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Like the entire country, Higher Education in Kazakhstan has been in a phase of transition for more than thirty years. One of the dimensions of this transition relates to the internationalization of Higher Education. In this contribution, we focus on home internationalization. First, we synthesize the academic literature dedicated to this question in Kazakhstan. Second, we analyze the flows of foreign students in Kazakhstan during recent years. The country has succeeded in attracting an ever-increasing number of students from neighboring countries although the total remains small compared to Kazakh students going abroad. Third, we highlight two additional strategies used to increase internationalization in the country: employment of international scholars; and the launch of foreign campuses in Kazakhstan. Finally, we discuss the use of foreign languages and especially English as a tool for local internationalization. The country has probably overestimated its capacity to make English a working language at the university level.

The trеnds in the formation, dеvеlopmеnt of the quality assurance systеm of еducation, rеvеals the prеrequisites for the creation and theoretic-pedagogical basis of the formation of the quality assurance system of education, and the history of the development of mechanisms to ensure the quality of higher education are considered in the article. The world integration processes, the international practice of forming a national system for ensuring the quality of higher education are considered. The chronology of reforms and transformations taking place in the field of education is also given. Based on a comparative-historical analysis of the formation of the quality assurance system of higher education in European countries, two periods are identified and characterized: the period before the Bologna processes; period - after the Bologna processes. Based on the analysis of world experience, the division of the existing systems of assessment of higher education into different types is shown.

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Evaluating the effectiveness of research activities is one of the topical issues in the higher education system. Despite this, studies on the extensive assessment of research units' outputs at the university are rare. The main goals of this study are (1) the development of a comprehensive methodology for assessing the research performance of the units; (2) testing this methodology to compare the performance indicators of 37 research institutes and centers. Both quantitative and qualitative research methods were applied in this study. Research results can be beneficiary for government bodies, allowing them to make decisions about the allocation or reallocation of funding and top management in higher education for benchmarking and internal performance evaluation of research institutes and centers. This article contributes to the theoretical basis of research performance evaluation at HEIs and puts forward a step-by-step methodology.