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  • POLICIES FOR HUMAN CAPITAL DEVELOPMENT IN KAZAKHSTAN

POLICIES FOR HUMAN CAPITAL DEVELOPMENT IN KAZAKHSTAN

An ETF Torino Process assessment

Kazakhstan
Type
TRP assessment report
Authors
Mihaylo Milovanovitch, ETF expert
Year
2020
Full report

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Executive summary

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PREAMBLE

The European Training Foundation (ETF) assessment provides an external, forward-looking analysis of the country's human capital development issues and VET policy responses in a lifelong learning perspective. It identifies challenges related to education and training policy and practice that hinder the development and use of human capital. It takes stock of these challenges and puts forward recommendations on possible solutions to address them.

These assessments are a key deliverable of the Torino Process, an initiative launched by the ETF in 2010 aimed at providing a periodic review of vocational education and training (VET) systems in the wider context of human capital development and inclusive economic growth. In providing a high-quality assessment of VET policy from a lifelong learning perspective, the process builds on four key principles: ownership, participation, holistic and evidence-based analysis.

Human capital, in this context, is understood as knowledge, skills, talents and abilities that further people's economic, social and personal development. The purpose of the assessments is to provide a reliable source of information for planning and monitoring national education and training policies for human capital development, as well as for programming and policy dialogue in support of these policies by the European Union and other donors.

The ETF assessments rely on evidence from the countries collected through a standardised reporting template (national reporting framework – NRF) through a participatory process involving a wide variety of actors with a high degree of ownership by the country. The findings and recommendations of the ETF assessment have been shared and discussed with national authorities and beneficiaries.

The assessment report starts with a brief description of Kazakhstan's strategic plans and national policy priorities (Chapter 1). It then presents an overview of issues related to the development and use of human capital in the country (Chapter 2), before moving on to an in-depth discussion of problems in this area, which in the view of the ETF require immediate attention (Chapter 3). Chapter 4 provides the overall conclusions of the analysis.

The annexes provide additional information: a summary of the recommendations in the report (Annex 1), an overview of the education and training system of Kazakhstan (Annex 2).

The National Torino Process Report compiled by the country itself can be found here: https://openspace.etf.europa.eu/trp/torino-process-2018-2020-kazakhstan-national-report .

Next Chapter

Table of Contents

  • PREAMBLE
  • EXECUTIVE SUMMARY
    • Human capital: overview of developments and challenges
      • Depletion of human capital due to gaps in migration and employment policies
      • Cultivation of ICT talent through VET: a priority area at risk
      • Shortage of VET specialists as an impediment to human capital development
    • Assessment of key issues and policy responses
      • Limited effectiveness of state-sponsored opportunities for HCD through VET
      • Low quality of VET as an impediment to human capital development
      • Underutilisation of adult education for workforce development purposes
    • Recommendations
      • First cluster of recommendations: effectiveness of HCD opportunities through VET
        • R.1 Diversify the streams of VET funding according to purpose
        • R.2 Revise the mechanism for planning and allocating state order places to VET providers
        • R.3 Revise the career guidance services with a view to improving their effectiveness
      • Second cluster of recommendations: low quality of VET
        • R.4 Upgrade the quality assurance system in VET in line with priorities for human capital development
        • R.5 Stimulate the involvement of employers by creating incentives and favourable conditions for their participation in the advancement of VET
        • R.6 Revisit and calibrate the financial allocations for VET to increase capital investment
      • Third cluster of recommendations: adult education for workforce development
        • R.7 Close the data gap in the area of adult education and lifelong learning
        • R.8 Incentivise employers to participate in the creation of opportunities for lifelong learning
        • R.9 Establish mechanisms for the recognition of non-formal and informal learning
  • 1. INTRODUCTION
    • 1.1 About this assessment
    • 1.2 Country overview
    • 1.3 Strategic context
  • 2. HUMAN CAPITAL: DEVELOPMENT AND CHALLENGES
    • 2.1 Overview and key data
    • 2.2 Depletion of human capital due to gaps in migration and employment policies
    • 2.3 Cultivation of ICT talent through VET: a priority area at risk
    • 2.4 Shortage of VET specialists as an impediment to human capital development
  • 3. ASSESSMENT OF KEY ISSUES AND POLICY RESPONSES
    • 3.1 Limited effectiveness of state-sponsored opportunities for HCD through VET
      • 3.1.1 Description of the problem
      • 3.1.2 Policy responses
        • Overview of policy responses
        • Effectiveness of policy responses
          • Implementation of policies from the perspective of inputs
          • Implementation of policies from the perspective of impact
        • Policy shortcomings
          • Planning and allocation of places and state grants for VET as a factor impeding participation
          • Deficiencies in the career guidance system as a factor hindering participation
      • 3.1.3 Recommendations
        • R.1 Diversify the streams of VET funding according to purpose
        • R.2 Revise the mechanism for planning and allocating state order places to VET providers
        • R.3 Revise the career guidance services with a view to improving their effectiveness
    • 3.2 Low quality of VET as an impediment to human capital development
      • 3.2.1 Description of the problem
      • 3.2.2 Policy responses
        • Overview of policy responses
          • Policies for better quality
          • Policies in support of labour market relevance
        • Effectiveness of policy responses
          • Effectiveness of policies for better quality
          • Effectiveness of policies for labour market relevance
        • Policy shortcomings
          • Monitoring and quality assurance deficits prevent the tracking of progress
          • The relevance of VET outcomes is hampered by weak links to the world of work
          • There are deficits in the area of infrastructure and learning/teaching materials
      • 3.2.3 Recommendations
        • R.4 Upgrade the quality assurance system in VET in line with priorities for human capital development
        • R.5 Stimulate the involvement of employers by creating incentives and favourable conditions for their participation in the advancement of VET
        • R.6 Revisit and calibrate the financial allocations for VET to increase capital investment
    • 3.3 Underutilisation of adult education for workforce development purposes
      • 3.3.1 Description of the problem
      • 3.3.2 Policy responses
        • Overview of policy responses
        • Effectiveness of policy responses
          • First strand of adult education policy: sustaining and upgrading work-related skills
          • Second strand of adult education policy: remedial actions in support of labour market participation
        • Policy shortcomings
          • Lack of data on adult education
          • Weak support and lack of incentives for employers who wish to participate in workforce development through adult education
          • No recognition of informal and non-formal learning
      • 3.3.3 Recommendations
        • R.7 Close the data gap in the area of adult education and lifelong learning
        • R.8 Incentivise employers to participate in the creation of opportunities for lifelong learning
        • R.9 Establish mechanisms for the recognition of non-formal and informal learning
  • 4. CONCLUSIONS
  • ACRONYMS
  • REFERENCES
  • Summary of recommendations
  • The education and training system of Kazakhstan
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The European Training Foundation is a European Union agency that helps transition and developing countries harness the potential of their human capital through the reform of education, training and labour market systems, and in the context of the EU's external relations policy. Based in Turin, Italy, the ETF has been operational since 1994.
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