47 The contents of the report are the sole responsibility of the ETF and do not necessarily reflect the views of the EU institutions. [...] This dimension captures the availability of evidence for informed decision- making, the degree to which governance of VET is participatory, the Steering and C.1 presence and transparency of quality assurance arrangements, the quality management and capacity of staff in leadership positions, and the degree of internationalisation of IVET and CVET. [...] These outcomes cover the quality of learning of youth and adults in VET in terms of key skills and competences, the exposure of learners in VET to the world of work, the employability of graduates from IVET and CVET, the availability of career guidance for them, as well as the relevance of learning and training content in VET. [...] These outcomes include the availability and use of data for informed decision-making, the involvement of stakeholders in VET policy, provider management, and resourcing, quality assurance and accountability, the internationalisation of VET providers, as well as the availability and use of human and financial resources in VET. [...] The Ministry of Education also develops and approves the methodology for predicting the needs of VET institutions in textbooks and teaching materials, the rules for providing students and trainees with these materials, and the rules for creating, using, and preserving the library collection of state education institutions.
Authors
- Pages
- 49
- Published in
- Italy
Table of Contents
- TORINO PROCESS SYSTEM MONITORING REPORT KAZAKHSTAN 2023 1
- TABLE OF CONTENTS 2
- ACKNOWLEDGEMENTS 3
- DISCLAIMER 3
- KEY TAKEAWAYS 4
- 1. INTRODUCTION 5
- 1.1 Focus and scope of monitoring 5
- 1.2 Comparability and reliability of monitoring data 6
- 2. MONITORING RESULTS KAZAKHSTAN 7
- 2.1 Policy and system performance in 2023 overall results 7
- 2.2 Policy and system performance in specific areas of monitoring and against specific outcomes 9
- 2.2.1 Area A. Opportunities for lifelong learning access and participation 10
- 2.2.2 Area B 1. Lifelong learning outcomes quality and relevance 12
- 2.2.3 Area B 2. Lifelong learning outcomes excellence and innovation 15
- 2.2.4 Area C. System organisation 18
- 2.3 How do policies and systems benefit specific groups of learners 22
- 2.3.1 Female learners 22
- 2.3.2 Disadvantaged learners 23
- 2.3.3 Populations who are long-term unemployed economically inactive and have low educational attainment 25
- 2.3.4 Learners by country of origin 27
- 3. SUPPLEMENTARY SOURCES AND INFORMATION 28
- 3.1 Links to background information and data 28
- 3.2 Definitions terminological clarifications methodological limitations 28
- 3.2.1 Definitions and terminological clarifications 28
- 3.2.2 Methodological limitations 29
- 4. NATIONAL BACKGROUND REPORT AND SUPPLEMENTARY DATA 30
- 4.1 Foreword 30
- 4.3 Overview of technical and vocational education 32
- 4.3.1 Basic statistics 32
- 4.3.2 Main reform initiatives 40
- 4.3.3 Тorino Process in Kazakhstan in 2023 40
- 4.4 Development of a structure and new model for tools to assess quality in education 44
- 4.4.1 Survey 45
- 4.5 Conclusions and recommendations 47
