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Statistical image of Kazakhstan education

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"Білімді ел" №24(37), 22 december 2015

Processing of educational statistics in the Information system “National Education Database” or so called NED in pedagogy has completed.

NED contains statistics for 2160 indicators of 18 789 early childhood education, secondary, vocational education and training organizations (cohort of learners, teaching staff, material and technical base, additional education, etc.).

Network of early childhood organizations increases compared with 2014 (+367, total 8834 organizations).

68% (5990) early childhood organizations are located in rural areas and attended only by 43.5% (330 580 of 758 772) of all children covered with early childhood education and care. Gender break-up: 51% are boys and 49% are girls.

Private sector displays an active attitude. From 2014 the network of private educational organizations increased from 1460 to 1775 (+315).

Coverage of children at the age of 3 to 6 with early childhood education and care has increased from 78.6% to 81.6%.

Despite of growth in early childhood education coverage, queue to kindergartens increases which is conditioned upon baby boom over the last 5 years.

545 402 children queued in 2015 which was 525 children more than in 2014 and 57 439 children compared with 2013.

In parallel with the increase in coverage and network, proficiency of educators increases. A number of educators has went up by 6645 persons (from 74 212 in 2014 to 80 857 in 2015). Number of educators with higher specialized education has increased by 2 876 persons over the last year and is equal to 15% (2014 – 12.7%) of total number of early childhood educators.

However, percentage of highly qualified personnel is still low:

  • highest category 7% (5 364, +444 from 2014)
  • first category 13% (10 422, +220)
  • category - 25% (20 327, +1952)
  • no category 55% (44 744, +4029).

At present 7 511 schools are in operation where 2 799 585 children study including:

7160 schools of 7457 schools subordinated to local executive authorities are day-time comprehensive schools where 839 are primary schools, 1062 are middle schools, 5259 are comprehensive schools. 77% of them are located in rural areas.

Over the last years one might see a steady trend of reduction in network though the number of learners goes up.

In parallel with reduction in network, the network of underfilled schools decreases. 44% of 7160 schools are underfilled where only 8% children study and 17% teachers work.

There is a number of problems associated with operation of underfilled schools: quality of educational services is poor due to a lack or forced multidisciplinary nature of teachers; lessons are held in combined classes; location is primarily in adjusted premises, etc.

Reduction of underfilled schools is seen over the last years. In 2014 there were 3 268 schools with 221 879 students, nowadays there are 3161 schools (-107) with 214 551 students (-7328). If this trend remains, there will be not more than 1500 schools by 2030.

At the same time, secondary education infrastructure is under development. Statistical survey established reduction of emergency and three-shift schools. During the year the number reduced from 136 to 69.

100% school-aged children from needy families are provided with free hot meals. The rest children have an opportunity to eat well in school canteens and lunch rooms.

None of children stay out of educational process. Conditions are created for high quality and affordable education.

The problem related to delivery of children to and from school is resolved by means of 813 buses.

4 009 children study in Tadjik language, 15 067 in Uigur, 80 655 in Uzbek, 832 173 in Russian and 1 792 223 in Kazakh language.

Attention is paid to activity of educational organizations with special regime. 100 special schools are in operation, 34 schools are attached to correctional facilities; 6 schools are used for children with deviant behavior and 1 school with special regime for children.


For reference only:

Educational organization for children with deviant behavior is an educational institution established for care, education and social rehabilitation of young persons at the age of eleven to eighteen who regularly commit legal wrongs resulting in administrative actions, designedly leave their families and children educational organizations, and commit other antisocial actions.

Educational organization with special regime is an educational institution established for care, education and social rehabilitation of young persons at the age of eleven to eighteen who have committed socially dangerous acts with elements of crime and released from criminal responsibility.

(Model rules by types of comprehensive organizations for primary, middle and general secondary education approved by the Order of Ministry of Education and Science of the RK dated 17.09.13 No.375).


Role of a teacher enhances simultaneously with the improvement of infrastructure and social assistance. Level of teacher’s qualification and education is put to the forefront.

Adoption of new professional development system has resulted in significant growth in teachers’ proficiency. At present 49.5% teachers of public schools have the highest and first category. It is planned to raise the share to 54% of total number by 2020.

At the same time requirement in skilled teaching staff remains to be high.

Affordable additional education is ensured in line with main education. At present there are 860 additional education organizations and 56 586 various study groups. As the result 1 700 573 children are covered with a wide range of out-of-school scientific, creative, tourism and regional, and technical programs.     

Staff is trained in 807 colleges as the part of vocational education and training. Number of colleges has reduced by 7 public colleges and 14 private colleges compared to 2014. At the same time, 2 public and 6 private colleges were open.

Currently 499 477 people study in colleges where 242.3 thous. people study on a state-subsidized basis and 257.2 thous. people study on a fee-paying basis.

Over the last five years one might see a trend of reduction of students’ cohort in vocational education and training organizations which was motivated by an aggregate of several factors.

First. Reduction in cohort of 9 year-comprehensive schools:

  • 2011 – 251.4 thous. people
  • 2012 – 232.6 thous. people
  • 2013 – 226.2 thous. people
  • 2014 – 229.2 thous. people

Second. A cohort of students studying in 9 years-based VET system began to grow steadily in 2004 upon introduction of UNT. Prior to 2012, college graduates entered universities more simply. They did not take any standardized tests and were enrolled into universities based on university exams. However, introduction of Complex testing (CTA) in 2012 for college graduates wishing to enter universities resulted in reduction of VET cohort.

Significance of human capital in economic life of the country strengthens every year and becomes a competitive advantage. In the Message of the President to the People of Kazakhstan dated November 30, 2015 “Kazakhstan in New Global Reality: Growth, Reforms, Development” a great focus is placed on training of technical personnel.

Vocational Education and Training becomes one of the major strands of national investment policy. Creation of conditions for obtaining first blue-collar occupation free of charge will significantly enhance prestige of education and solve the problem of youth involvement.

Statistical survey of current year shows presence of the following steady trends:

  1. Despite of growth in network (+367 per 1 year) and coverage of children with early childhood education (+31294 per 1 year), queue for spots in early childhood organizations does not decrease but increases (+525).
  2. Majority of public day-time comprehensive schools is located in rural areas (77%). There is a trend of reduction in number due to insufficient number of students per class (-74).                At the same time, number of urban day-time comprehensive schools increases (+12).
  3. Whilst proficiency of secondary education teachers grows (+4895 have the highest category and +941 have the first category over the last year), requirement in skilled personnel remains to be high (1200 people).

¹In accordance with the List of positions held by teaching staff and persons equated to them (approved by the Decree of Government of the RK dated 30.01.2008 No.77) teaching staff includes educational psychologist, speech therapist, speech pathologist, social teacher, additional education teacher, etc.       

Director, Department for Educational Statistics