Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Rollan, Kamila; Somerton, Michelle

doi:10.1080/13603116.2019.1599451

Cited by 28 publications

(17 citation statements)

References 26 publications

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“…Kavelashvili's (2017) article sheds light on that before 2006 in Georgia about 95% of the population of the country had never heard about IE. This is where many articles saw the need for NGOs (Rollan & Somerton, 2019), children in the classroom (Dare, Nowicki, & Felimban 2016) and the local community to help with the successful implementation of IE and the school culture that is affected by it. Thus, for true change to occur, it must come from more awareness for each level of stakeholders.…”

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…Parental communities and parents are also considered a central stakeholder in terms of being advocates and supporters of inclusive education, especially on behalf of their own children (Rollan & Somerton, 2019). According to Rollan and Somerton (2019), "parental advocacy groups around the world have initiated and contributed to the recognition of the rights for educational access and other social services for children with specific educational needs" (p. 3). Wong et al (2015) furthering the notion of de Boer, Pijl and Minnaert (2010) stress that the crucial role of parents is being a 'driving force' for the introduction, continuing support and actual inclusion of children with disabilities within mainstream education.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

Hollings¹

2021

Proceedings of ‏The 3rd World Conference on Future of Education

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The global initiatives of Education for All and inclusive education have created many unique problems as countries around the world finds ways to implement inclusive policies. These problems have come with the realization of how the diverse stakeholders must learn to play their part in successful implementation. This study uses the literature on inclusive education from 18 articles focused on various countries and contexts to determine the main barriers towards inclusive education implementation. These barriers will be used to highlight key challenges, attitudes and perceptions in all levels of stakeholders and in a broader sense if these issues that emerge are more regional or global. Thus showing the key issues when it comes to inclusive education implementation, policies, practices and where more concern should be placed.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

Hollings¹

2021

Proceedings of ‏The 3rd World Conference on Future of Education

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“…Although there have been efforts in Kazakhstan to integrate students with special needs in the classroom, some students are placed in correctional classes (intended for remediation). This correctional approach was based on an assumption that handicapped students are better served in special schools, which can provide an appropriate atmosphere for learning with specialized programs developed by specialists (Csapo, 1984;Rollan & Somerton, 2019).…”

Section: Introductionmentioning

confidence: 99%

Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan

Makoelle

2020

Sage Open

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Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights some challenges, and makes recommendations on how the implementation of inclusive education in schools could (if necessary) be improved. A generic qualitative research design was used, involving semistructured interviews conducted with school directors, teachers, professionals, and regional representatives of the Department of Education, representatives of the Psychological Medical and Pedagogical Commission, nongovernmental organizations, and parents. The study uses Ainscow’s levers of change as a theoretical lens to analyze the implication of the transition and implementation toward inclusive education in schools. The study was conducted in 12 inclusive schools in one region north and one region south of Kazakhstan. Data were analyzed using an inductive and thematic content analysis framework, from which themes were derived and used to harvest findings and draw some conclusions. Among the findings of the study is that although there has been some shift toward inclusive education, the concept is still not well understood by stakeholders in Kazakhstani schools, as it is currently mainly aimed at disabled children rather than other categories of diversity.

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“…Furthermore, Honig (2004) with a case study in Oakland that these intermediary organizations function to provide knowledge, political / social ties, and administrative infrastructures as implementation resources. This shows that education policy making must be seen in a broad framework as a value chain and institution from the top-down (Rollan & Somerton, 2019), and its implementation flows from the bottom-up through a series of actualization, control. In some of these contexts, this study seeks to underscore how an education policy is made, the capabilities needed, and its evaluation.…”

Section: Introductionmentioning

confidence: 99%

Framework for Implementation of Education Policy in the Perspective of Education Management in Indonesia

Muhdi¹

2019

ujer

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This study seeks to analyze the implementation of public policies related to education as a result of the decentralization of education in Indonesia. This study focuses on the phenomenon of regional autonomy policy implementation, and how the model framework is in the implementation of education policy in the era of regional autonomy. Using a qualitative approach with a descriptive analytical method, the results of the study revealed that there are four main factors that need to be referenced in policy making and implementation of education policy in Indonesia. Specifically, the results of the study revealed that important considerations in the implementation of education were related to translation skills, human resource management capabilities, the number of implementers and accountability. By considering phenomena and problems arising from decentralization, the framework is considered to be in accordance with the reality of how education policies are implemented in Indonesia.

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Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Cited by 28 publications

References 26 publications

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan

Framework for Implementation of Education Policy in the Perspective of Education Management in Indonesia

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