Stakeholders’ perceptions of the quality of education in rural schools in Kazakhstan

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools Pub Date : 2021-07-19 DOI:10.1177/13654802211031088

Mir Afzal Tajik, D. Shamatov, L. Fillipova

引用次数: 3

Abstract

Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. This study presents the stakeholders’ – school leaders, teachers, students, parents, and education managers – vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.

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利益相关者对哈萨克斯坦农村学校教育质量的看法

自1991年独立以来，哈萨克斯坦启动了重大改革，以提升其教育体系。但是，农村和城市学校的教育质量存在着巨大的差距。本研究展示了利益相关者(学校领导、教师、学生、家长和教育管理者)对教育质量的愿景、优先事项和期望，以及他们可以获得的机会、资源和支持，以及他们在实现所期望的教育质量方面面临的差距和挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Improving Schools EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.