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Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020
The goal of this research project is to conduct an overall diagnosis of education system of the Republic of Kazakhstan in order to identify its strengths and weaknesses and to define directions for further modernization at all levels. This project aims to provide analytical support and development of specific recommendations for effective implementation of the State Program of Education Development in the Republic of Kazakhstan for 2011-2020, taking into account the best international practices.

Levels of the Project: 
First level – from 20th of February to 31st of December 2013;
Second level – from 1st of January to 28th of November 2014.

Experts of the Project:  

Alan Ruby 
Alan Ruby is a senior fellow in the Alliance for Higher Education and Democracy at the University of Pennsylvania. He also currently serves as a consultant to the World Bank, an adviser to the American Institutes of Research, the Nazarbayev Intellectual Schools and the Nazarbayev University in Kazakhstan, and as a senior fellow for Internationalization at NAFSA. At the University of Pennsylvania, Mr. Ruby focuses on globalization’s effects on universities and school education around the world. He has held senior education posts in state, national and international organizations including Australian Deputy Secretary of Education, Training and Youth Affairs, chair of the OECD education committee and Human Development Sector Manager for East Asia and the Pacific at the World Bank.

Colleen McLaughlin
Dr. Colleen McLaughlin is Professor of Education at the University of Sussex. Prior coming to Sussex, she worked at the University of Cambridge as a Deputy Head of Faculty and Director of International Initiatives. She has also worked as a school teacher, counselor and Local Authority Adviser. Her professional and academic interests lie in the following areas: the counseling and care of young people, this particularly includes issues around vulnerable children and exclusion; school-university partnership for educational research and practice improvement; and educational reform with a particular emphasis on teacher development.

David Bridges
Professor David Bridges is Professor Fellow and Director of Research, University of Cambridge Faculty of Education. He was a Deputy Principal at Homerton College of the University of Cambridge for 22 years and held positions of the Pro-Vice-Chancellor at the University of East Anglia, Executive Director of the newly established Association of Universities in the East of England, director of the Centre for Educational Research and Development. Through the last 25 years Professor Bridges has combined regional and national commitments with an extensive program of international work. This has included work in Ethiopia (for the last 25 years), Belize, Guyana, South Africa, Zimbabwe, Ghana, Lithuania, Vietnam, Iran and, currently, Kazakhstan and Mongolia.

Nazipa Ayubayeva 
Nazipa Ayubayeva has been a Deputy Chair of the AEO “Nazarbayev Intellectual Schools” since 2009. She has worked as a manager of the National Analytical Center under the Government and National Bank of the Republic of Kazakhstan. Nazipa was a trainer on Human Resource Development at the TACIS Project “Support of the Eurasian Center for Kazakhstan CIVIL servants training” lead by British Council. She has extensive experience of working in regional projects of the European Commission, the American Agency on International Development and the World Trade Institute. Nazipa is currently doing her PhD at the Faculty of Education at the University of Cambridge (UK).

Vladimir Gasskov
Dr. Vladimir Gasskov is an international expert in vocational education and training with extensive experience in TVET policies and strategies, management, and financing. For more than 20 years Dr.Gasskov had worked as a senior professional in the International Labour Organization (ILO) where he was involved in international comparative studies of TVET policies and strategies, design and implementation of national skills development projects and policy advice to governments and industry stakeholders in developing countries. He authored several books and reports on management and financing of TVET systems and institutions. Dr. Vladimir Gasskov is currently working as a consultant in the areas of TVET systems management, development of occupational standards and qualifications, and on TVET demand and supply issues in the labor markets.

Mary Canning
Dr. Mary Canning is an international authority on Higher Education Reviews. She was a team member and an author of the OECD Review of Higher Education in Kazakhstan published in 2007. In 2009, she was appointed by the Irish Government to conduct the National Strategic Review of Higher Education. Dr Mary Canning is a member of the Higher Education Authority and the Royal Irish Academy for the sciences, humanities and social sciences. Until 2006, Dr. Canning worked as lead education specialist of the World Bank, specializing on the education systems of post transition economies.

Martin Needham
Martin Needham is professor of Education Faculty of Manchester Metropolitan University. Martin Needham trained and worked as an Early Years teacher in Nottinghamshire, London and Pakistan. This was followed by four years as an Early Years Development Officer for a local authority working on a range of initiatives including Early Years Development and Childcare Partnerships, and Children’s Centres. He became a Senior Lecturer in Early Childhood Studies at the University of Wolverhampton in 2003 and a Principle Lecturer at Manchester Metropolitan University in 2014. Martin completed his PhD examining pedagogy and learning with children under the age of 4 at the Institute of Education, London University in 2011. Martin has published work on multi-agency working the ‘Team around the Child’ (Siraj-Blatchford et al, 2007) and applying theory to practice (Waller et al, 2011). Martin was the external examiner for the Peers Early Education Partnership (PEEP) which delivers practitioner training for those working with parents and children together from 2006-2010. Martin has also conducted research into leadership in early years settings (Hadfield et al, 2012 and Needham, 2013).


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