National Model of the Quality Assurance of Education in Kazakhstan: Format, Tools, and Regulatory Mechanisms

Abstract

In this article, the authors consider the quality assurance system at the national level. The normative legal acts of the Republic of Kazakhstan contributing to the development of quality assurance at the institutional level are analyzed. The structure of state management of the quality assurance system of higher education is given. The authors show the implementation of the process of external and internal quality assurance in the country. At the same time, the internal quality assurance system is based on the principles of quality assurance and on the policy and standards of internal quality assurance, which are developed by the higher education institution independently, but on the basis of ESG. The design of the national quality assurance model is presented in a three-dimensional image. The basis of the National Model of Quality assurance of Higher Education in Kazakhstan (NMQAHE) is the system of internal quality assurance. The indicator of achievement of academic quality by the internal quality assurance system is the academic reputation of a higher educational institution. The answer to the question is given due to what the successful functioning of the national quality assurance model is achieved.

State Regulation of Quality Assurance of Higher Education in the Republic of Kazakhstan

“…As a member of the European Higher Education Area (EHEA), Kazakhstan has formulated a national quality assurance model in higher education based on the ESG. The national model includes standards for internal and external quality assurance, and state regulation for the quality assurance system [13]. The leading authoritative body in this system is the Ministry of Science and Higher Education of the Republic of Kazakhstan (hereinafter -Ministry).…”

“…This statement might reflect the quality assurance challenges that universities face. For example, Kazakhstani universities are not eligible to issue diplomas and obtain state funding without accreditation [13]. This means that the Ministry possesses an implicit coercive power over autonomous universities and uses accreditation as a new tool for its quality control.…”

“…Daromes and Ng state that "internal quality assurance of higher education is standards, procedures, planning and evaluation of activities should encourage, enable, or sometimes "forcing" people in a university to do the best in achieving organizations' interest" [18, p. 663]. According to Omirbayev et al, in the context of widening the academic freedom of Kazakhstani universities, their responsibility for providing quality education was strengthened as well [13]. Universities have created an internal quality assurance system based on the ESG standards, the primary purpose of which is to develop a quality culture [19].…”