EIU in the world2014.12.06 22:00


UNESCO Almaty Cluster Office for Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan and Coordination Council of UNESCO Associated Schools in the Republic of Kazakhstan organized a Sub-regional seminar for the schools belonged to UNESCO Associated Schools Project Network (ASPnet) from Kazakhstan, Kyrgyzstan and Tajikistan. The seminar was held in Almaty, Kazakhstan from 14 to 15 October 2014. The theme was devoted to integration of issues on international understanding, peace and global citizenship into the secondary education content.

The seminar was oriented for ASPnet school principals and teachers from Kazakhstan, Kyrgyzstan and Tajikistan. The discussions of the seminar focused on topics such as ‘the role of education in peacebuilding process’, ‘the role of teachers in peacebuilding education’ and ‘the use of interactive methods in teaching issues of peace, humanism and global citizenship’. Also, the seminar discussed ‘the reduction of violence against children in schools.’

UNESCO Associated Schools Project Network, commonly called UNESCO Associated Schools or ASPnet, is a global network of 9900 educational institutions in 180 countries. Member institutions ranging from preschools, primary schools, secondary schools and vocational schools to teacher training institutions work in support of international understanding, intercultural dialogue, peace and human rights, sustainable development and quality education in practice.


http://www.unesco.kz/new/en/unesco/news/2895/: Almaty Cluster Office for Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan




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Expo 2017



Four years later, the 2017 Expo will open at Astana, the capital of Kazakhstan. The theme of the international Expo is "Future Technology," which explains Kazakhstan’s recent focus on the development of green technology and investment on alternative energy resources.

On November 7th of this year, the Kazakhstan government sent the International Exhibition Organization, which is responsible for large scale world fairs, the registration file for the 2017 Expo. The registration file contains information about the financial means of supporting the Expo, the legal status of the organizers, site construction plans, and more. With the registration file, the Kazakhstan government has clearly stated its plans to develop Astana within the next four years.

The International Fair Organization held in Paris, on November 22nd of 2012, selected Astana to be the location of the 2017 Expo. Because the Expo allows Kazakhstan to invest not only in its culture, but also create a large infrastructure for renewable energy research, the event is expected to have positive influences on Kazakhstan’s economy. Moreover, as the first of former Soviet Union countries to hold such a large Expo, Kazakhstan is now recognized as a economical and cultural power in a global network.

However, concern arises about the extent of Kazakhstan’s progress and the rapid development of Astana. The changes that Kazakhstan will go through remain as a constant interest to the general public.



http://www.expo2017astana.com/en/news/visitofpresident (Photo above)

http://expo2017astana.com/en (Expo 2017 official website)



[APCEIU 1기 Supporter Jinyoung Woo]


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Although Kazakhstan already had remarkable achievements in the formal education sector, many improvements are required in other areas. Here is where regional Community Learning Centers take part in order to make a difference.

Formal Educational Achievements
The education system in Kazakhstan has been strengthened under the belief that it plays a key role in rebuilding a politically and economically stable society. As such, Kazakhstan shows its strength in the formal education sector. In 2011, the country ranked fourth out of 127 in UNESCO’s Education for All Development Index (EDI). EDI is a composite index that indicates the general achievement of a country’s education system. Four EFA goals are measured and counted. They include universal primary education (Goal 2), adult literacy (Goal 4), gender parity and equality (Goal 5), and quality of education (Goal 6). Kazakhstan’s achievements in every section are far above the world average and its regional neighbors in Central Asia. Furthermore, Kazakhstan holds a youth literacy rate of 99.8%, which is the highest in the Central Asian region.
Despite the achievements in public formal education, the country still has many areas to improve such as computer access and education, technical education and adult education. Because those are left out of formal education, CLCs currently take part in projects to educate its residents.
Community Learning Centers (CLCs)
Community Learning Centers (CLCs) were built since 2003 to provide practical education programmes to a wide range of community members. Because the government’s education policy is focused on child education, community members established CLCs under the financial support of UNESCO and the supervision of the local NGO Association Education for All (EFA) Kazakhstan in order to meet the learning demands of people and areas often neglected by the government.
Currently, there are a total of seven CLCs, and they are located in Amanbokter, Karbala, Kordai, Nogaibai, Sortobe, Karaganda, and Taraz.
Goals of CLCs
The objectives of CLCs are:
- To empower local people to be self-reliant
- To improve citizens’ quality of life
- To stimulate community development
- To identify and address the various needs of the community
- To mobilize community resources and human capital


Programme Evaluation

According to UNESCO Institute for Lifelong Learning (UIL), education programmes run by CLCs often include computer literacy, health education, sewing, carpentry, foreign language, pre-professional training and community enrichment programmes for the entire community.
Programme evaluation was conducted internally by the CLC committee, and externally by the supporting NGO Association EFA Kazakhstan.
CLCs reported positive achievements of its objectives by improving personal capacities, community business skills, and knowledge on hygiene and health as well as empowerment of marginalized groups, widespread of modern technology, modernization of attitudes, and participation in local governance. Moreover, 99% of the sample group of participants showed their satisfaction about the quality and content of the programme.
However, limitations were also detected according to “Sustainability of Community Learning Centers: Community Ownership and Support”, a report by UNESCO UIL and UNESCO Bangkok Office.
First, there is an issue of financial instability. Despite high demands for CLCs, funding is insufficient to expand programmes and activities to meet residents’ educational needs. In addition, five CLCs in Kazakhstan are not registered as non-profit organizations, and they are still taxed as profit-seeking organizations.
Second, majority of the heads in CLCs remain as passive recipients, not actively reacting about the programmes. CLCs need active leaders who can develop and strategically spread programmes that are really needed by residents.
Finally, there are no specific measurement criteria that evaluate the effectiveness of CLCs although CLCs are conducting a general evaluation and monitoring of their programmes. It is necessary to demonstrate effectiveness by using objective statistical results to clearly identify the results of the projects.

[APCEIU Supporter Kim Sujin]


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