Кеңес алу үшін
өтінім қалдырыңыз
Frequently Asked Questions
The educational levels of the “Values-Based Education” program comply with the requirements set out in the following documents:
- The Law of the Republic of Kazakhstan “On Education” dated July 27, 2007;
- The Unified Upbringing Program for 2023–2025;
- The Concept for the Development of Preschool, Secondary, Technical, and Vocational Education in the Republic of Kazakhstan for 2023–2029, approved by the Government of the Republic of Kazakhstan on March 28, 2023, No. 249.
Analysis of the Current State of Student Upbringing in the Republic of Kazakhstan
According to data from a 2017 UNICEF study, two-thirds of students in Kazakhstan have either experienced or witnessed violence from peers or teachers. Each year, internal affairs agencies register around 7,000 minors and 10,000 low-income families. More than 3,000 minors commit criminal offenses annually. In 2018, 2,125 crimes were committed against children, and 2,277 minors became victims — an increase of 5.5% compared to 2017.
There is also a concerning rise in child suicides: in 2018, 178 cases of suicide among children were recorded, which is 6.6% higher than in 2017.
The figures mentioned above are just a few examples of the alarming and dangerous statistics regarding schoolchildren in Kazakhstan. According to the Conceptual Foundations of Upbringing (2019), this situation will inevitably impact the nation's future health, intellectual potential, competitiveness, and even national security.
This is why there is now an urgent need to establish a new system of educational practices that can overcome the long-standing shortcomings in upbringing within educational institutions.
According to data from a 2017 UNICEF study, two-thirds of students in Kazakhstan have either experienced or witnessed violence from peers or teachers. Each year, internal affairs agencies register around 7,000 minors and 10,000 low-income families. More than 3,000 minors commit criminal offenses annually. In 2018, 2,125 crimes were committed against children, and 2,277 minors became victims — an increase of 5.5% compared to 2017.
There is also a concerning rise in child suicides: in 2018, 178 cases of suicide among children were recorded, which is 6.6% higher than in 2017.
The figures mentioned above are just a few examples of the alarming and dangerous statistics regarding schoolchildren in Kazakhstan. According to the Conceptual Foundations of Upbringing (2019), this situation will inevitably impact the nation's future health, intellectual potential, competitiveness, and even national security.
This is why there is now an urgent need to establish a new system of educational practices that can overcome the long-standing shortcomings in upbringing within educational institutions.
To nurture a healthy, competitive generation that embodies universal and national values and is equipped with modern knowledge.
- To nurture individuals in the spirit of patriotism, loyalty to their homeland, and commitment to protecting its interests, while preserving the core of national identity;
- To develop personal qualities and create conditions for fostering competitiveness, critical thinking, functional literacy, independent problem-solving, and a healthy lifestyle;
- To cultivate self-awareness, self-assessment, self-education, self-development, social responsibility, and socialization skills through encouraging a strong work ethic among learners;
- To enhance the emotional climate of the school and develop the educational environment in order to support the well-being, success, and holistic development of both students and staff;
- To strengthen the role of parents in the educational and upbringing process.
Key Directions of the Program
- Kazakhstani Patriotism. Goal: To cultivate students' love for their country, homeland, and cultural environment. To nurture respect for the land, language, history, traditions, and customs, and to guide the younger generation in using their strength and knowledge for the good of the nation.
- Enhancing National Identity. Goal: To preserve national consciousness and identity in students' worldview while encouraging openness to global development and change.
- Emphasis on Education. Goal: To develop knowledgeable, enlightened, and forward-thinking individuals who are eager for continuous learning and personal growth.
- Competitiveness. Goal: To prepare a new generation equipped with 21st-century skills, digital literacy, foreign language proficiency, and cultural openness.
- Diligence. Goal: To foster willpower, industriousness, and determination, promote a healthy lifestyle, and support students’ professional development by teaching them to use resources efficiently and purposefully.
- Functional Literacy. Goal: To enable students to successfully and effectively apply their knowledge in practical situations and throughout the social adaptation process.
Principles of Program Implementation
The implementation of the values-based education program is guided by several fundamental and essential principles:
The implementation of the values-based education program is guided by several fundamental and essential principles:
- The Principle of Humanism – Recognizing the learner’s right to free development and the fullest possible growth of their inner moral world.
- The Principle of Value Orientation – Directing the values of both students and teachers toward moral education.
- The Principle of Authenticity – Acknowledging the learner as a subject of moral action who independently chooses their path toward cultural engagement in real life.
- The Principle of Reflective Orientation – The teacher’s effort to correctly understand and purposefully guide students’ thoughts, feelings, and actions.
- The Principle of Subjectivity – The teacher supports the student’s ability to discover and understand their own “self” through various interactions with others and the world, to comprehend their actions, foresee their own and others' life paths, and see themselves as an active subject in learning and personal choice.
The program is implemented in three main stages:
Stage 1: Formation of a coordinating team within the educational institution
A coordinating or leadership team is formed under the school administration. The team may include the following members:
Values are selected based on the collective input of school staff, students, and parents involved in the educational process.
Each chosen value is promoted and emphasized for at least one month.
Suggested values include:
The coordinating team supports the integration of selected values into the school's educational and instructional programs. They ensure that:
Stage 1: Formation of a coordinating team within the educational institution
A coordinating or leadership team is formed under the school administration. The team may include the following members:
- Teachers (including a school psychologist and social pedagogue)
- Methodologists
- Technical staff
- Parents
- Student representatives
- Introducing and implementing the program in the school
- Providing pedagogical support to help students internalize the values
- Establishing and revitalizing a value-based system of communication within the school environment
Values are selected based on the collective input of school staff, students, and parents involved in the educational process.
Each chosen value is promoted and emphasized for at least one month.
Suggested values include:
- Patriotism
- National values
- Respect
- Cooperation
- Responsibility
- Integrity
- Diligence
- Cleanliness
- Humility
- Justice
- Health
- Courage
- Generosity
- Perseverance
- Love
- Empathy
- Courtesy
- Personal growth
The coordinating team supports the integration of selected values into the school's educational and instructional programs. They ensure that:
- The values are reflected in all academic planning
- Extracurricular activities align with the value of the month
- Subject-specific and interdisciplinary events support the chosen values
- Collective initiatives and activities involving parents also reflect these values
- Daily school practices consistently reinforce the values
Conditions:
- The teacher must serve as a role model and example for students.
- Collaboration between the school staff and parents with a shared goal is essential.
- Lessons should be conducted in alignment with the promoted values.
- Values should be communicated to children not with a "Do as I say" approach, but with a "Do as I do" mindset.
- At the beginning of each month, provide students and staff with detailed information about the value of the month.
- Decorate the school environment to reflect the chosen value.
- Organize events and activities related to the monthly value.
- Create opportunities for students to apply the values in their daily lives.
- Involve parents in the value-promotion process.
- At the end of each month, conduct feedback and classroom-level analysis to assess how well students have internalized the value.
- Summarize and reflect on the outcomes of the value month.
- A written plan for developing values is maintained within the educational institution.
- The school’s values plan is reviewed and discussed annually. Changes are made as needed.
- Various methods are used to evaluate the impact of values-based education on students (such as report cards, surveys, interviews, parent conferences, etc.).
- At the beginning and end of the academic year, an emotional profile of each student is created.
- At the end of each month, the outcomes of the values-based education process are summarized and reviewed.
Through the implementation of the “Values-Based Education” program, we expect to see the development of the following values and personal qualities in students:
- Patriotism
- Civic consciousness
- Tolerance
- General and legal culture
- A healthy lifestyle
- Realization of creative potential
- Ability to make informed career choices
- Effective use of free time
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Astana, Rakymzhan Koshkarbayev , 11/2
Astana, Rakymzhan Koshkarbayev , 11/2
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