Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan

Abstract

This study investigates the impact of two years of emergency distance schooling on achieving Sustainable Development Goal (SDG) 4—equitable quality education, both globally and in Kazakhstan. The study used a qualitative research design. Individual semi-structured interviews were conducted with 30 teachers and 30 parents, while focus group discussions (FGDs) were utilised to gather the perspective of 28 students. The conceptual framework developed puts effective pedagogy at the heart of quality distance education, nested within four supportive factors—digital infrastructure; policy guidelines about pedagogy; curriculum and assessments; professional development in digital pedagogy; and the home environment. The study found that distance schooling in Kazakhstan has undermined progress on SDG 4 and worsened inequalities in access to quality education despite the distribution of digital devices to disadvantaged children and teachers. While mainstream public school teachers transitioned to distance school without any systematic preparation, provision of digital resources or clear policy guidelines, schoolteachers at elite public institutions received meticulous guidance and support. Despite later receiving professional development in digital pedagogy and access to digital resources and platforms, public school teachers in rural and deprived urban areas still faced challenges due to fragmented internet connectivity. This limited interactive and communicative pedagogy, particularly in rural and public schools, and hindered teachers’ ability to assess the impact of their teaching on student outcomes. Policy initiatives failed to mitigate disadvantages in the home environment for low-income families, parents with limited education and working parents, especially mothers, who primarily supported homeschooling. Recommendations are offered for adapting education provision and envisioning more robust education quality to achieve SDG 4 and address historical inequities in a post-pandemic world.

Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

“…The shift to online schooling underscored the necessity for heightened parental communication, while the closure of physical schools brought about a notable transformation in home-school communication dynamics (Durrani et al, 2023; Spear et al, 2023). Treating parents as equal partners in learning and guiding them through regular interactions became crucial as families took on more responsibility for schooling (Kaminskienė et al, 2021; Rigby et al, 2020).…”

“…While there is a lack of specific studies on school leaders’ perspectives and practices during COVID-19, insights can be drawn from existing literature. An extensive quantitative study found that 97% of schools transitioned to distance and online education without sufficient preparation or infrastructure (Bokayev et al, 2021b), highlighting the necessity for teacher professional development in digital instruction, especially in rural schools where teachers faced significant challenges with digital learning (Durrani et al, 2023). Teachers have reported limited autonomy in academic matters, stress from class observation, and attendance requirements during the pandemic (Durrani et al, 2021).…”

“…An extensive quantitative study found that 97% of schools transitioned to distance and online education without sufficient preparation or infrastructure (Bokayev et al, 2021b), highlighting the necessity for teacher professional development in digital instruction, especially in rural schools where teachers faced significant challenges with digital learning (Durrani et al, 2023). Teachers have reported limited autonomy in academic matters, stress from class observation, and attendance requirements during the pandemic (Durrani et al, 2021). The reliance on digital platforms like WhatsApp for communication and instruction during school closures has also been noted (Durrani et al, 2021; Hajar & Manan, 2023).…”

“…Globally, empirical studies on school leadership in the unprecedented disruption unleashed by the COVID-19 pandemic are emerging (Arar et al, 2022; Beauchamp et al, 2021; Bradbury et al, 2022; Durrani & Ozawa, 2024; Fotheringham et al, 2022; Longmuir, 2023; Murphy & Devine, 2023; Reid, 2022), but little is known about how school leaders in Kazakhstan led schools under lockdown measures. Recent literature in Kazakhstan has reviewed policy responses and gaps in Kazakhstan’s transition to distance/online learning (Bokayev, Torebekova, Abdykalikova, & Davletbayeva, 2021), the impact of COVID-19 on parents (Bokayev, Torebekova, Abdykalikova, & Davletbayeva, 2021; Bokayev, Torebekova, Davletbayeva, & Zhakypova, 2021; Durrani et al, 2021), teachers (Amirova et al, 2023; Durrani et al, 2023), and students (Durrani et al, 2023; Hajar & Manan, 2023). However, the experiences and perspectives of school leaders are glaringly absent within the literature, which the current study aims to address.…”

How Can We Design Policy Better? Frameworks and Approaches for Sustainability Transitions

“…In a similar vein, the SDGs provide a blueprint or roadmap for directing transitions of STSs to more sustainable outcomes. Exemplar cases include the study of SDG 9 goal of fostering innovation ecosystems to enable sustainability and inclusive growth in the Middle East and North Africa (MENA) region [12], and the monitoring of progress towards SDG 4 targets to determine how the education system manages to provide inclusive, equitable and effective pedagogy [13].…”