One of the priorities of national development of education is high quality. Accreditation system is the specific tool which helps to ensure high quality in higher education. According to the State program of education development of the Republic of Kazakhstan for 2011-2020, since 2012 the accreditation of higher education institutions will be conducted by non-governmental organizations. In this post I will inform about the outcomes of this reform initiative and problems of accreditation system of Kazakhstan. Personally, I think that creating the independent accreditation organizations is beneficial for quality assurance system in Kazakhstan.
Sharing the government competence of ensuring the quality of education through accreditation helps to decentralize the state power which positively influences on the level of accreditation process. Comparing to the state attestation, which aims to control and revise the documents, accreditation has the recommendation character and estimate the compliance of education quality and stakeholders’ expectations. There are several outcomes to education organizations from this initiative. Firstly, it is beneficial for institutions because the ensuring of high quality reflects the positive results of academic work. Secondly, Kashuk (2007) indicates the advantages of university attraction for students. Specifically, she mentions that students will be provided by useful information about education institution which helps to choose them the appropriate one.
However, the accreditation process of higher institutions has not been adapted to the international requirements and was the only one of the types of state control. The external evaluation was carried out only on quantitative goal, which led to some extent to the duplication of state certification procedures. Monastirskii (2008) proposes another problem regarding accreditation from employers’ perspective. In current job market, the employers usually criticize the young colleagues because of the lack of communication skills, abilities, creative thinking and inability to work in the team. Therefore, the requirements for accreditation should be more strict and related to academic work innovative techniques.
Kazakhstan decided to follow international standards of education in order to improve its level, including the accreditation. That is why the change of government’s role is crucial. Despite the fact that the majority of authors reveal that the problems in implementation of the accreditation reforms in Kazakhstan are connected by poor methodological support, lack of experience and quantitative approach, I think that creating the independent agencies in Kazakhstan is important step to improve the quality of higher education. It will help to improve not only the accreditation system, but also the whole higher education of Kazakhstan.
Kashuk, L. I. (2007). The quality assurance system of higher education: assessment and management mechanisms (on the materials of the Republic of Kazakhstan). (Doctoral dissertation). Retrieved from http://yadocs.ru/tw_files2/urls_1/262/d-261879/7z-docs/1.pdf.
Monastirskii, A. D. (2008). Higher Education Accreditation: Key issues and solutions. Proceedings from the International scientific-methodic seminar “Role of accreditation in improvement of higher education quality”, 87. Almaty.