Education Modernization Project

Project Overview

Project Title Education Modernization Project
Project Number P153496
Country Kazakhstan
Overall Project Value(USD) More than 4 000 000
Project Start – Project End March 1, 2017–December 31, 2022
Project Status Active

Funding and Implementing Organizations

Origin of Funding World Bank
Project Budget(USD) 77.000.000
Implementing Organization / Consortium

Not Assigned

Contact / Team Leader / Project Team
  • Cyril E. Muller (Regional Vice President)
  • Lilia Buruncius (Country Director)
  • Amit Dar (Acting Senior Global Practice Director)
  • Mario Cristian, Aedo Inostroza (Practice Managers)
  • Dingyong Hou (Task Team Leader),
Beneficiary Ministry of Education and Science on behalf of the Government of the Republic of Kazakhstan

Project Summary, Objectives and Results

Project Summary

Education has historically been a priority in Kazakhstan. The country has made significant strides toward universal access and enrollment, with gender parity. The difference in enrollment rates between boys and girls is less than 1 percentage point. The challenge for Kazakhstan today is to provide quality education for all. Kazakhstan supports the professional development of teachers, too, and has made progress in addressing teacher shortages in hard-to-staff schools. However, pre-service training and qualifications are not adequately addressed. An emphasis on theory that has little to do with practice has limited Kazakhstan’s potential to reach the performance benchmarks of high-performing education systems. While teaching is shifting toward a student-centered approach, emphasis should be placed on inquiry-based problem solving and critical thinking. Weak school leadership is also an obstacle to raising teacher effectiveness.

The project will contribute to producing a modern, productive, skilled workforce for an innovative, competitive, diversifying economy. The project supports system-wide reforms, targeted assistance to disadvantaged schools, enhanced monitoring and evaluation of reforms, and civic engagement and participation. The project will be implemented over five years through a phased approach with sequencing to allow the piloting, evaluation, refinement, and scaling up of select key reforms. The overall project objective is to enhance the quality of primary and secondary education in Kazakhstan.

Project Objectives
  • To develop, pilot and roll out modern learning standards and a competence based curriculum for grades 1-11.
  • To enhance teacher quality at entry and support professional development and pedagogical practice of existing teachers.
  • To strengthen student assessment system capacity and quality of assessment.
  • To enhance school accountability and autonomy, including school leadership and capacities to effectively and efficiently manage resources.
  • To build school and sector capacities for data driven decision making and use of data for accountability and learning improvement.
  • To ensure adequate distribution of learning resources to reduce disparity in learning outcomes.
Education Sector VET (IVET & CVET)
Components of the Education Process Education Management, Education Policy Advice & Development, Examination, certification and accreditation, Institutional strengthening & capacity building, Quality assurance, Social Partnership, Standards and curriculum development, Teaching and learning technologies (arrangements), Training of teachers / trainers
Occupational Field Not applicable
Target Groups Politicians/decision-makers in economics, labour, employment & education policy, Decision-makers and managers in VET and HE institutions, Developers of standards, programs, curricula etc., Learners (scholar, student, apprentice etc.), Lecturers, teachers, instructors, trainers
Related Projects

Component 1: Supporting of system-wide improvement in primary and secondary education

The objective of this component is to improve curricular standards, policies, and programs through a set of initiatives to implement a new curriculum for grade 1–12 that was piloted, evaluated, and scaled up, using existing national systems and resources. The component is consisted of following sub-components: (i) curriculum modernization, (ii) alignment of assessment system with the new curriculum, (iii) modernizing pedagogical education and practice, (iv) enhancing accountability through school inspections. This component will focus on the training of MOES’s assessment specialists to build their skills to design tests that measure the content and skills of the new curriculum and analyze and communicate the results. The component will also support technical assistance in the design and piloting of a new pre-service teacher education model for pedagogical universities and the development of education programs using the model upon an evaluation. Pedagogical universities will work closely with international partners to develop new programs for teaching with digital resources and math and science in English. The project will finance technical assistance to develop and/or adapt an instrument to observe the pedagogical practice of teachers in the classroom. Another part of component’s support is focused on training of staff and school leaders and community stakeholders to build their skills in school-based management, self-evaluation, and school inspections.


Component 2: Supporting of rural and disadvantaged schools to reduce disparities

The objective of this component is to increase equitable learning outcomes in rural and disadvantaged schools, through improved access to essential instructional materials and equipment, enhanced teacher pedagogy, management capacity, and support for children with special education needs. The component 2 comprises following sub-components: (i) empowering rural and disadvantaged schools with instructional materials and multimedia equipment, (ii) enhanced pedagogical and management capacities – this subcomponent will finance the design and delivery of an integrated package of in-service teacher training and pedagogical support. The package will increase the number of hours of in-service training of teachers to target issues particularly affecting rural and disadvantaged schools with customized pedagogy to identify and remedy learning gaps, practice formative assessments, and improve student study techniques for underperforming students, for example, boy’s reading. It will also strengthen pedagogical support networks, including through the capacity building of methodologists and School Directors, providing teachers with opportunities for self-learning and post-training support, and (iii) supporting inclusive education.


Component 3: Supporting of citizen engagement, monitoring and evaluation, and implementation

The objective of this component is to engage and support stakeholder and citizen participation, monitor and evaluate project implementation and results, and support project implementation. The component consists of following sub-components: (i) stakeholder participation and engagement, (ii) monitoring and evaluation of pilot initiatives, and (iii) project implementation.

Project Results
  • Student learning results improved.
  • Access to essential learning resources ensured.
  • Teacher classroom practice improved.
  • Quality and equity of education enhanced.

Links and Materials

Link to project relevant data