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How rural schools in Kazakhstan are changing: real cases of directors
A case session dedicated to the problems of rural education took place at the EdCrunch international conference in the field of new technologies in education. The speakers of the session were: Director of the rural school Kulynzhon of the East Kazakhstan region Aralbek Berikuly, director of the school-gymnasium of the village of Almalybak of the Almaty region Saule Makhambetova, director of the school-gymnasium of the city of Ayagoz Ainur Kanapiyanova and director of the Fund for Sustainable Development of Education Daniyar Toktarbayev.
What problems are people facing now who are changing education in rural areas? How to solve the problems of low professionalism of teachers and professional training, what should a rural school become in the coming years in order to improve the quality of educational services provided? The speakers shared their cases of solving such problems.
According to Saule Makhambetova, the main task of the teacher and school management is to create a comfortable and friendly atmosphere in the school.
“The child must be happy. I think that a student’s potential is revealed in a school where he is comfortable, where he is loved and where everything is fair. The student must understand that they are welcome at school,” says the director of the school in the village of Almalybak.
The speaker shared her story where she faced a difficult situation: embittered parents, cynical children who do not share knowledge with their peers, and teachers who have undergone training but do not want to instill knowledge and skills in their students.
“I understood that I needed to work with values, that there was no trust between teachers, students and parents. We created a school fitting service, attracted parents, and they acted as mentors for our children. Teachers also acted as mentors not only during lessons, but also outside the educational process. Now our community of conscious parents acts as teachers’ assistants in the process of raising and developing children,” says Saule Makhambetova.
Ainur Kanapiyanova, director of the gymnasium school in the city of Ayagoz, also agrees with her colleague.
“We must not forget about the patriotic education of children. National tradition, native language and knowledge of history remain important components of the education of students,” she added.
Ainur Kanapiyanova also spoke about the changes that happened to the school two years ago. The school-gymnasium of the city of Ayagoz became a participant in the project “Capacity development of rural schools”, implemented by the Foundation "Qazaqstan Halqyna", Nazarbayev Intellectual Schools, the Foundation for Sustainable Development of Education and the AITAS holding with the support of the Ministry of Education of the Republic of Kazakhstan.
“Over the last couple of years, our school has grown a lot in all aspects. Intensive training courses at Nazarbayev Intellectual Schools, with which we work as part of a partnership project, also played an important role in this. Probably, parents of rural school students never thought that their children would be helped to determine their life mission, goals and make plans for the future from childhood. Now the level of the teacher has increased significantly before the eyes of the villagers,” notes Ainur Kanapiyanova.
Aralbek Berikuly moved to the village of Kulynzhon in the East Kazakhstan region several years ago and became the director of a small school. In his speech, the speaker shared the principles that guide his work.
“The difference between cities and rural education is very big. The question is not only about the knowledge of teachers, but also about his human qualities. Teachers in villages have always been the most respected. But, unfortunately, sometimes there are facts when teachers gather at school for no purpose at all to teach. We have eliminated all gatherings at school; the teacher now comes to class early. Also, during the survey, we realized that there are teachers who have not read any literature. We also need to work on this and instill a culture of learning in teachers,” says Aralbek Berikuly.
The speaker noted that schools instill important values that leave a mark on the student’s professional development.
“I would like to create an environment where students are in an emotionally stable environment. They are confident in their future, they know their skills and know how to develop them,” says the director of an ungraded school.
In turn, Daniyar Toktarbaev, director of the Foundation for Sustainable Development of Education, spoke about how the Foundation and partners are solving issues of staff shortages in ungraded schools.
“Our partners from Intellectual Schools share their experience with support schools, the network of which we are now creating. Magnet schools are connected to these support schools. These are small schools with at least 80 students. Support schools are taught in schools in four formats: the first model is streaming, when all students receive theoretical knowledge in an online format, the second model is that the teacher of the support school teaches in a magnet school, and in the third option, the magnet school helps in teaching and accompanies the process. And the fourth model is used in schools that do not have access to high-quality Internet. In these schools, video lessons are loaded onto the panels, and the teacher works with the students,” said Daniyar Toktarbayev.
At the end of the case session, the speakers answered questions from teachers and experts.
EdCrunch has been running since 2014. The purpose of the conference is to present the main vectors of development in the field of educational technologies and the possibilities of using digital tools that transform learning processes. This year, AITAS Holding acted as the general sponsor of the conference, and the Foundation for Sustainable Development of Education was the general partner.
https://furo.kz/tpost/dcjthmh191-kak-menyayutsya-selskie-shkoli-kazahstan
What problems are people facing now who are changing education in rural areas? How to solve the problems of low professionalism of teachers and professional training, what should a rural school become in the coming years in order to improve the quality of educational services provided? The speakers shared their cases of solving such problems.
According to Saule Makhambetova, the main task of the teacher and school management is to create a comfortable and friendly atmosphere in the school.
“The child must be happy. I think that a student’s potential is revealed in a school where he is comfortable, where he is loved and where everything is fair. The student must understand that they are welcome at school,” says the director of the school in the village of Almalybak.
The speaker shared her story where she faced a difficult situation: embittered parents, cynical children who do not share knowledge with their peers, and teachers who have undergone training but do not want to instill knowledge and skills in their students.
“I understood that I needed to work with values, that there was no trust between teachers, students and parents. We created a school fitting service, attracted parents, and they acted as mentors for our children. Teachers also acted as mentors not only during lessons, but also outside the educational process. Now our community of conscious parents acts as teachers’ assistants in the process of raising and developing children,” says Saule Makhambetova.
Ainur Kanapiyanova, director of the gymnasium school in the city of Ayagoz, also agrees with her colleague.
“We must not forget about the patriotic education of children. National tradition, native language and knowledge of history remain important components of the education of students,” she added.
Ainur Kanapiyanova also spoke about the changes that happened to the school two years ago. The school-gymnasium of the city of Ayagoz became a participant in the project “Capacity development of rural schools”, implemented by the Foundation "Qazaqstan Halqyna", Nazarbayev Intellectual Schools, the Foundation for Sustainable Development of Education and the AITAS holding with the support of the Ministry of Education of the Republic of Kazakhstan.
“Over the last couple of years, our school has grown a lot in all aspects. Intensive training courses at Nazarbayev Intellectual Schools, with which we work as part of a partnership project, also played an important role in this. Probably, parents of rural school students never thought that their children would be helped to determine their life mission, goals and make plans for the future from childhood. Now the level of the teacher has increased significantly before the eyes of the villagers,” notes Ainur Kanapiyanova.
Aralbek Berikuly moved to the village of Kulynzhon in the East Kazakhstan region several years ago and became the director of a small school. In his speech, the speaker shared the principles that guide his work.
“The difference between cities and rural education is very big. The question is not only about the knowledge of teachers, but also about his human qualities. Teachers in villages have always been the most respected. But, unfortunately, sometimes there are facts when teachers gather at school for no purpose at all to teach. We have eliminated all gatherings at school; the teacher now comes to class early. Also, during the survey, we realized that there are teachers who have not read any literature. We also need to work on this and instill a culture of learning in teachers,” says Aralbek Berikuly.
The speaker noted that schools instill important values that leave a mark on the student’s professional development.
“I would like to create an environment where students are in an emotionally stable environment. They are confident in their future, they know their skills and know how to develop them,” says the director of an ungraded school.
In turn, Daniyar Toktarbaev, director of the Foundation for Sustainable Development of Education, spoke about how the Foundation and partners are solving issues of staff shortages in ungraded schools.
“Our partners from Intellectual Schools share their experience with support schools, the network of which we are now creating. Magnet schools are connected to these support schools. These are small schools with at least 80 students. Support schools are taught in schools in four formats: the first model is streaming, when all students receive theoretical knowledge in an online format, the second model is that the teacher of the support school teaches in a magnet school, and in the third option, the magnet school helps in teaching and accompanies the process. And the fourth model is used in schools that do not have access to high-quality Internet. In these schools, video lessons are loaded onto the panels, and the teacher works with the students,” said Daniyar Toktarbayev.
At the end of the case session, the speakers answered questions from teachers and experts.
EdCrunch has been running since 2014. The purpose of the conference is to present the main vectors of development in the field of educational technologies and the possibilities of using digital tools that transform learning processes. This year, AITAS Holding acted as the general sponsor of the conference, and the Foundation for Sustainable Development of Education was the general partner.
https://furo.kz/tpost/dcjthmh191-kak-menyayutsya-selskie-shkoli-kazahstan