Infrastructure development aimed at addressing threeshift and emergency schools: 190 schools to be built in next three years
As the minister noted, in general, 102 educational organizations were visited and meetings were held with more than 6 thousand teachers.
During meetings with teachers in the regions, most frequently raised were issues of secondary education infrastructure, social support for certain categories of children during the period of study, transition to the updated content, introduction of trilingual education, development of inclusive, vocational education, teacher training, and salary increase for lowpaid teachers. The Law on the Status of the Teacher was widely discussed.
As for the infrastructure of secondary education, today in the country there are threeshift schools and schools that are in disrepair.
In the next three years, 190 schools are planned to be built, of which 89 schools are designed to solve the problem of threeshift schools, 13 schools to replace emergency schools, 72 schools to solve the shortage of student places, and 16 schools have seismic reinforcement, Shamshidinova informed.
Currently, the issue of per capita financing in the construction and overhaul of schools is being discussed. According to the minister, the Ministry of Education and Science has carried out serious analytical work, identified the regions and in the future it is planned to allocate funds for major repairs and construction of schools. Depending on the number of children, local executive bodies will determine where and which schools need to be built.
The PPP mechanism is actively used, which allows to solve the issue of a shortage of student places. Since last year, the state educational order in the field of secondary education has been placed in private schools, which also helps to reduce the shortage of student places.
In general, over the years of independence, 1,672 schools were built. The development of secondary education infrastructure is primarily aimed at addressing issues of threeshift, emergency schools and the shortage of student places.
As for the support of certain categories of children, from year to year at least 1% is allocated to the general education fund from money pledged for the maintenance of educational organizations. These are certain categories of families � those who receive the targeted social assistance, families who do not receive the assistance, but have minimum income for each family member, orphans and children left without parental care, and children requiring emergency assistance in emergency situations.
In order to receive help from general education, parents of children or legal representatives must submit a written application to the educational organization. These applications are considered by the commission. In order to ensure the transparency of this process, ministry recommended that the regional departments of education include in the composition of the commissions for the distribution of assistance from the fund of representatives of parental committees and school boards.
The minister informed that by 2020 the transition to the updated content of the secondary education program will be completed. Already 30% of teachers have completed advanced training courses for training under the new program.
This summer, seminars and courses on student assessment will be organized. Each school will have a coaching staff that will assist teachers directly in the school.
Speaking about the Law on the Status of the Teacher, Shamshidinova noted the expansion of the professional rights of the teacher and the inclusion in the Code of Administrative Offenses of norms that provide for the protection of teachers from unlawful actions. The law also provides for social guarantees and forms of encouraging a teacher.
Source: The Prime Minister of Kazakhstan