Kazakhstan School Autonomy and Accountability : SABER Country Report 2013
Education in the Kazakhstan is highly decentralized. While education policy is the sole responsibility of the Ministry of education, school boards are responsible for delivery. The entire organization of the school system is based on checks and bal...
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| Format: | Working Paper |
| Language: | English en_US |
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Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2013/01/20141725/saber-school-autonomy-accountability-country-report-kazakhstan-2013 http://hdl.handle.net/10986/20160 |
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okr-10986-20160 |
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oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACCESS TO QUALITY EDUCATION ACHIEVEMENT BARRIER BASIC EDUCATION CIVIL SERVICE CLASSROOM COLLEGES COMMUNITIES COMMUNITY PARTICIPATION COMPETENCY LEVEL COMPULSORY EDUCATION CURRICULA CURRICULUM DECENTRALIZATION DECENTRALIZATION OF EDUCATION DECISION MAKING DEGREES EDUCATION AUTHORITIES EDUCATION DEPARTMENT EDUCATION DEPARTMENTS EDUCATION DEVELOPMENT EDUCATION FINANCE EDUCATION INDICATORS EDUCATION INSTITUTIONS EDUCATION LEVELS EDUCATION MANAGEMENT EDUCATION POLICY EDUCATION PROGRAMS EDUCATION QUALITY EDUCATION REFORMS EDUCATION SECTOR EDUCATION STRATEGY EDUCATION STUDENTS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EXPENDITURES GENERAL EDUCATION GLOBAL KNOWLEDGE GRADUATE STUDIES HIGH QUALITY EDUCATION HIGHER EDUCATION HIGHER EDUCATION INSTITUTES HUMAN CAPITAL HUMAN DEVELOPMENT INFORMATION SYSTEMS INSTRUCTIONAL MATERIALS INVESTMENT IN EDUCATION KINDERGARTENS LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LEARNING RESOURCES LEGAL RIGHT LEVEL OF EDUCATION LITERATURE LOW ACHIEVEMENT MANUALS MINISTRY OF EDUCATION MINORITY NATIONAL EDUCATION NATIONAL EDUCATION POLICIES NATIONAL EDUCATION POLICY NUMBER OF TEACHERS PARENT INVOLVEMENT PARENT PARTICIPATION PARENT-TEACHER ASSOCIATION PARENT-TEACHER ASSOCIATIONS PARTICIPATION OF PARENTS PEDAGOGICAL PRACTICES PRE-SCHOOL EDUCATION PRIMARY COMPLETION PRIMARY COMPLETION RATES PRIMARY EDUCATION PRIVATE SCHOOLS PROVIDERS OF EDUCATION PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC SCHOOLS QUALITY ASSESSMENT QUALITY OF EDUCATION QUALITY OF TEACHERS QUALITY OF TEACHING READING REGIONAL EDUCATION REMOVAL OF TEACHERS REPEATERS REPETITION SCHOOL ACTIVITIES SCHOOL ADMINISTRATION SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL BUDGETS SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DIRECTORS SCHOOL EDUCATION SCHOOL GOVERNANCE SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEE SCHOOL OPERATIONS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL SIZE SCHOOL STAFF SCHOOL SYSTEM SCHOOL TEACHERS SCHOOL YEAR SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SECONDARY SCHOOLS SOCIETY STAFF SALARIES STANDARDIZED TESTS STATE EDUCATION STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ENROLLMENT STUDENT LEARNING STUDENT PERFORMANCE TEACHER TEACHER HIRING TEACHER PAY TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER TRAINING TEACHERS TEACHING TEACHING METHODS TEACHING PERSONNEL TEACHING STAFF TEST SCORES TRAINING NEEDS UNIVERSAL ACCESS UNIVERSITIES VOCATIONAL EDUCATION VOCATIONAL SCHOOLS YOUTH |
| spellingShingle |
ACCESS TO QUALITY EDUCATION ACHIEVEMENT BARRIER BASIC EDUCATION CIVIL SERVICE CLASSROOM COLLEGES COMMUNITIES COMMUNITY PARTICIPATION COMPETENCY LEVEL COMPULSORY EDUCATION CURRICULA CURRICULUM DECENTRALIZATION DECENTRALIZATION OF EDUCATION DECISION MAKING DEGREES EDUCATION AUTHORITIES EDUCATION DEPARTMENT EDUCATION DEPARTMENTS EDUCATION DEVELOPMENT EDUCATION FINANCE EDUCATION INDICATORS EDUCATION INSTITUTIONS EDUCATION LEVELS EDUCATION MANAGEMENT EDUCATION POLICY EDUCATION PROGRAMS EDUCATION QUALITY EDUCATION REFORMS EDUCATION SECTOR EDUCATION STRATEGY EDUCATION STUDENTS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EXPENDITURES GENERAL EDUCATION GLOBAL KNOWLEDGE GRADUATE STUDIES HIGH QUALITY EDUCATION HIGHER EDUCATION HIGHER EDUCATION INSTITUTES HUMAN CAPITAL HUMAN DEVELOPMENT INFORMATION SYSTEMS INSTRUCTIONAL MATERIALS INVESTMENT IN EDUCATION KINDERGARTENS LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LEARNING RESOURCES LEGAL RIGHT LEVEL OF EDUCATION LITERATURE LOW ACHIEVEMENT MANUALS MINISTRY OF EDUCATION MINORITY NATIONAL EDUCATION NATIONAL EDUCATION POLICIES NATIONAL EDUCATION POLICY NUMBER OF TEACHERS PARENT INVOLVEMENT PARENT PARTICIPATION PARENT-TEACHER ASSOCIATION PARENT-TEACHER ASSOCIATIONS PARTICIPATION OF PARENTS PEDAGOGICAL PRACTICES PRE-SCHOOL EDUCATION PRIMARY COMPLETION PRIMARY COMPLETION RATES PRIMARY EDUCATION PRIVATE SCHOOLS PROVIDERS OF EDUCATION PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC SCHOOLS QUALITY ASSESSMENT QUALITY OF EDUCATION QUALITY OF TEACHERS QUALITY OF TEACHING READING REGIONAL EDUCATION REMOVAL OF TEACHERS REPEATERS REPETITION SCHOOL ACTIVITIES SCHOOL ADMINISTRATION SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL BUDGETS SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DIRECTORS SCHOOL EDUCATION SCHOOL GOVERNANCE SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEE SCHOOL OPERATIONS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL SIZE SCHOOL STAFF SCHOOL SYSTEM SCHOOL TEACHERS SCHOOL YEAR SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SECONDARY SCHOOLS SOCIETY STAFF SALARIES STANDARDIZED TESTS STATE EDUCATION STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ENROLLMENT STUDENT LEARNING STUDENT PERFORMANCE TEACHER TEACHER HIRING TEACHER PAY TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER TRAINING TEACHERS TEACHING TEACHING METHODS TEACHING PERSONNEL TEACHING STAFF TEST SCORES TRAINING NEEDS UNIVERSAL ACCESS UNIVERSITIES VOCATIONAL EDUCATION VOCATIONAL SCHOOLS YOUTH World Bank Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 |
| geographic_facet |
Europe and Central Asia Kazakhstan |
| relation |
Systems Approach for Better Education
Results (SABER) country report;2013 |
| description |
Education in the Kazakhstan is highly
decentralized. While education policy is the sole
responsibility of the Ministry of education, school boards
are responsible for delivery. The entire organization of the
school system is based on checks and balances to ensure
accountability. Budgetary autonomy is established. The
school board controls the school budget, with input from
parents. Personnel management is established. Salaries are
relatively fixed by civil service rules at the primary
school level, but completely negotiable at the secondary
school level. The school board controls the hiring and
firing of teachers and principals. Participation of parents
in school governance is established. There is an
accountability system comprised of different supervisory
institutions where parents are formally represented. School
autonomy and accountability are key components to ensure
education quality. The transfer of core managerial
responsibilities to schools promotes local accountability,
helps reflect local priorities, values, and needs, and gives
teachers the opportunity to establish a personal commitment
to students and their parents. There are five indicators of
school autonomy and accountability that can help benchmark
an education system's policies that enable school
autonomy and accountability: school autonomy in budget
planning and approval; school autonomy in personnel
management; the participation of the school council in
school finance; the assessment of school and student
performance; and school accountability to stakeholders. This
report focuses specifically on policies in the area of
school autonomy and accountability. |
| format |
Publications & Research :: Working Paper |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 |
| title_short |
Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 |
| title_full |
Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 |
| title_fullStr |
Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 |
| title_full_unstemmed |
Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 |
| title_sort |
kazakhstan school autonomy and accountability : saber country report 2013 |
| publisher |
Washington, DC |
| publishDate |
2014 |
| url |
http://documents.worldbank.org/curated/en/2013/01/20141725/saber-school-autonomy-accountability-country-report-kazakhstan-2013 http://hdl.handle.net/10986/20160 |
| _version_ |
1764444613706252288 |
| spelling |
okr-10986-201602021-04-23T14:03:54Z Kazakhstan School Autonomy and Accountability : SABER Country Report 2013 World Bank ACCESS TO QUALITY EDUCATION ACHIEVEMENT BARRIER BASIC EDUCATION CIVIL SERVICE CLASSROOM COLLEGES COMMUNITIES COMMUNITY PARTICIPATION COMPETENCY LEVEL COMPULSORY EDUCATION CURRICULA CURRICULUM DECENTRALIZATION DECENTRALIZATION OF EDUCATION DECISION MAKING DEGREES EDUCATION AUTHORITIES EDUCATION DEPARTMENT EDUCATION DEPARTMENTS EDUCATION DEVELOPMENT EDUCATION FINANCE EDUCATION INDICATORS EDUCATION INSTITUTIONS EDUCATION LEVELS EDUCATION MANAGEMENT EDUCATION POLICY EDUCATION PROGRAMS EDUCATION QUALITY EDUCATION REFORMS EDUCATION SECTOR EDUCATION STRATEGY EDUCATION STUDENTS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EXPENDITURES GENERAL EDUCATION GLOBAL KNOWLEDGE GRADUATE STUDIES HIGH QUALITY EDUCATION HIGHER EDUCATION HIGHER EDUCATION INSTITUTES HUMAN CAPITAL HUMAN DEVELOPMENT INFORMATION SYSTEMS INSTRUCTIONAL MATERIALS INVESTMENT IN EDUCATION KINDERGARTENS LEARNING LEARNING ENVIRONMENT LEARNING OUTCOMES LEARNING RESOURCES LEGAL RIGHT LEVEL OF EDUCATION LITERATURE LOW ACHIEVEMENT MANUALS MINISTRY OF EDUCATION MINORITY NATIONAL EDUCATION NATIONAL EDUCATION POLICIES NATIONAL EDUCATION POLICY NUMBER OF TEACHERS PARENT INVOLVEMENT PARENT PARTICIPATION PARENT-TEACHER ASSOCIATION PARENT-TEACHER ASSOCIATIONS PARTICIPATION OF PARENTS PEDAGOGICAL PRACTICES PRE-SCHOOL EDUCATION PRIMARY COMPLETION PRIMARY COMPLETION RATES PRIMARY EDUCATION PRIVATE SCHOOLS PROVIDERS OF EDUCATION PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC SCHOOLS QUALITY ASSESSMENT QUALITY OF EDUCATION QUALITY OF TEACHERS QUALITY OF TEACHING READING REGIONAL EDUCATION REMOVAL OF TEACHERS REPEATERS REPETITION SCHOOL ACTIVITIES SCHOOL ADMINISTRATION SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL BUDGETS SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DIRECTORS SCHOOL EDUCATION SCHOOL GOVERNANCE SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEE SCHOOL OPERATIONS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL SIZE SCHOOL STAFF SCHOOL SYSTEM SCHOOL TEACHERS SCHOOL YEAR SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SECONDARY SCHOOLS SOCIETY STAFF SALARIES STANDARDIZED TESTS STATE EDUCATION STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ENROLLMENT STUDENT LEARNING STUDENT PERFORMANCE TEACHER TEACHER HIRING TEACHER PAY TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER TRAINING TEACHERS TEACHING TEACHING METHODS TEACHING PERSONNEL TEACHING STAFF TEST SCORES TRAINING NEEDS UNIVERSAL ACCESS UNIVERSITIES VOCATIONAL EDUCATION VOCATIONAL SCHOOLS YOUTH Education in the Kazakhstan is highly decentralized. While education policy is the sole responsibility of the Ministry of education, school boards are responsible for delivery. The entire organization of the school system is based on checks and balances to ensure accountability. Budgetary autonomy is established. The school board controls the school budget, with input from parents. Personnel management is established. Salaries are relatively fixed by civil service rules at the primary school level, but completely negotiable at the secondary school level. The school board controls the hiring and firing of teachers and principals. Participation of parents in school governance is established. There is an accountability system comprised of different supervisory institutions where parents are formally represented. School autonomy and accountability are key components to ensure education quality. The transfer of core managerial responsibilities to schools promotes local accountability, helps reflect local priorities, values, and needs, and gives teachers the opportunity to establish a personal commitment to students and their parents. There are five indicators of school autonomy and accountability that can help benchmark an education system's policies that enable school autonomy and accountability: school autonomy in budget planning and approval; school autonomy in personnel management; the participation of the school council in school finance; the assessment of school and student performance; and school accountability to stakeholders. This report focuses specifically on policies in the area of school autonomy and accountability. 2014-09-16T16:39:53Z 2014-09-16T16:39:53Z 2013 http://documents.worldbank.org/curated/en/2013/01/20141725/saber-school-autonomy-accountability-country-report-kazakhstan-2013 http://hdl.handle.net/10986/20160 English en_US Systems Approach for Better Education Results (SABER) country report;2013 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ Washington, DC Publications & Research :: Working Paper Publications & Research Europe and Central Asia Kazakhstan |