In the modern educational system, the role of computer technologies and digital educational resources is constantly increasing. In 2012, the President of Kazakhstan in his Annual Address “Strategy of Kazakhstan till 2050” highlighted needs in the modernization of teaching methods and in actively developing the online educational system (Kazakhstan 2050 Strategy, 2012). In 2011 the Ministry of Education and Science of Kazakhstan approved national program “State Program of Education Development for 2011-2020” which initiated a national E-learning project. The aim of the project was “ensure an equal access for all participants of the educational process to the best educational resources and technologies” (Fimyar, Yakavets, Bridges 2014). However, the initial plan of government and the real situation in the implementation of the project in the educational system of Kazakhstan according to the current statistic indicators mismatch. Here appear questions: Why did this project fail? What were the main obstacles in the realization of reform? Was it just the waste of time and money? Below I will try to answer to these questions.
Firstly, according to the statistics of the national website of e-learning in Kazakhstan, in the beginning of the project, the target number of educational institutions where this project should be realized and the reached number were almost similar. However, starting from 2013 the discrepancy between target number and intended number of started to expand. For instance, in 2014 the intended number of educational organizations where e-learning project implemented should be 2824, while in reality, the number of institutions reached only 1139. Similarly, in 2015 the target number was 4135 and the implementation took part only in 1159 educational institutions. In other words, the first part of the project wasn’t realized in a proper way. So, what were the reasons of fail of the reform: finance, equipment or inappropriate planning?
In terms of the infrastructure of the educational institutions, even though they have all essential equipment such as electronic backboards, linguistic classes, and projectors teachers used them rarely and didn’t have the desire to use them as there always were problems with getting permission.
Secondly, the most important problem in the realization of the e-learning is finance. Most of the people consider that e-learning is the very expensive project as it covers not only the infrastructures of the educational institutions also the preparation of electronic books, staff training, and the invention of different programs. Therefore, in some sense educational system of Kazakhstan cannot invest such excessive project. At the beginning of the project the government spent a great amount of money for this project, but as we mentioned above even the first part of the e-learning couldn’t reach target percentage. Moreover, in 2015 the government temporary stopped to invest the project due to the finance crisis.
Sum up, E-learning project was one of the reforms which couldn’t reach indicated target. The majority of people consider it as the waste of money from government’s budget and it served as one of the reasons for skeptical attitude towards other educational reforms such as trilingual education, education autonomy etc. However, we shouldn’t be the pessimist because of only one project but vice versa we must get a lesson from it and don’t repeat such mistakes in the future.
Nazarbayev, N. (2012). Kazakhstan 20150 Strategy: New Political Course of the Established State. Annual State of the nation Address. Astana, December 2012.
Fimyar, O., Yakavets, N., Bridges, D. (2014). Educational reform in Kazakhstan: The contemporary policy agenda. In D. Bridges (Ed.). Educational reform and Internationalisation. The case of School Reform in Kazakhstan. (pp.53-68). Cambridge: Cambridge University Press.
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