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The article is devoted to the problem of implementing the national programme for the spiritual revival of Kazakhstani society. Based on empirical data, the authors of the article analyse the degree to which students develop spiritual values of the programme and substantiate the role of the pedagogical community in developing mechanisms for its implementation. The authors conclude that most students are aware of the provisions of the programme, but have not made them part of their system of values, life goals, and attitudes. In the context of this, the authors offer their own conceptual approach to the issue of implementing the programme in the conditions of Kazakhstani universities

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СПИСОК ЛИТЕРАТУРЫ

This chapter examines the potential for including ‘green skills’ in the processes of recognition of learning outcomes from all learning settings—formal, non-formal and informal learning. The chapter opens with a discussion on Kazakhstan’s stated objectives to realise a green economy and society and in this context challenges faced by the industry are highlighted. The chapter then examines the need for recognition of green skills as well as policy and legislation in relation to green economy and environmental protection and proceeds to clarify concepts of competence-based learning and ecological competences. The authors consider issues and challenges of green skills inclusion in the recognition of formal, non-formal and informal learning results in relation to the development of the National qualifications system, which in Kazakhstan includes four main elements: the National Qualifications Framework (NQF), Sector Qualifications Framework (SQF), Occupational Standards (OS) and a system of professional qualifications evaluation (or system of independent certification). The chapter argues that within formal education the emphasis is on developing environmental knowledge but not on its application, therefore this might have a direct implication on a lack of green practices in the industry and on the interpretation of green skills. The results of the study among 12 enterprises on the use of eco-friendly practices and recognition of green skills in the context of qualification requirements in the workplace in catering, automotive and waste management sectors are reported in the chapter. Finally, the chapter presents conclusions and recommendations on the inclusion of green skills into the system of prior learning recognition.