Doctor Sagintayeva (Ph.D., Ablai Khan Kazakh University of International Relations and World Languages) is a person who started her professional career from being a faculty at M. H. Dulati Taraz State University. Dr. Sagintayeva was a Vice-Rector for International Cooperation at the Eurasian National University. She has been involved in educational research projects at the Ministry of Education and Science on gearing Kazakhstan’s higher education system towards the European three-tiered degree system and has coordinated a ministerial initiative aimed at introducing Western PhD programmes in Kazakhstan. Also she was formerly president of the Bolashak International Scholarship Office. For nowadays Dr. Sagintayeva is an associate professor at L.N. Gumilyov ENU. Dr. Sagintayeva is the author and co-author of more than 50 scientific journal articles and several methodological books dealing with language issues, foreign language education, educational reforms, internationalization of higher education, educational policy, and administration in higher education. 

Research activities:
Dr. Sagintayeva leads three research projects as principle investigator at NUGSE Research Institute: 
Research Project: “Development of Models of Best Practices of Internationalization of Higher Education in Kazakhstan (2014 – 2016)”.
Research Project: “Development of Models of Best Practices of Academic Leadership and Management in Higher Education Institutions of Kazakhstan (2014-2016)”
Research Project: “Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020”.

Selected publications for last years:

• Jumakulov, Z., Ashirbekov, A., Sparks, J., & Sagintayeva, A. (2019). Internationalizing Research in Kazakhstan Higher Education: A Case Study of Kazakhstan’s State Program of Industrial Innovative Development 2015 to 2019. Journal of Studies in International Education, 23(2), 234-247.
• Hartley, M., Gopaul, B., Sagintayeva, A., & Apergenova, R. (2016). Learning autonomy: higher education reform in Kazakhstan. Higher Education, 72(3), 277-289.
• Sagintayeva, A. & Jumakulov Z. (2015). Kazakhstan’s Bolashak Scholarship Program. International Higher Education, 79, 21-23.
• Сагинтаева, A., Орынханов, M. (2015). Аспекты корпоративного управления вузами: опыт других стран. Высшая Школа Казахстана, 4, 16-18.
• Sagintayeva, A. & Kurakbayev, K. (2014). Understanding the Transition of Public Universities to Institutional Autonomy in Kazakhstan. European Journal of Higher Education, 5(2), 197-210. doi:10.1080/21568235.2014.967794
• Sagintayeva, A. & Kurakbayev, K. (2012). The Impact of Global University Rankings on Higher Education Management and Policy in Kazakhstan. Evaluation in Higher Education, 6(2), 47-57. 

Education:
PhD in Educational Policy Studies – Global Studies in Education Specialization, 2008
University of Illinois at Urbana-Champaign, IL, USA
 MEd in Educational Policy Studies – Global Studies in Education Specialization, 2006
University of Illinois at Urbana-Champaign, IL, USA
BA in Secondary Education/English, 1991
Arizona State University

Courses taught at GSE:

• EDUC 711 Globalisation and Education (PhD)
• EDUC 625 Globalisation & Higher Education (MSc)
• EDML 623 Globalisation & Language Education (MA)

Thematic areas of research specialization:
School education
Higher education
Research subthemes
internationalization of higher education, English medium-of-instruction in higher education, university-industry partnerships
Geographic areas of research specialization (countries): Kazakhstan

Funded Projects:

• Exploring Re-Adjustment Experiences of Kazakhstani Returning Scholars, 2018-2020.

     NU Faculty Development Competitive Research Program, 45,000 USD

• Development of students’ multilingual competence in EMI postgraduate research programs in Kazakhstan, 2018-2020.                                              

     NU Faculty Development Competitive Research Program, 53,000 USD

• Advancing Models of Best Practice in Internationalization of Higher Education in Kazakhstan., 2014 – 2016.

     Ministry of Education and Science of the Republic of Kazakhstan

Publications

• Parmenter, L., Sparks, J., Li, A., Kerimkulova, S., Ashirbekov, A., & Jumakulov, Z. (2017). Internationalizing the Curriculum in Kazakhstan: Perceptions, rationales and challenges. In de Wit, H., Gacel-Avila, J., Jones, E., & Jooste, N. (Eds) The globalization of internationalization: Emerging voices and perspectives. (pp.182-193). New York: Routledge.
• Sparks, J., & Rutkowski, D. (2016). Exploring project sustainability: using a multiperspectival, multidimensional approach to frame inquiry. Development in Practice, 26(3), 308-320.
• Sparks, J., Ashirbekov, A., Parmenter, L., Jumakulov , Z., & Sagintayeva, A. (2015). Becoming Bologna capable: Strategic cooperation and capacity building in International Offices in Kazakhstani HEIs. In Curaj, A., Matei, L., Pricopie, R., Salmi, J. & Scott, P. (Eds). The European Higher Education Area: between critical reflections and future policies (pp.109-126). New York: Springer.
• Rutkowski, D., & Sparks, J. (2014) The new scalar politics of evaluation: An emerging governance role for evaluation. Evaluation: The International Journal of Theory, Research and Practice, 20(4), 492-508.
• Corcoran, T., & Sparks, J. (2014). Inquiry-based learning with international students: An exploration in pedagogic values. In G. S. Goodman (Ed.), Educational psychology reader: The art and science of how people learn. New York: Peter Lang, pp. 527 - 541.
• Rutkowski, D., Rutkowski, L., & Sparks, J. (2011) Information and communications technologies support for 21st-Century teaching: An international analysis. Journal of School Leadership, 21(2), 190-215.
• Rizvi, F., Engel, L., Rutkowski, D., & Sparks, J. (2007). Equality and the politics of globalization in education. In G. K. Verma, C. R. Bagley & M. M. Jha (Eds.), International perspectives on educational diversity and inclusion: Studies from America, Europe and India (pp. 3- 20). London: Routledge.
• Rizvi, F., Engel, L., Rutkowski, D., & Sparks, J. (2006) Globalization and recent shifts in educational policy in the Asia Pacific: An overview of some critical issues. Bangkok: UNESCO.

Education
Doctor of Philosophy, PhD, Educational Psychology (with specialization in Inclusive Education), University of Manchester, UK
Doctor of Education, D Ed, Education Leadership & Management, University of South Africa
Master of Education, M Ed, Psychology of Education, University of Free State, South Africa
Bachelor of Education Honors, B Ed (Hons), Educational Psychology, Nelson Mandela University, South Africa
Bachelor of Arts, BA, Psychology & Education, University of South Africa
Post-Graduate Diploma in Education, PGDE, Psychology of Education, University of Free State South Africa
Further Diploma in Education, FDE, Education Leadership & Management, University of Pretoria, South Africa
Secondary Teachers Diploma, STD, Secondary Teachers Diploma, College of Education, South Africa
Certificate, University leadership, University of Johannesburg, South Africa

Current Study
Master of Business Administration, MBA, Robert Kennedy College, Zurich, Switzerland 
Courses taught at GSE:

• EDIE 652: Curriculum Design: perspectives on Addressing Barriers to Teaching and Learning (Including SEN)
• EDUC 662: Meeting special educational need, curriculum, teaching
• EDUC 660: Theories of Inclusive Education
• EDUC 601: Leadership, Planning and Change Management
• EDUC 615: Perspectives on Inclusive Education

 Thematic areas of research specialization:

• Early childhood education:  inclusive early childhood teaching and learning environments
• School education:  Education Law, School Effectiveness & Improvement, Leadership & Change management
• Higher education:  inclusive higher education curriculum, policy & practices, teacher education and inclusion
• Inclusive education: curriculum, teaching and learning, assessment, leadership in Inclusive education settings

Geographic areas of research specialization (countries)

• South Africa, Kazakhstan, Russia, SADEC Countries, Central Asia and International. 

Research & Publications 
Books

• Makoelle, T.M. & Somerton, M. (2021). Inclusive Education in a post-soviet context: a case of Kazakhstan. Netherlands: Springer Publishers. ISBN 978-3-030-65542-6
• Makoelle, T.M., Makhalemele, T.& Du Plessis, P. (2021) School leadership in South Africa:  perspectives, achievements and challenges since dawn of a new democratic education dispensation: Routledge ISBN 9780367639327 
• Thwala, S. & Makoelle T.M. (under contract, 2021) Teachers Preparation for the Implementation of Inclusive Education in Primary Schools in Eswatini: Cambridge Publishers.
• Makoelle, T.M. & Kozlova, M. (in preparation, 2021) Inclusive Education in Russia Post-USSR: Routledge
• Mir, A.T. & Makoelle, T.M. (2021(in preparation, 2021) Redefining Educational Leadership in Central Asia: Transition from Soviet Ideals to New Realities
• Hlalele, D. & Makoelle, T.M. (2021) (in preparation, 2021) The exclusion/inclusion conundrum in Southern African education: Understanding, challenges and enablement: Springer
• Makoelle, T.M. (2019) Action Research: a critical praxis. Sun Press Publishers. ISBN 978-1-928480-32-7/ ISBN 978-1-928480-33-4 (e-book) https://doi.org/10.18820/9781928480334
• Makoelle, T.M. (2016) Inclusive Teaching in South Africa. Sun Press Publishers, SBN 978-1-928355-02-1 ISBN 978-1-928355-03-8 (e-book) DOI: 0.18820/9781928355038
• Book Chapters
• Makoelle, T.M. (2018). Multiculturalism through transformative teaching and learning. In L. Tlale & T. Makhalemele, Integrating multicultural education into the curriculum for decolonization: benefits and challenges (Eds) New York: Nova Publishers, USA. ISBN: 978-1-53613-583-1
• Makoelle, T.M. & Somerton, M. (2018). Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. In P. Peres, F. Moreira, & A. Mesquita (Eds.), Educational and Social Dimensions of Digital Transformation in Organizations (pp. 43-64). Portugal: IGI Global Publishing. https://doi.org/10.4018/978-1-5225-6261-0 
• Makoelle, T.M.  (2015). Disability a social discourse: who is disabled? In Magano D &Ramnarian U, Teaching Sustainability in the 21st century: Pearson ISBN 9781775952992.
• Makoelle,T. M.  (2015). Gender and disability: who is enabled finally? In Magano D &Maguvhe. Disability in Context; a socio-educational perspective in South Africa: Cengage Learning, ISBN: 978-1-4737-1907-1
• Makoelle, T.M. (2010). Action Research: a tool of stimulating reflection and innovation among teacher researchers in Francis, D., Mahlomaholo, S., & Nkoane, M. (2010). Praxis Towards Sustainable Empowering Learning Environments in South Africa. Bloemfontein: Sun Press Publishers.
• Makoelle, T.M. (2009). Outcomes-based education as a curriculum for change: acritical analysis in Piper, H., Piper, J. and Mahlomaholo, S. (2009) Educational Research and Transformation in South Africa. Lynnwood Ridge: Science Africa.
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• International Encyclopaedias & Handbooks
• Makoelle, T.M. (2019). Teacher empathy: a prerequisite for an inclusive classroom. In M.A Peters, Encyclopedia for Teacher Education: Springer DOI: https://doi.org/10.1007/978-981-13-1179-6_43-1 
• Journal Articles (Scopus & Web of Science (core collection) indexed and Q ranked Publications)
• Makoelle, T.M.  & Du Plessis, P. (2019) Analyzing principal’s policy perceptions of educator’s disciplinary procedure:  cases in Gauteng province of South Africa: Interchange: Springer: 1-14. https://doi.org/10.1007/s10780-019-09356-2 
• Makoelle, T.M. & Makhalemele T (2019) Teacher leadership in South African schools, International Journal of Management in Education,14(3) 293-310.
• http://dx.doi.org/10.1504/IJMIE.2020.107056  
• Makoelle, T.M. (2019). Language, terminology and inclusive education: a case of Kazakhstani transition to inclusion, Sage Open Journal SAGE Open, 10 (1): 1–8. https://doi.org/10.1177%2F2158244020902089  
• Makoelle, T.M. (2020). Schools transition towards inclusive education in post-soviet countries: selected cases in Kazakhstan Sage Open Journal SAGE Open, 10 (2).  https://doi.org/10.1177%2F2158244020926586  
• Somerton, M., Helmer, J., Kasa, R., Torrano, D., & Makoelle, T. M. (2020). Defining spaces: Resource centres, collaboration, and inclusive education in Kazakhstan. Journal of Educational Change. https://link.springer.com/article/10.1007/s10833-020-09384-1 
• Makoelle, T.M. & Burmistrova, V. (2021). Teacher education and inclusive education in Kazakhstan, International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1889048 
• Makoelle, T.M.  & Burmistrova, V. (2020) Financing School Education: funding inclusive education for equity and social Justice in South African schools, South African Journal of Education, 40, (4). https://doi.org/10.1080/13603116.2021.1889048  
• Ayaya, G., Makoelle, T.M. & Van der Merwe, M. (2020) Participatory action research: a tool for enhancing inclusive teaching practices among teachers in South African full-service schools, SAGE Open Journal, 10 (4). https://doi.org/10.1177%2F2158244020963576 
• Helmer, J., Somerton, M., Kasa R., Torrano, H. & Makoelle, T.M. (2021) Planting the seeds for inclusive education: one resource centre at a time, International Journal of Inclusive Education.  https://doi.org/10.1080/13603116.2020.1864791 
• Ayaya, G., Makoelle, T.M. & Van der Merwe, M. (2021) Developing a framework for inclusion: a case of a full-service school in South Africa, International Journal of Qualitative Studies in Education.https://doi.org/10.1080/09518398.2021.1956616 
• Ngwenya, N., Makoelle T.M. & Van der Merwe, M.P. (2021). Participatory action research as strategy for developing inclusive teaching and learning practices in adult education centres: A case of a centre in Gauteng East District of South Africa: Interchange  https://dx.doi.org/10.1007/s10780-021-09435-3 
• Ngwenya, N., Makoelle, T.M. & Van der Merwe, M. (2021) inclusive teaching practices in adult education: cases of adult education centres in Gauteng province of South Africa, Journal of Adult and Continuing Education
• Bekzhanova, Z. & Makoelle, T.M. (accepted, 2021). Latinization of the Kazakh alphabet: implications for education, inclusion, and social cohesion in Kazakhstan, SAGE Open Journal.                             
• Akhmetova, G., Makoelle, T.M. & Temirgaliev, K (accepted, 2021) facilitating student centered learning through action research: an analysis of students experiences and perceptions in a Kazakhstani medical school, Educational Action Research. 
• Makoelle, T.M. (2014). Changing teacher beliefs and attitudes towards inclusion in South Africa: lessons from collaborative action research. Journal of Social Sciences,38(2): 125-134. https://doi.org/10.1080/09718923.2014.11893242 
• Makoelle, T.M. (2014). School based support teams as communities of enquiry:   a case of developing inclusive practices. International Journal of Educational Sciences, 7(1) 67-76. https://doi.org/10.1080/09751122.2014.11890170 
• Makoelle, T.M.  (2014). Exploring effective teaching practices for inclusion: a case of a South African secondary school. International Journal of Education Sciences,7(1)183-192. https://doi.org/10.1080/09751122.2014.11890181
• Makoelle, T.M. (2014). School effectiveness and inclusion: cases of selected secondary schools in South Africa. International Journal of Educational Sciences, 5 (14) 131-140. https://doi.org/10.1080/09751122.2014.11890176 
• Makoelle, T.M. (2014). Exploring Factors contributing to school improvement in South African secondary schools, International Journal of Educational Sciences, 7(1) 120-130. https://doi.org/10.1080/09751122.2014.11890175 
• Makoelle, T.M. & Malindi. M. (2014). Multi-grade teaching and inclusion: selected cases in the Free State province. International Journal of Educational Sciences, 7 (1) 77-86. https://doi.org/10.1080/09751122.2014.11890171
• Botha, R. J. & Makoelle. T.M. (2012) Exploring Practices Determining School effectiveness. A Case Study in Selected South African Secondary Schools, International Journal of Education Sciences, 4(2): 79-90.  https://doi.org/10.1080/09751122.2012.11890030 
• Makoelle, T.M. (2012). Social Communication and Inclusive Teaching Practices: an action research case. Communitus, Special Issue, Communitas, 17 (1): 199-215. 
• Other Journal Articles (Peer-reviewed)
• Makoelle, T.M.   & Malindi, M.J. (2015).  Resilience: a framework for inclusive pedagogy. Electronic Journal of Inclusive Education, vol 3 no 3. libraries.wright.edu/ejie/vol3/iss3/2/ 
• Makoelle, T.M. (2014).  Changing teacher beliefs and attitudes towards inclusion in South Africa: lessons from collaborative action research. Journal of Social Sciences,38(2): 125-134. https://doi.org/10.1080/09718923.2014.11893242
• Makoelle, T.M. (2014).  Inclusion and sport; analysis from South African schools. Electronic Journal of Inclusive Education 3 (2).
• Makoelle, T.M. (2014).  Inclusive education: are we there? Some global challenges, Contradictions and anomalies; Journal of Sociology and Sociology Anthropology, 5(3): 303-309. https://doi.org/10.1080/09766634.2014.11885634
• Makoelle, T.M. (2014). Inclusion and exclusion: rural teachers and learners’ experiences: cases in the Free State province: The Anthropologist, 18 (3): 1097-1104. https://doi.org/10.1080/09720073.2014.11891592 
• Kioko, V. & Makoelle, T.M. (2014). Inclusivity: an exploratory study into learning and teaching experiences of disabled students at Winchester University.  International Education Studies, 7 (6) 106-116.DOI: http://dx.doi.org/10.5539ies.v7n6p106 
• Makoelle, T.M. (2014).  Cognitive justice: a road map for equitable inclusive learning environments. International Journal of Education and Research,Vol. 2 No. 7: 505-518.
• Makoelle, T.M. (2014). Information Communication Technology (ICT) and inclusive pedagogy. International Journal of Education and Research.Vol. 2 No. 7: 519-534.
• Makoelle, T.M. (2014). Pedagogy of inclusion: a quest for teaching and learning. Mediterranean Journal of Social Sciences, Vol. 5 No 17: 1257-1269.
• Makoelle, T.M. & Van Der Merwe, M. (2014). Educational change and inclusion: lessons from collaborative action research. Mediterranean Journal of Social Sciences, 5 (14) 169-180.
• Mashishi, N. & Makoelle, T.M. (2014). Inclusion or exclusion ramifications of teenage pregnancy: a comparative analysis of Namibia and South African schools pregnancy policies. Mediterranean Journal of Social Sciences, 5 (14) 374-380.
• Makoelle, T.M. (2014) Race, ethnicity and inclusion in South Africa, Mediterranean Journal of Social Sciences, 5 (14) 283-290.
• Makoelle, T.M. (2014). Information Communication Technology (ICT) and inclusive pedagogy. International Journal of Education and Research. Vol. 2 No. 7: 519-534
• Makoelle, T. M. (2012). The State of Inclusive Pedagogy in South Africa: a literature review. Journal of Sociology and Social Anthropology, 3(2): 93-102. https://doi.org/10.1080/09766634.2012.11885569 
• Makoelle, T.M. (2012). Analysing the use of Action Research to Develop Practices of Inclusion: a case of a South African school.  Journal of Sociology and Social Anthropology, 3 (2): 83-9. https://doi.org/10.1080/09766634.2012.11885568   
• Conferences Papers (full papers/ peer reviewed)
• Makoelle, T.M., & Assanbayev, A. (2018). Practices Promoting Inclusion of Adult Students with Disabilities in Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). In Proceedings (online): Nägele, C., & Stalder, B. E. (Eds.) (2018). Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET). https://doi.org/10.5281/zenodo.1319718.
• Mafumbate, R., Makoelle, T.M. & Magano, D. (2013) an exploratory study on children at risk: a case of orphans’ social and intellectual wellness in Masvingo urban, Zimbabwe: The 40th Annual International Conference of SASE.
• Makoelle, T.M. (2014). Inclusion of learners in a culturally alien school environment:  cases of cultural resilience in a South African school context, Proceeding of World Congress on Special needs education, Temple University, Philadelphia, USA 11-14 August 2014, ISBN: 978-1-908320-33-9 pp 24.
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• Non-Peer review Journal Articles & Editorials 
• Makoelle, T.M. (2018). Inclusive Education in Post-Soviet Countries: a case of Kazakhstan, NUGSE Research in Education Journal,  http://nur.nu.edu.kz/handle/123456789/3727 
• Makoelle TM (2017) Assessment in Inclusive classrooms: Analysis of selected Kazakhstani classrooms in Inclusive schools, Pedagogical Dialoque, vol 1 (19) 62-65.
• Makoelle, T.M.  (2016). Inclusive Education Approach in Higher Education: a case of Kazakhstan, Kazakhstan Higher Education Journal, no4/2016: 10-14.
• Research Reports 
• Kasa, R., Torrano, D., Somerton, M., Helmer, J & Makoelle, T.M (2019) Creating conditions for inclusive education in Kazakhstan: A case study of a resource center in Astana: Dara Foundation.
• Conference Presentations & Abstracts
• Key note/ Plenary Presentations 
• *Makoelle, T.M. (2019) The changing role of academics in higher education governance and administration, Plenary talk at IAFOR International Asian Conference on Education, 31 October-03 November, Tokyo, Japan.
• *Makoelle, T.M. (2017). Inclusive Education in Kazakhstan, presented at the 1st Annual Kazakhstan Research Association Conference held at Nazarbayev University on 9-11, February 2017.
• *Makoelle, T.M. (2017). Inclusive Education in Kazakhstan: Achievement and challenges, presented at Ministry of Education and Science Seminar, The criteria of evaluation of educational achievements of students in the transition to the updated content of curriculum, held at Turkestan Street. Republican School of Physics and Mathematics on 23 February.
• *Makoelle, T.M.  (2016). Multicultural Education as a Strategy for One Belt, One Road Cultural Exchange and Integration, presented at International Conference, One Belt, One Road Industry/Education Integration and Enterprises Development, held by the National Centre for Schooling Development Programme, China Ministry of Education and ZET Corporation in Beijing on December 05-06 2016.
• *Makoelle, T.M. (2016). Inclusive Education Approach in Higher Education: a case of Kazakhstan, presented at Bologna International Conference held in Kazakhstan 25 October 2016.
• *Makoelle, T.M. (2014). Becoming an Inclusive teacher: dispelling beliefs and attitudes: Presented at Teacher Upfront Seminar, Sci-Bono Discovery Centre, Johannesburg, 25th March 2014.
• *Makoelle, T.M. (2014). Inclusion in Higher Education: A quest for Epistemic Access, presented at SURLE, University of Free State, 29th to 31st October 2014.
• *Makoelle, T.M. (2014). Inclusion in Higher Education: A quest for Epistemic Access, presented at SOTL Seminar, University of Johannesburg, 21 August 2014.
• *Makoelle, T.M. (2012). Learning challenges and difficulties with teacher training in inclusive education. Inclusive Education Conference. Garden Court, OR Tambo International Airport, 25 October.
• Forthcoming Keynotes
•  Major key note will take place in Germany & Russia in 2021
• *1st International Conference “Constructions of educational spaces in a post-Soviet and post-socialist area”. It will be held on September 24, 2021 (8.00-18.00) as a digital conference via Zoom and hosted by the DIPF | Leibniz Institute for Educational Research and Information Frankfurt am Main, Germany. 
• * Ministry of Education of the Russian Federation, Moscow State University of Psychology & Education together with the International Laboratory for Social Integration research and National Research University Higher School of Economics will host VI International Scientific and Practical Conference «INCLUSIVE EDUCATION AND SOCIETY: STRATEGIES, PRACTICES, RESOURCES «Moscow, Russia, October 20-21, 2021.
• Sessional Presentations 
• Makoelle, T.M. (2017). Inclusive Education in Kazakhstan presented at 3rd International forum on Teacher Education “teacher education for changing world” the forum will be held at Russian academy of education, Kazan (Volga region) Federal University in Kazan, Russia on May 23-25, 2017.
• Makoelle, T.M. (2016). Teacher Leadership in South African School, presented at World Congress of Comparative Education Societies, Beijing, China 22-26 August 2016.
• Makoelle, T.M. & Malindi, M. (2014). Psychosocial vulnerability among learners who attend farm schools in South Africa, presented at the EASA conference 14-15 January 2014.
• Makoelle, T.M.   & Malindi, M.J. (2014). Resilience: a framework for inclusive pedagogy. The IJEDA International Journal of Educational Development in Africa Symposium2 – 5 MARCH 2014: Sparkling Waters Hotel & SPA Rustenburg.
• Makoelle, T.M. (2014). Inclusion and Sport: analysis of selected South African township schools, to be presented at 6th Annual Teacher Education Distance conference 09-11 April 2014 Kwa Maritane Bush Lodge, Pilanesberg.
• Makoelle, T.M. (2014). Inclusion of learners in a culturally alien school environment: cases of cultural resilience in a South African school context, Presentation at World Congress on Special needs education, Temple University, Philadelphia, USA 11-14 August 2014.
• Makoelle, T.M. (2013) inclusive education: are we there? Some global challenges, contradictions and anomalies, presented at Wits SAALED Inclusive Education Conference to be held on 01-06 July 2013.
• Makoelle, T.M. (2013). Pedagogy of inclusion: Quest for social justice and sustainable learning environments, Annual international Colloquium at University of Free State, 29th -31st October 2013.
• Makoelle, T.M. (2012). Teaching or facilitation? Deconstructing the role of the teacher within the changing curriculum context in South Africa, presented at  Umalusi Conference in 10-12 May 2012.
• Makoelle, T.M. (2012). Multi-graded teaching and inclusion: selected cases in the Free State province, to be presented at 2st Sustainable Rural Learning ecologies (SURLEC) Colloquium 01-03 October 2012 University of Free State, Bloemfontein.
• Makoelle, T.M. (2011). Exploring classroom teaching practices that are effective in promoting inclusion in South African secondary schools’ presentation: DPR conference, University of Plymouth, UK 13-15 April.
• Makoelle, T.M. (2011). The analysis of the transitional impact of the transference of teachers from small rural schools to large urban schools; case studies in the Free State:  presented at 1st Sustainable Rural Learning ecologies (SURLEC) Colloquium 24-26 November 2011 University of Free State, Bloemfontein.
• Makoelle, T.M. (2011). Exploring practices determining the effectiveness and improvement of secondary schools in the Free State province: presented at 2ND Annual RITAL Conference 2011: Research & innovation in teaching and learning; Cape Peninsula University of Technology, 13 December 2011.
• Makoelle, T.M. (2010). The theoretical and philosophical discourses underpinning the etiology of inclusive education research: presented at Third Research Colloquium, 29-30thSeptember, University of Free State, Bloemfontein.
• Makoelle, T.M. (2010). Inclusion as discourse: analyzing texts from the South African white paper 6: building an inclusive education and training: presented at Third Research Colloquium, 29-30thSeptember, University of Free State, Bloemfontein.
• Funded Research Project 
• 2018 – Investigator “Creating conditions for inclusive education in Kazakhstan: A case study of a resource center in Astana”, DARA Foundation and Nazarbayev University Graduate School of Education.
• 2017 – Investigator: 'Translation and Continuity of Educational Innovations in the Secondary Education System of Kazakhstan' Inclusion and equity in rural Schools in Kazakhstan – Cambridge University.
• 2015-2016: Investigator: Roadmap Project on Inclusive Education in Kazakhstan.
• 2013:  investigator:  NRF Research Chair in “Education and Care in Childhood”
• 2013-2014: Investigator: Dialogic learning in classroom communities: methods to improve learning attainment.
• 2014-2015: Principal Investigator: South African Thuthuka Funding Project.
• Doctoral Supervision 
• Completed / Graduated 

1. Aidar Khoroshash (Graduated 2017): The exploration of teacher leadership at secondary schools in Kazakhstan: Nazarbayev University.
2. Herman Matjeke: (Graduated-2018) Principals’ experiences in supporting primary school teachers living with HIV/AIDS: University of Johannesburg. 
3. Jean Fourie: (Graduated-2017) School based collaborative support networks in fostering inclusive education in selected South African schools: University of Johannesburg. 
4. Tanya Bekker: (Graduated-2015) Enabling epistemological access: exploring the pedagogical choices of Intermediate Phase teachers: University of Johannesburg.
5. Gladys Ayaya: (Graduated-2020) Developing an inclusive teaching framework for learners with diverse needs in full service schools in Johannesburg East: University of Johannesburg.
6. Nthabiseng Ngwenya: (Graduated-2020) inclusive teaching practices in adult education and training institutions in Gauteng East District: University of Johannesburg. 
7. Arman Assanbayev: (Completed 2021) Practices Promoting Inclusion of Adult Students with Disabilities in Kazakhstani Technical Vocational Education and Training Institutions (TVETIs): Nazarbayev University.
8. Viktoriya Rydchenko: (completed 2021) Faculty Experiences of Curriculum Development in Transnationally Merged Universities: Nazarbayev University

• Current Supervision

1. Lyazat Gapbassova: (Submission due October 2021) Pre-service Teachers’ Mentoring Practices in the Mainstream Secondary Schools of Kazakhstan: Nazarbayev University.

• External Examiner for Doctoral/ Master Thesis (shortlist) 
• University of Malta, Malta
• University of South Africa
• University of Johannesburg, South Africa
• University of KwaZulu-Natal, South Africa
• University of Free State, South Africa
• Reviewer for Funding Bodies
• Reviewer for National Research Foundation (NRF) of Republic of South Africa
• Previous Management Positions
• School Principal:  Department of Education, South Africa
• School Vice Principal: Department of Education, South Africa
• School Head of Department: Department of Education, South Africa 
• Centre Coordinator for Post graduate studies (B Ed Hons): University of Free State, South Africa