Introduction

This article studies the problem of the implementation of European educational standards in Kazakhstan higher education. This is considered in the frame of post-socialist education, when reforms in several post-Soviet states were undertaken under the Bologna Process. Kazakhstan, as this article argues, is justified for consideration in the frame of those post-Soviet countries involved in the Bologna Process (the Caucasus and the Baltic states) rather than in the context of neighboring Central Asian countries, which is the case found typically in the existing literature. The outcome derives from the nature of educational reforms in Kazakhstan undertaken at the system level similar to those of states that joined the European Higher Education Area. The theme is grounded in the theory of educational policy borrowing and focuses on how the borrowed patterns display themselves in the local Kazakhstan context and how they are "recontextualized" there. This article draws upon the analysis of interviews with teaching professionals conducted in four Kazakhstan higher education institutions. While the typical package of the standards of the Bologna Process to be implemented includes a wide range of norms, this article is limited by the analysis of the implementation of a testing system in Kazakhstan higher education.

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Test cheating and standardised assessment in Croatia: Changing procedures, changing minds?

Ćosić¹

2018

Policy Futures in Education

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This paper attempts to explain why test cheating in Croatia seemingly prevails despite the introduction of a standardised examination, the state matura. It offers a contrast to sweeping cultural explanations of the stereotypical Eastern-European cheater and attempts to examine the issue more thoroughly. The Croatian state matura is a secondary school exit examination which was adopted as part of the surge of neoliberal policies around the world and was financed through a World Bank loan. The position taken here is that borrowed neoliberal policies, like standardised assessment, lead to unpredictable and unexpected responses in post-socialist settings (Silova, 2010 ; Steiner-Khamsi and Stolpe, 2006 ), offering new perspectives and explanations on educational practices more generally. The concepts of comparative and transcendental justice (Sen, 1999 , 2009 ) are used to illustrate how cheating practices in Croatian educational settings seemingly prevailed, despite the introduction of the state matura. The paper maps the trend of Croatian teachers’ handling of cheating and suggests that standardised assessment cultivates a vision of educational fairness that is both enabled and constrained by a belief in a perfectly just procedure.

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Introduction

Cited by 3 publications

References 4 publications

Tracing the development of international branch campuses: from local founding waves to global diffusion?

Tracing the development of international branch campuses: from local founding waves to global diffusion?

Importing education: Europeanisation and the Bologna Process in Europe’s backyard—The case of Kazakhstan

Test cheating and standardised assessment in Croatia: Changing procedures, changing minds?

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