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OECD Reviews of School Resources: Kazakhstan 2015

image of OECD Reviews of School Resources: Kazakhstan 2015

The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.

The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders, education administrators; physical resources, such as location, buildings and equipment, and other resources such as learning time.

This series will offer timely policy advice to both governments and the education community. It will include both country reports and thematic studies.

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Executive summary

The primary and secondary education system in Kazakhstan has accomplished significant achievements. It has managed to reach almost universal access to primary and secondary education, and few differences are observed in enrolment by geographical location, socio-economic background and gender. Although the level of education attainment of the population is high, the performance of Kazakh 15-year-olds in PISA (Programme for International Student Assessment) 2012 suggests that there is considerable room to improve the quality of student learning outcomes. In mathematics, Kazakh students are on average two years behind their peers in OECD countries and about 45% of them are low performers, a proportion significantly above the OECD average (23%). The language of instruction in schools, school location and the socio-economic background of students and schools make a difference in student performance. National and international assessments also suggest marked differences in educational outcomes between urban and rural areas.

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