2013年-世界发展银行全球_Kazakhstan_School_Autonomy_and_Accountability___SABER_Country_Report_2013_18页_985kb

Kazakhstan: School Autonomy and Accountability Summary

Core Content

The document presents an analysis of the school autonomy and accountability policies in Kazakhstan using the SABER (Systems Approach for Better Education Results) tool. It outlines the current status of these policies and provides recommendations for improvement.

Main Policy Goals

1. Autonomy in Budget Planning and Approval
2. Autonomy in Personnel Management
3. Participation of the School Council in School Governance
4. Assessment of School and Student Performance
5. Accountability to Stakeholders

Key Findings

1. School Autonomy in Budget Planning and Approval is Emerging

• Legal Authority over Budget Planning and Approval: Emerging
  • School principals submit budget proposals, but the municipal Finance Department has full discretion over allocation.
  • No mandates for transparency or stakeholder involvement in budget decisions.
• Legal Authority to Raise Additional Funds: Established
  • Schools can seek additional funding from Akimats, donors, and parents.
  • Donor contributions are subject to taxation.

2. School Autonomy in Personnel Management is Established

• Autonomy in Teacher Appointment and Deployment Decisions: Advanced
  • School principals have legal authority to hire and fire teachers.
  • Teachers are appointed based on established qualifications.
• Autonomy in Non-Teaching Staff Appointment and Deployment Decisions: Advanced
  • School principals have full discretion in hiring and firing non-teaching staff.
  • Decisions are based on core qualifications set by MOES Decree #338.

3. Participation of the School Council in School Governance is Latent

• Parent councils participate voluntarily in school activities but lack legal authority to voice opinions or guide participation.
• No formal role in budget planning or personnel decisions.

4. Assessment of School and Student Performance is Established

• Kazakhstan regularly assesses school and student performance and makes results publicly available.
• However, there is a lack of policies to use assessment results for improving pedagogical practices or making operational adjustments at the school level.

5. Accountability to Stakeholders is Emerging

• There are regulations for financial, learning, and school operations accountability.
• No mechanisms for reporting to oversight authorities or linking rewards/sanctions to performance or compliance.
• Weak linkages between student performance and teacher/school accountability.

Status of Policies

Main Recommendations

• Strengthen Legal Framework for School Councils: Provide them with legal authority to participate in budget planning and personnel decisions.
• Develop Policies for Using Assessment Results: Implement strategies to use assessment data for improving pedagogical practices and operational efficiency.
• Enhance Accountability Mechanisms: Establish clear reporting systems and link rewards/sanctions to performance and compliance with educational standards.
• Improve Transparency in Budget Decisions: Ensure that budget allocations are transparent and based on clear criteria to prevent regional and school-level disparities.
• Promote Parental Involvement: Encourage active participation of parents in school governance to enhance local accountability and support for education.

Context and Background

• Education is a priority in Kazakhstan, with a focus on quality and access.
• The country has seen significant economic growth and increased investment in education, reaching 3.9% of GDP in 2009.
• The education system is structured into pre-primary, primary, secondary, and higher education levels.
• The National Law on Education (2007) and the State Program of Education Development (2011-2020) guide the education sector.
• School autonomy and accountability are seen as essential for improving education quality and aligning teacher and parent incentives.

School-Based Management (SBM)

• SBM is a form of decentralization where schools have autonomy in decision-making, often with the involvement of parents and the community.
• The success of SBM depends on the interrelation of autonomy, assessment, and accountability.
• School councils play a critical role in linking these components and promoting a "closed system" for educational improvement.

PISA Insights

• PISA results indicate that countries with greater school autonomy and accountability tend to have better student performance.
• Autonomy in teaching content and student assessment is associated with improved educational outcomes.
• Standardized assessments are linked to better performance, and systems that use them show less variation in scores across different social backgrounds.

Conclusion

Kazakhstan has made progress in education policy and investment, but its school autonomy and accountability systems are still in the Emerging or Latent stages. Strengthening these systems through legal reforms, transparency, and stakeholder involvement is crucial for achieving better learning outcomes and a more efficient education system.