2013年-世界发展银行全球_Kazakhstan_Teachers___SABER_Country_Report_2013_23页_1019kb

Kazakhstan Teacher Policy Summary

Core Content

The SABER-Teachers report provides an assessment of Kazakhstan's teacher policy system across eight key goals, using a four-category scale: Latent, Emerging, Established, and Advanced. The report highlights the strengths and weaknesses of current policies and suggests areas for improvement to enhance teacher quality and effectiveness.

Main Policy Goals and Status

1. Setting Clear Expectations for Teachers

Status: Advanced

• Indicator 1: Clear expectations for what students should learn and what teachers are supposed to do are in place.
• Indicator 2: There is useful guidance on the use of teachers’ working time, including non-teaching hours.
• Key Points:
  • The Ministry of Education and Science (MoES) sets education goals and controls the national curriculum.
  • Teachers are expected to perform tasks beyond classroom instruction, such as curriculum design and school evaluation.
  • However, there is no clear statement on the percentage of time allocated to specific tasks.
  • Top-performing systems (e.g., Japan, Singapore, Ontario) emphasize instructional improvement through collaboration and professional development.

2. Attracting the Best into Teaching

Status: Emerging

• Indicator 1: Entry requirements are not as stringent as in top-performing systems.
• Indicator 2: Teacher pay is low compared to other skilled professions and does not vary with performance.
• Indicator 3: Working conditions are somewhat appealing but compliance with standards is limited.
• Indicator 4: Career opportunities are somewhat attractive, with promotion linked to performance.
• Key Points:
  • Only one model of initial teacher education exists for primary school teachers.
  • Secondary school teachers have two pathways: concurrent and alternative.
  • Salaries are relatively low, with the average in the education sector at 68,971 Tenge in 2013.
  • There is a need for more competitive pay and performance-based incentives.

3. Preparing Teachers with Useful Training and Experience

Status: Emerging

• Indicator 1: Minimum standards for pre-service education are set at ISCED 5B level (technical vocational degree).
• Indicator 2: Teacher entrants are required to have classroom experience, but mentoring is not mandatory.
• Key Points:
  • Pre-service training is not aligned with global best practices.
  • Classroom experience is less than 12 months for primary and secondary teachers.
  • High-performing systems require higher educational qualifications (e.g., Bachelor’s and Master’s degrees) and longer training periods.

4. Matching Teachers' Skills with Students' Needs

Status: Latent

• Key Points:
  • There are systems to address teacher shortages in hard-to-staff schools.
  • However, there are no official policies to attract teachers to teach in critical shortage subjects.
  • This indicates a lack of targeted recruitment strategies.

5. Leading Teachers with Strong Principals

Status: Latent

• Key Points:
  • Principals are expected to monitor and support teacher performance, but there are no specific training requirements for them.
  • Principal performance is not rewarded, which may hinder their effectiveness as instructional leaders.

6. Monitoring Teaching and Learning

Status: Established

• Key Points:
  • Annual teacher performance evaluations are in place.
  • These evaluations use criteria that assess effective teaching.
  • However, the results are not used to inform teaching practices, which limits their impact.

7. Supporting Teachers to Improve Instruction

Status: Established

• Key Points:
  • Multiple professional development opportunities exist that align with global best practices.
  • These opportunities help teachers enhance their instructional skills.
  • The support system is functional but could be more robust.

8. Motivating Teachers to Perform

Status: Emerging

• Key Points:
  • There are mechanisms to hold teachers accountable.
  • Career opportunities and salaries are linked to performance, but no monetary bonuses or recognition are provided.
  • This may reduce motivation and long-term commitment.

Key Findings and Recommendations

• Strengths:

  • Clear expectations for student and teacher performance.
  • Existing systems for monitoring teacher performance and professional development.
  • Opportunities for career advancement linked to performance.

• Weaknesses:

  • Entry requirements are not competitive enough to attract the best candidates.
  • Teacher pay is among the lowest in the country.
  • Initial teacher education programs are not aligned with global standards.
  • No official policies to attract teachers to critical shortage subjects.
  • Principals lack specific training to effectively lead and support teachers.
  • Teacher performance is not rewarded with bonuses or recognition.

• Recommendations:

  • Strengthen entry requirements to align with high-performing systems.
  • Implement performance-based pay and recognition systems.
  • Introduce diverse pathways for teacher training, including consecutive models.
  • Provide more structured mentoring and support for new teachers.
  • Develop policies to attract teachers to critical shortage subjects.
  • Offer specific training for school principals to enhance their leadership capabilities.
  • Use teacher performance data more effectively to inform instructional practices.

Conclusion

Kazakhstan has made progress in several areas of teacher policy, particularly in setting clear expectations and providing professional development. However, significant gaps remain in attracting and retaining high-quality teachers, preparing them effectively, and motivating them to perform at their best. Strengthening these areas is essential to improving student achievement and overall education quality.