Prospects, opportunities and challenges of the transition to 12-year education system in Kazakhstan

Gulmira M. Tykezhanova, B.B. Yelshina, K.A. Estemesova

2016

Closed access Metadata (CSL-JSON)
DOI 10.31489/2016bmg1/30-34
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

The article deals with the transition to 12-year education which is a justified step. Since the negative factors affecting the development of the national pre-school models — old system of evaluation of educational achievements are not able to stimulate students led the transition of the education system of Kazakhstan to world standards. In turn, the 12-year-old system of education makes it possible to take into account more fully the interests, needs and capabilities ofparticipants in the educational process and to more efficiently reallocate training material on curricula.