Kazakhstan performs worse than most other EECA countries in reading, maths and science.
Moreover, Kazakhstan lags behind most OECD countries.
Socio-economically advantaged students and girls perform better than economically disadvantaged students and boys.
Policies are needed to help all students succeed.
Kazakhstan performs worse than expected given its level of funding.
Kazakhstan's expenditure on education is far less than the OECD average. More spending could contribute to better outcomes.
Principals reported greater concerns about resource shortages in:
Schools with more disadvantaged students
These trends are also seen across EECA and OECD countries.
Students spent roughly one hour less per week in class than students across the OECD.
Spending more time in class can be related to higher performance.
65% of students skipped class or skipped school in the previous two weeks.
Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.
Compared to the average across OECD countries:
Teachers in Kazakhstan use more teacher-directed instruction (e.g. lecturing to classes)
And less adaptive methods that focus on meeting students’ individual needs.
Internationally, more adaptive instruction is generally associated with higher reading performance.
Teachers are more likely to:
Not be well prepared for classes
Not meet individual student needs
Professional development can be important to help teachers continuously improve, but only 26% of teachers in Kazakhstan participated in the last three months.