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Bureaucracy in attaining new programs (E.g Primary Education)

The government's interest coming in only recently (1-2 years)

Lack of funding

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Kazakhstan colleges prepare blue-collar workers and mid-level specialists.

Blue-collar: manual jobs.

Mid-level: teachers, medical specialists, etc.

JIHC -> mid-level: IT and accounting.

JIHC -> used to be Kazakh-Turkish College.

JIHC -> A public college [school].

JIHC -> English-taught since 1992.

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-plan to start primary education, valued based education

-BIL foundation

Target to learn students to be:

proactive citizens

to develop soft skills not only academic skills

There are obstacles in legislation

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1. To launch a primary education program at JIHC

2. Infrastructure adage

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Low salaries are expected for those who graduate from TVETs

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College/university diploma doesn’t secure you a job, professional certifications are necessary. That is why TVET graduates go on to work in many local and international companies.

JIHC students have a chance to get internships during their studies, and around 50% enter workforce right after graduation, while 50% go on to get higher education.

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government's strict regulation and low attention to TVET in general.

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Recruiting STEM teachers for EMI

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-       1 course – completion of school curriculum, intensive English language acquisition courses, deeper knowledge of mathematics, basics of Turkish

-       2-3(4) course – Study of professional and other subjects in English

-        3(4) course – practical training in production for the practical application of the mastered disciplines, internships (McKinsey & Company, SDU, EY, epam).

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It’s a 3/4 years programs , all subject are taught in English

1 year -English , Math, General Subjects

2year- Professional subjects taught in English

3/4 theoretic educational course,

Internship program

Curriculum operates in a national standard

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difficulty in adjusting to multiple standards set by the Ministry and employers simultaneously

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IT graduates do not meet the latest requirements of the market

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Less aligned with the rapidly changing demands of the labor market, making them less attractive compared to the broader scope of university education

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the least amount of funding from the government (~300k per student)

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TVET institutions are simnifically under-financed by the government that is why institutions cannot cover their minimum expenses and provide their students with necessary resources. Also, due to the same reason, most of the colleges do not have facilities for inclusive students.

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The Ministry also oversees the Jambul Innovation High College, bringing their experience to managing the college initiative. The college receives financial support through state grants, which are regulated by the Ministry. Additionally, teachers' salaries are provided by the government.

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more money (financing)

apply university policies to colleges

academic independence

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There are a lot of challenges to meet labor market demands. Government asking that every program should meet national (ex. Atameken) and international requirements while the program is developing. Also companies that leading in the industry should give their opinion on program design. It is difficult to fit into three different requirements. To add to this, when program went through registration in the Ministry, no one check is the program meets requirement on three different side, they check if the program meet national standards. Moreover in fast-changing world every program is outdated because, especially in IT sphere, something changing every day. Conclusion: It is difficult to cope with government program standards, international standards and market demand.

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Colleges still have a lower status compared to higher education. In my opinion, this is more a question of the cultural component of our country, where the aspect of status prevails over practicality.

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1. Increase the funding significantly: the government pays 342000KZT per student, the least out of all sectors - financing should be improved in the sector to attract professionals, and provide them with well equipped facilities to prepare high quality workers for the market. There is a growing tendency among private colleges - due to being unable to cover their operational costs, they are forced to quit the market

2. Colleges are very similar to the universities because many colleges are copying the model of the Kazakhstani teaching universities. The recommendation is that regulations of these universities should also apply to colleges in order to make it more flexible for colleges to decide what subject to teach and their curriculum. This way, they will be able to graduate better prepared professionals to join the labor marker and meet the requirements of the employers.

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Building Capacity and  Professional Development:

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Building Capacity and  Professional Development:

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The state ensures that teaching staff members have the most recent information and pedagogical abilities by supporting the professional development of educators in vocational colleges. The use of contemporary teaching techniques and technology is aided by programs for teachers' ongoing education and training.

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Colleges are centralised: they are not free to shape the program curriculum to get rid of unnecessary disciplines

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Less proportion of finance is allocated to the development of college compared to other education sectors. So it is difficult to attract qualified professionals, consequently talented students.

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College faces challenges in inclusion of students with special needs

Only 2 students with special needs out of 400

Shortage in infrastructure to support inclusive education

Low funding

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Colleges fail to prepare well-skilled workers for the labour market, as a result most of them are left behind after graduation and stay unemployed due to the lack of professionalism.