I. Satpayev. A pool of the country's leading scientists performing fundamental and applied scientific and educational research has been formed here.

      There are 27 commercialization offices and 12 industrial parks and 33 of the business incubator. The flagship of global education and scientific discoveries was the Autonomous organization of education "Nazarbayev University" (hereinafter – Nazarbayev University). Innovative educational and scientific projects have been successfully launched in engineering schools of the University. In 2015, Nazarbayev University passed a landmark milestone. The first graduation of 594 young highly qualified specialists (446 bachelors and 148 masters) was carried out.

      In the 2017-2018 academic year, 130 universities (10 national, 32 state, 14 non – citizen, 1 AEO, 1 international, 17 joint-stock, 55 private) functioned in the Republic (2013-2014 academic year-132, 2014-2015 academic year-127; 2015-2016 academic year-125, 2016-2017 academic year-130).

      The total number of students in Universities in 2017-2018 academic year is 534,421 people (2014-2015 academic year-506,4 thousand people, 2015-2016 academic year-455,1 thousand people, 2016-2017 academic year-512, 6 thousand people), including undergraduate-496,209 people, master's-34,609 people, doctoral-3 603 people.

      The number of teaching staff (hereinafter – PPP) is 38 212 people (2014-2015 academic year-40 320, 2015-2016 academic year-38 087, 2016-2017 academic year-38 241). The graduation rate is 49% (2014-2015 academic year-49.1 %, 2015-2016 academic year-50.4 %, 2016-2017 academic year-50.3 %).

      Training of specialists is carried out taking into account the needs of the labor market. 11 universities are defined as basic In training of highly qualified personnel for successful implementation of projects of the State program of industrial and innovative development of the Republic of Kazakhstan for 2015-2019 (further-SPIID). Professional competencies are formed within the framework of educational programs designed in accordance with Dublin descriptors and the wishes of employers. Continuity of educational programs of the three-level model of higher and postgraduate education is provided. Academic freedom of Universities in determining the content of educational programs in the bachelor's degree increased to 55 %, master's-70 %, doctoral-90 %. Universities can offer a wide range of educational programs that contribute to strengthening their competitiveness in the market of educational services.

      The ratio of the number of master's grants to bachelor's grants corresponds to the world structure of the University contingent (1:5).

      On the basis of the National system of qualifications comparable to the European one, 70 professional standards for training specialists with higher and postgraduate education have been developed.

      Educational contacts of Kazakhstan Universities with leading universities of the world are expanding. International research projects are implemented jointly with foreign partner universities. The dialogue of countries ensures the attractiveness and comparability of higher education qualifications.

      The national model of accreditation of Universities has been introduced. In 2014-2016, 96 universities received institutional accreditation in Kazakhstan accreditation agencies, and 86 Universities received national specialized accreditation. A gradual transition from state certification to public and professional accreditation has begun.

      Academic mobility of students and teachers is developing.  In the period from 2011 to 2017, the total number of students who left under the mobility program at the expense of budgetary and extra-budgetary funds amounted to 11,693 people. Over the past 3 years, about 7,312 students have been trained in foreign Universities: in 2015-2,329 students, in 2016-2,473 students, in 2017-2,510 students.

      Foreign scientists are involved in the implementation of joint educational and research programs. For 3 years, 2,455 foreign scientists and teachers from Universities in Europe, the United States, the Russian Federation, Southeast Asia, etc. were invited (in 2015 – 992 people, in 2016-765 people, in 2017-688 people).

      In 2017, Kazakh Universities signed 968 international agreements with Universities in 68 countries.

Problems:

      1) training in Universities is still not aimed at developing practical skills. Educational programs do not meet the expectations of employers;

      2) there is a low level of graduates in technical specialties (the results of VAUD: in 2014-72.5 points, with an average score in 6 specialties-81; in 2015 – 70.6 points, with an average score in 6 specialties-79.1; in 2016-70.8 points, with an average score in 6 specialties-80).

      3) the lack of prestige of the teaching profession leads to a set of low-performing applicants. There are no special requirements for admission to pedagogical specialties. Graduates of pedagogical specialties are not focused on the use of new learning technologies in educational practice. The enrolment of students by study programmes in three languages remains low. There is a need to improve the language skills of both students and teachers. Not fully developed scientific and methodological support for teaching in English;

      4) in the IMD rating, Kazakhstan occupies the 44th position in terms of "import of students" among 56 countries of the world. The share of international students is only 2.7 %, in OECD countries their share reaches 9-10 %;

      5) the existing institutions of corporate governance do not have real powers that affect the adoption of major decisions. Universities have not regulated the mechanism of accountability to the student and parent community;

      6) infrastructure and leisure activities in Universities do not meet the needs and expectations of nonresident and foreign students;

      7) about 40 % (200 thousand) of nonresident students study in the country's Universities. In this regard, there is a need for hostels, which is 65 thousand places. The main demand falls on the cities of Astana-15 thousand, Almaty-22 thousand, etc. Also, within the framework of the program " Mangilik El zhastary-industriyaga!"in the Northern regions, it is required to provide hostels for 15 thousand people;

      8) barrier-free learning environment is created in the universities of Akmola, Almaty, West Kazakhstan, Karaganda, Kostanay and South Kazakhstan regions, Astana and Almaty. There are 570 students with special educational needs.

       At the legislative level there are no mechanisms for their employment;

      9) the involvement of rural youth in social projects is still low. There are significant differences in the conditions of leisure of young people of the city and the village. The volunteer movement is not fully developed. Only 9 % of young people are engaged in sports (city-6.7 %, village-11.8 %).

      Taking into account the achieved results and still existing problems, the growth of quality indicators of higher education in Kazakhstan is critically important. In the system of higher and postgraduate education, it is necessary to continue work on expanding the academic and managerial independence of Universities. Strengthen the role of corporate governance (Supervisory boards, boards of Directors). An indicator of the quality of education provided should be the assessment by the professional community of educational programs of Universities for compliance with their modern competencies.

       To date, the MES has more than 82 information systems and databases that store and process administrative data at all levels of education.

      At the same time, they are not integrated and have a different vector of development, which in General leads to inefficiency in their use. The implementation of measures to digitalize the education system is planned to be carried out within the framework Of the state program "Digital Kazakhstan".

 The science

       The Law of the Republic of Kazakhstan "on science" adopted in 2011 opened new opportunities for advanced scientific achievements. The innovation of Kazakhstan science was the Law of the Republic of Kazakhstan "on commercialization of results of scientific and (or) scientific and technical activities "(hereinafter-the Law). The main provisions of the law regulate the creation of conditions for the development of Kazakhstan's science for the benefit of the interests of the economy and business.

      A fundamentally new model of science management has been created. The mechanisms of financing research – basic, grant and program-target. Independent examination is carried out by the national center for state scientific and technical expertise.

      Seven national scientific councils (hereinafter – NNS) are a collegial decision-making body.

      In 2015, the project of Kazakhstan science and the world Bank "commercialization of technologies"was successfully completed. 65 scientific projects have been implemented. 6 license agreements have been concluded.

      Innovative development of economy assumes growth of qualitative indicators of science. Currently, science, including the structure of scientific grants and programs is reoriented to the needs of the SPIID, which contains mechanisms for financing the implementation of innovations in production. This will lead to integration with business and foreign scientific community.

      R & d is carried out by 386 scientific organizations, they employ more than 22.9 thousand researchers.

      In order to provide access to world scientific publications and increase publication activity, scientists of Universities and scientific organizations of the country have free access to world information resources of the largest foreign companies Clarivate Analytics, Springer, Elsevier.

      There is a significant increase in the publication activity of Kazakh scientists in international rating publications. In 2017, the number of publications of Kazakh scientists according to Web of Core Collection (Clarivate Analytics) is-2321 (in 2016 – 2066 units), according to Scopus of Elsevier is 3282 units (in 2016-3232 units).

      Significant incentives for scientists are the State prize in the field of science and technology named after al-Farabi, 7 nominal prizes of the MES of Kazakhstan, state scientific scholarships: 50-for young scientists, 25-for outstanding scientists.

      The situation with human resources has stabilized. The total number of employees engaged in research and development work in 2017 amounted to 22,081 thousand people, (2015-27,7 thousand people, 2016-22,9 thousand people) of which 17,205 people are specialists-researchers. The number of doctors of science who performed research and development work was 1822 people, doctors in the profile-380 people, doctors of philosophy PhD-597 people, candidates of science-4 262 people and the number of masters was 3908 people.

      However, in three years the number of scientists under the age of 35 decreased from 9,008 to 8,816 people (in 2015 – 9,008; in 2016-8,167, in 2017 - 8,816).

      Problems:

      1) the gap between science and education persists. Scientific results are not concentrated in the field of education. 66.3 % of Kazakhstan employers - participants of sociological surveys noted the lack of experience in cooperation with Universities in the field of R & d. The scientific potential of Universities is used inefficiently. Interdepartmental barriers, insufficient funding, lack of economic incentives for the private sector hinder the successful integration of education, science and production. Institutional forms of support for innovation structures are not fully developed. The share of scientific developments is more than ten times lower than in developed countries. Universities commercialize only 0.1 % of funded research and development;

      2) the material and technical equipment of the research infrastructure remains low;

       3) priorities of financing of scientific and technical activities are formed mostly without the participation of industry;

       4) scientific entrepreneurship is poorly developed. The results of scientific and technical activities remain unclaimed for business and are not used by enterprises in production processes;

      5) the transition from fundamental knowledge to its practical implementation is poorly ensured. This significantly reduces the value of the results of scientific work from the point of view of society and the economy;

       6) there is no single operator that administers and controls international research projects;

      7) national professional communities of researchers involved in independent expertise are not developed;

      8) Kazakhstan lags far behind developed countries in terms of R & d performance. Over 5 years, the cost of research and development has increased 3 times, but they are much lower than in OECD countries;

      9) sales of intellectual property rights in Kazakhstan are much lower than in Russia and Singapore. Domestic research and development costs are 14 times lower than OECD countries;

       10) there is no comprehensive system of monitoring the implementation of scientific research;

       11) Kazakhstan has an inflexible system of state control in the sphere of education and science;

      12) state control procedures are bureaucratized (mandatory compliance with 551 parameter 15 of regulatory legal acts);

       13) there is no systematic information database of control measures. This limits the monitoring and analysis of educational institutions;

      14) there is a significant gap between internal and external evaluation of the organization of education. On self-assessment, 100 % consider their activities satisfactory. At the same time, 58% of kindergartens, 59% of schools, 11% of colleges, 46% of Universities pass state certification;

      15) there is no uniform methodology for assessing the quality, effectiveness and monitoring of research results.

      New challenges in education require improved monitoring and evaluation, including learning from and implementing Ofsted's best practices.
Thus, the analysis of the implemented step-by-step actions in the field of education and science determines the following.

      1. Strength:

      1) updating the legislative base of education and science;

      2) accelerated pace of infrastructure solutions;

      3) development of PPP;

      4) broadcast of experience of NIS and Nazarbayev University;

      5) improvement of positions in international rankings of education quality;

      6) restructuring of the system of professional development of teachers;

      7) introduction of elements of dual training in TVE system;

      8) expansion of academic freedom of Universities;

      9) increase of University science in innovative projects;

      10) to increase the publication activity of the teaching staff and scientists;

      11) development of intellectual clusters on the basis of Nazarbayev University and Park of innovative technologies.

      2. Weakness:

      1) low status of teacher and scientist;

      2) shortage of teachers with higher special preschool education;

      3) low proportion of teachers teaching subjects of natural and mathematical cycle (hereinafter-EMC) in English;

      4) availability of three-shift and emergency schools;

      5) insufficient coverage of students with additional education;

      6) low level of functional literacy of schoolchildren;

      7) low level of Informatization of schools;

      8) the imperfection of the UNT;

      9) lack of mechanisms for equalizing school outcomes;

      10) insufficient career guidance in schools;

      11) low prestige of Vet;

      12) lack of legislative norms for assessing the level of professional readiness of employers;

      13) shortage of engineering and teaching staff with experience in production;

      14) lack of mechanisms to confirm the quality of the Tipo system;

      15) insufficient development of inclusive education;

      16) insufficient quality of teacher training;

      17) the shortage of personnel specializing in the commercialization;

      18) regional disproportions of innovative structures of Universities;

      19) imbalance between low patent activity and high publication activity of Universities ' PPP;

      20) unattractiveness of higher and postgraduate education for foreign citizens;

      21) low level of management in education and science;

      22) low level of participation of employers in the development of the content of educational programs;

      23) weak material and technical base of educational and scientific organizations.

      3. Opportunities:

      for the state:

      1) improving the competitiveness of Kazakhstan's education and science;

      2) improving the quality of human capital;

      3) ensuring social and legal guarantees of children's quality of life;

      4) investment support of education and science by international organizations and employers;

      5) new effective management methods in education and science;

      6) accessibility, attractiveness, quality and openness of education and science;

      7) improved performance in international rankings;

      8) increasing the responsibility of parents for the upbringing of the child;

      9) implementation of the developed innovative projects in production.

      4. Threats:

      1) low motivation of the teacher;

       2) more attractive working conditions for scientists abroad;

      3) low level of aspiration to self-education and professional growth among pedagogical personnel;

      4) failures of terms of commissioning of objects of education.

      The planned measures within the framework of the Program will contribute to solving the identified problems for further modernization of the education and science system with the prospect of increasing the competitiveness of the system and its approximation to the best practices of the OECD countries.

      Steps to educating moral citizens and patriots of their homeland will be held in the framework of the special project "Tugan jer" Program of modernization of public consciousness "Rouhani gear", which consists of 4 areas – "Өlketanu", "Otanym-Tadiran", "Sanali Azamat", "Kitap – Bilim bylagy". Local Executive bodies (hereinafter – MIO) will organize systematic work on the implementation of the project in all areas.