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Changing society through education for gifted children. The case of Kazakhstan

Changing society through education for gifted children. The case of Kazakhstan. Dr. Makhabbat Kenzhegaliyeva Riga, 19.05.2014. Human capital theory. developed in 1950s/1960s subject to considerable criticism

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Changing society through education for gifted children. The case of Kazakhstan

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  1. Changing society through education for gifted children. The case of Kazakhstan Dr. Makhabbat Kenzhegaliyeva Riga, 19.05.2014

  2. Human capital theory • developed in 1950s/1960s • subject to considerable criticism • influence among policy-makers (in particular within developing and transition societies) • recognition by international organisations (e.g. World Bank)

  3. What do we mean by human capital? • The knowledge, skills, competencies and attributes embodied in individuals that facilitate the creation of personal, social and economic well-being. • (OECD 2001, 18)

  4. Kazakhstan • population: about 17 million • multitude of languages, cultures and traditions • educationalreform: • → needs of a globalized competitive economy • →focus on science and technology • →creation of elite institutions for gifted and talented students

  5. Gifted education and economy • roleofinnovations in economics • importanceofgiftededucationforinnovations • (Clinkenbeard 2007; Kholodnaya 2007; Rindermann, Sailer, and Thompson 2009; Shavinina 2009)

  6. Education for gifted and talented children • differencies in national policiesandpractices • (Mönks and Pflüger 2005; Robinson et al. 2007) • wellestablished in theformerSoviet Union • hasbeencontinued in independentKazakhstan • 1996: presidentialdecree „About the state support and development of schools for gifted children”

  7. Nazarbayev Intellectual Schools (NIS) • since 2008 • Mission: • to prepare future leaders of the country in spheres of science, economics and politics and intellectual elite who will be able to contribute to the growth of the national economy.

  8. Nazarbayev Intellectual Scholls • Target student: • An individual with high intellectual capacity able to think critically and creatively, strong in spirit, able to apply his/her knowledge for the benefit of social progress • (NIS Annual Report 2011, 14)

  9. Nazarbayev Intellectual Schools • • State-funded, full-day schools with two specializations: physics–mathematics and chemistry–biology • • Academic freedom (e.g. in selecting curriculum) • • Internationally recognized curriculum • • Trilingual policy (Kazakh, Russian and English) • • Strategic partnerships with major international educational providers • • Dissemination of accumulated experience: expected to transfer successful experience and practices to the wider system of education in Kazakhstan

  10. References • Clinkenbeard, P. (2007): “Economic Arguments for Gifted Education. Gifted Children 2 (1). • OECD (Organisation for Economic Co-operation and Development).(2001): The Well-being of Nations: The Role of Human and Social Capital. Paris. • Mönks, F. J./ R. Pflüger (2005) Gifted Education in 21 European Countries: Inventory and Perspectives. Radboud University Nijmegen. • NIS (Nazarbayev Intellectual School) (2011) Autonomous Educational Organisation “Nazarbayev Intellectual Schools” Annual Report 2011. Astana. • Rindermann, H./M. Sailer/ J. Thompson (2009) :The Impact of Smart Fractions, Cognitive Ability of Politicians and Average Competence of Peoples on Social Development. Talent Development and Excellence 1 (1): 3–25. • Shavinina, L. V. (2009): On Giftedness and Economy: The Impact of Talented Individuals on the Global Economy. In International Handbook on Giftedness, edited by L. V. Shavinina. New York, 925–944.

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