The Republic of Kazakhstan, located in Central Asia, has experienced many years of environmental degradation, largely as a result of the poor management of its significant natural resources. In this survey, data relating to different environmental factors are critically analysed in order to understand the state of the environment. It was found that: warming trends are seen in sensitive areas (e.g. the steppe and near glaciers); drying trends are seen where there is already water stress (e.g. the Aral Sea); air quality has been declining recently (following improvements on the decadal timescale) in major urban centres, particularly Almaty; water quality appears to be improving in some areas (e.g. important lakes in the Aktobe and Zhambyl regions); and levels of exposure to radioactivity are below internationally recommended levels (where data have been found). More generally, there is an issue with data availability and quality, which requires attention if Kazakhstan is going to make the best use of its increasing investment in environmental actions. Current policies are reviewed and recommendations are made for future interventions. Keywords Central Asia Á Climate change Á Air pollution Á Water quality Á Environmental policy Á DPSIR Environmental Issues in Kazakhstan Kazakhstan is a developing nation whose population and gross domestic product (GDP) have been growing steadily

Many countries face serious challenges with education in rural areas. Vast majority of education in rural areas are disadvantaged. In Kazakhstan, inef-fective outcomes of education in rural areas impact on most rural students are lack employability and entrepreneurial skills. This research investigates the role of intensive summer programmes on improving students’ learning outcomes aim to develop and Inspire employability and entrepreneurial skills and STEAM-education in rural schools of Kazakhstan. This research suggest that the summer program transferred practical skills and knowledge to stu-dents, while increasing their motivation to learn outside of the classroom in a way that traditional educational system has not. There are social and eco-nomic challenges in the rural areas: unemployment, the lack of highly skilled professionals, and low motivation. Summer programs appear to ad-dress all above issues by motivating youth to learn and providing them with practical skills that can be used in their private life and careers.

Developing intercultural competency: study abroad experience One of the important factors in the development of intercultural competence is training abroad, so you need to remember the importance of carrying out a number of procedures for successful assimilation, adaptation of students, as it further builds strong leaders and prepares professionals with a global mindset.

The authors of this article present provisional results of the work on the research project "Developing and Inspiring Entrepreneurial and STEAM Education in Rural Schools of Kazakhstan" funded by the Ministry of Education and Science of the Republic of Kazakhstan. The project has a significant applied component. The key concepts of the research project correspond with the fundamental didactic principles which reflect the main directions of the work on ensuring accessible and equal educational opportunities for all citizens. One of the tasks of the educational sector of Kazakhstan is the development of rural schools the specificity of which is explained by their geographical and informational distance from administrative and educational centers, by a small number of students and by the temporary absence of a fair number of highly qualified teachers. The present article includes some promising proposals on the development of a 'magnet' school model in the framework of rural school development in Kazakhstan. The study is based on theories of L.S. Vygotsky and G. Gardner and didactic ideas on the integration of academic subjects, the formation of students' functional literacy, the development of high-level skills, the introduction of entrepreneurial and STEAM education into the practice of Kazakhstani schools, as well as the use of innovative ideas aimed at the comprehensive development of generation Z and planning of their future professional careers. The 'magnet' school model is being developed in accordance with the practice of OECD countriesleaders of the international PISA study. It is currently being tested and prepared for full-scale implementation into the educational process of Secondary School No. 33 of Tselinograd district in Akmola region. The school is situated in Rodina province and appears to be a platform for the research project realization.