How does Kazakhstan compare internationally?

Kazakhstan performs worse than most other EECA countries in reading, maths and science.

Moreover, Kazakhstan lags behind most OECD countries.

Education outcomes are more equitable in Kazakhstan than internationally, but gaps still exist

Socio-economically advantaged students and girls perform better than economically disadvantaged students and boys.

Policies are needed to help all students succeed.

Educational spending in Kazakhstan is low by regional and international benchmarks

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.

Educational resourcing in Kazakhstan is more inequitable than international benchmarks

Principals reported greater concerns about resource shortages in:

  • Schools with more disadvantaged students

  • Rural schools

These trends are also seen across EECA and OECD countries.

Students in Kazakhstan spend less time in class than students internationally

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.

Students in Kazakhstan are more likely to be truant than students internationally

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.

Teaching practices in Kazakhstan differ from international benchmarks

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.

The practices commonly used by teachers in Kazakhstan are associated with lower reading scores

Internationally, more adaptive instruction is generally associated with higher reading performance.

Teachers in Kazakhstan are more likely than teachers in OECD countries to engage in behaviour that may hinder student learning

Teachers are more likely to:

  • Not be well prepared for classes

  • Be absent

  • Resist change

  • Not meet individual student needs

Fewer teachers in Kazakhstan participate in professional development compared to international benchmarks

Professional development can be important to help teachers continuously improve, but only 26% of teachers in Kazakhstan participated in the last three months.