Soros Foundation-Kazakhstan

2000-2001 Strategy and Budget

OVERVIEW

General Strategy

Summary Planning Form

EDUCATION

General Education Strategy

Educational NGO Grants and Training

Internet Curriculum Development Center

Summer University

Educational Policy Project

Community School

Scholarships Strategy

Student Advising Center

International House

SPELT

YOUTH

Step by Step

Karl Popper Debate Program

Reading and Writing for Critical Thinking

Street Law

EAST-EAST

East-East Program

CONFERENCE & TRAVEL

Conference and Travel Program

INFORMATION
Information Strategy

Internet Training Center

Publishing



PUBLIC HEALTH

Public Health: General Strategy

Harm Reduction

Salzburg Medical Seminars

Public Health Policy

MDR-TB

Mental Disabilities

ECONOMIC DEVELOPMENT

Economic Development Strategy

Business Incubator Project

ARTS and CULTURE

Cultural Link

Internet Arts Clubs

SCCA

MEDIA

Media Program

PUBLIC ADMINISTRATION

Public Policy Center

LAW

General Strategy: Law & Penitentiary Reform, Women’s Program

Corruption

Human Rights Summer University

Journal: "Law & Schools"

Penitentiary Reform

WOMEN

Women’s Rights

CIVIL SOCIETY

Civil Society Strategy

Volunteer House

Civil Society Development Project


Soros Foundation-Kazakhstan General Strategy 2000-2001

 

Strategy Statement

In 2000 and 2001, the development of "open society" in Kazakhstan can be fostered best by providing support to self-sustaining, independent Kazakhstani institutions and develop mechanisms which help them strive for continual, systemic, democratic reforms themselves. The support must foster both horizontal, organizational growth and, where possible, vertical dialogue (between these institutions and governmental authorities, thus influencing "public policy".)

Context/ General Background

Political/Legal Situation: Although Kazakhstan appeared more reform oriented than other post-Soviet Central Asian countries in 1991 on the date of its independence, the political situation has become more oppressive since 1995. A few facts:





•In 1998, the OSCE criticized the Presidential election process as not being "free and fair";

•In 1995, the Parliament was disbanded and replaced by a new parliament which has no real budget authority and acts as a legislative rubber stamp – no public debate of policy issues;

•Public policy decisions are made in the "President’s apparatus" – an institution similar to the Soviet "politburo" – which is neither accessible to the public nor transparent in its decision-making process;

•Political pressure on the media has resulted in self-censorship;

•Many members of the judiciary, and many government officials are corrupt;

•Over 80% of the laws have been re-written in Kazakhstan, many of which have not been effectively implemented.





Economic Situation: Today, the average citizen is struggling to survive economically. A few statistics:





•Reliance on the production of oil, where prices have only recently begun to rise again, and sales of other raw products, has left the economy extremely weak;

•The cost of moving the capital to Astana from Almaty has create major budget deficits;

•Major budget cutbacks in education, public health and culture

•Eighty percent of the population is living below the poverty line;

•Attempts to create macro-economic stability has not led to significant micro-economic growth;

•Kazakhstan’s currency was devalued by 40% in March of 1999;

•Pensions have been reduced to about $25 per month because of the devaluation of the currency;

•Privatization has left over 90% of the wealth of Kazakhstan in the hands of less than 1% of the population.





 

Social Situation: The social fabric of Kazakhstan society has changed dramatically in the last decade with the beginning of a third sector.





•Today there are over 4,000 NGOs officially registered with the Ministry of Justice, of which a few hundred are very active – a huge increase from a decade ago.

•Healthcare (except for childhood vaccinations and emergency services) is on a fee basis;

•Education has also seen the rise of "private" – fee for service – education;

•Huge increase in the crime rate;





Foundation’s work – general overview from 1995-1999: A detailed description of the foundation’s work is provided in the detailed program strategies. The following is simply a very general overview.

Education – From 1995 to 1998, the strategy of the foundation was largely focused on creating alternative educational "pilot" programs as a vehicle to change the former soviet monolithic educational dogma, which was pervasive in Kazakhstan. Some of these programs were less than successful – such as the 1995 grants to school program. Many of these projects have influenced public practices. For instance, the Ministry of Education now runs textbook competitions modeled on the foundation’s approach and has asked the foundation to run training courses for its authors. The Step by Step program has become a recognized methodology and soon will have a license to issued recognized certificates for teacher’s continuing education.

At the end of 1998, and in 1999, in order to create long-term, systemic impact, and in order to build local capacity, many of these programs are being "spun-off" into separate educational NGOs. This practice is not without pain or problems as the staff of the newly formed NGO, often do not want to begin fund-raising or fee-for-service activities. The foundation has directly sponsored the creation of the following educational NGOs – 13 Regional English Language Resource Centers (1996-1997); Step by Step Educational Center (1998); the Debate Center (1998); Street Law (1998); Internet Training Center (1998); Internet Curriculum Development Center (1999); as well as indirectly sponsoring other new educational NGOs like the Association of Innovative Schools and the Association of Kazakh teachers.

At the end of 1998, the foundation also successfully began a new phase – trying to address issues of educational public policy by organizing a seminar concerning privatization of public universities. This seminar led to recommendations which both the Ministries of Education and Finance appreciated. The success of this event has influenced the foundation board’s decision to focus more heavily on public policy in its 2000/2001 strategy.

Law Reform – While from 1995-1997, the foundation had no real law reform programs to speak of, in 1998 and 1999, COLPI and the Soros Foundation-Kazakhstan, successfully started a large two year collaboration. Because of the rapid growth of law schools and law departments in universities (now over fifty) and because of inadequate educational resources, one portion of the our collaboration focuses on legal education (textbooks, translations, summer human rights and comparative criminal justice universities for young lecturers) – a niche few other organization are trying to fill. (Note – the Eurasia Foundation gave SFK funding to develop these projects.) In response to the lack of legal services and low legal "literacy" the foundation’s and COLPI second area of funding has been legal advocacy (Legal Aid clinics, Student Legal Advising Centers, Legislative Monitoring Journals). This second area has been so successful, our board and COLPI are expanding this latter project into the oblasts in 1999. In 1998, because of the pervasiveness of governmental corruption, the foundation ran a seminar on corruption. In 1999, the foundation is beginning a social rehabilitation project for juvenile offenders, which will be the first model for rehabilitation in Central Asia, and will hopefully, result in discarding the gulag practices which were adopted in the 1930’s and remain in force today in the prison system.

Local government legislation has been a big concern. Through a series of workshops and seminars in 1998, the foundation was instrumental in preventing the adoption of a poorly drafted new local government law.

Economic Development – Because there has been little micro-economic stimulation by the government, the foundation has focused its efforts, by providing joint funding (together with USAID) to the Kazakhstan Community Loan Fund – a micro-credit program in Taldykorgan, which is one of the poorest communities in Kazakhstan. This micro-credit project has been praised as one of the best in Central Asia. In 1998, the foundation sponsored a round table for Central Asian countries to share "best practices" concerning micro-credit programs. In 1999, the foundation is initiating training and will provide start-up grants for business incubator projects as this is an area where no other donors are working.

Access to Information (Publishing, Media, Internet, Libraries, Archives)

Publishing: Publishing in Kazakhstan was completely under the control of government in the early 1990’s. The foundation wanted to re-orient the vision of the publishers in Kazakhstan, so from 1996-1999, the foundation has sponsored several training seminars for publishing, jointing with OSI publishing, the British Council, EBRD, in order to teach publishers about ISBN, book design, marketing, privatization, marketing and distribution, small loan practices, copyrights, translating techniques, etc. Through our textbook competitions and translations, we have created a competitive publishing environment. Despite all of our efforts, the publishing industry is still struggling. We have come to realize that most of the Kazakhstani publishers do not want to take risks.

Library Program: In the former Soviet Union, libraries were not considered institutions providing open access to information, thus, in 1997-1998, the foundation undertook a large scale library project by training regional libraries, which then, acted as training centers for their regions’ libraries in the areas of collection development, management and information technologies. Grants were also provided for special projects in 1998-1999. The foundation is participating in the Pushkin project.

Archives Project: Because the archives have been closed for so many years, in 1998–1999, the foundation has been organizing archives workshops to train regional archivists in order to introduce International Standards in Archives (to replace Soviet methods). Through one round table the foundation was also able to help influence a revision of the archives laws in Kazakhstan.

Media support: In 1996, the government began clamping down on the media through tenders of television and radio frequencies, control of the national channels in the family of the President and purchasing of newspapers. In response, to strengthen the independent media, the foundation has organized training for television news in the oblasts, for Kazakh newspaper journalists and provided grants for social documentaries. The foundation has also created an independent news agency with branches through the country and a producers’ center, which provides expensive equipment to independent news organizations.

Internet Training Center – Internet service providers have been developing commercially in Kazakhstan, slowly but steadily. However, training is scarce. In 1998, the foundation created an independent NGO, which has the mission of providing substantive internet training to teachers, journalists, NGO representatives, librarians, medical practitioners who can help re-train their colleagues.

Medical and Healthcare Developments – From 1996-1999, medical and healthcare programs have undergone many changes. One of the most successful program in Kazakhstan was the Healthy Lifestyle Program, which trained teachers in over 5% of the 8,000 Kazakhstani schools. The project was so successful, that we handed the program over to the government sponsored Center for a Healthy Lifestyle for continued development. From funding medical grant proposals, each of which had their specific, usually unrelated goals, to running programs like hospital development – which was a technical nightmare in a country the size of Kazakhstan – in 1999, the foundation has carefully chosen to focus on management training for public health officials, initiation of a jointly sponsored MDR-TB program and a harm reduction program.

Civil Society Development – From 1995 to 1997, the foundation has provided over 40 seed grants to newly formed NGOs, provided NGO training courses and jointly funded a NGO grant competition with the Eurasia foundation in order to leverage funds and have more impact. In 1998, the foundation ran several competitions to provide grants to NGO. However, in 1999, the foundation, probably mistakenly, has begun to try to address the all-consuming issue of philanthropy to the poor and homeless - mistakenly, because not enough thought or funds were allocated to this project.

Arts and Culture – As a result of the economic downturn, the "arts" community was disengaged in the early 1990’s. The foundation has successfully "activated" the arts and culture community of Kazakhstan. By training art gallery managers, by training cultural journals on design and marketing, by providing grants for cultural initiatives, by funding a caricature contest on issues of human rights, (just to name a few projects), and finally, by creating the SCCA-Almaty, the foundation has helped to develop a synergy in the "art" community and has helped to bring contemporary art back to life and into the public dialogue.

General Needs Assessment

Kazakhstan remains a closed society. Closed in terms of access to information and transparency in public policy. The NGO sector is the most active group for disseminating information about open society and participating in the development of open society. NGOs cross over all program areas – education, art, law, medicine, etc. These organizations effect the horizontal, organizational development of open society at the grassroots level. However, this sector is still forming and the NGO sector still needs support for sectoral development, and sharing of best practices between NGOs.

The NGO sector also needs to find mechanisms to express its voice for influencing "public policy". The foundation wants to helps develop mechanisms to help institutions of civil society influence public policy.

International donors, which have provided the main source of funding to the non-profit sector, are cutting back funding. This withdrawal of support demands that the foundation consider other models of self-sustainability for the non-profit sector institutions.

Objectives for 2000 and 2001:





A.Provide support to the non-profit sector (in all of the fields where they exist – educational reform, law reform, health care reform, art and culture, etc.) to continue the "horizontal" dissemination of information about open society and participation of the average citizen in open society.

B.Support NGO organizational development by identifying "best practices" and models of self-sustainability for the non-profit sector and finding support from the Kazakhstani commercial sector as funding form the international donor community is slowing down.

C.Support institutions of civil society and non-profit organizations that can engage in a vertical dialogue with government in order to influence public policy decisions that effect the creation of open society.*





*Note: Emphasis on entering into a dialogue on public policy, is a new and risky objective for the foundation, despite the fact the foundation has had a few successes already.

Implementation:

In developing this strategy, the foundation recognizes that the development of open society occurs in all spheres of society – law reform, education, arts and culture, healthcare, the media, etc. If in the past, the focus of foundation’s strategy was primarily "horizontal" – disseminating new practices and information to the citizens of Kazakhstan, seed grants for organizational development, educational or healthcare pilot projects - the strategy for 2000 and 2001 demands that a horizontal approach only be continued in or through self-sustainable, institutions that strive for continual, systemic, democratic change.

Secondly, "horizontal", organization development strategies, when possible, must be linked with "vertical" strategies that initiate a dialogue concerning public policy – and which could possibly lead to support from the governmental or commercial sectors.

Developing methods for helping NGOs become self-sustainable must be a priority. With the withdrawal of international donors’ support, self-sustainability must be explored. NGOs have three means of support. The first is financial support from donor organizations. If the international organizations withdraw their funding, then the local commercial organizations must cultivate a culture of donations to the non-profit sector (since neither citizens nor the government have the financial capacity at present). In addition, volunteerism must be developed to build capacity among NGOs. Finally, NGOs must identify avenues for obtaining revenues for services they provide to assist in their sustainability. The foundation will also identify avenues for engaging the government in a public policy dialogue. We intend to do this by trying to sponsor fledgling public policy institutes, and by organizing public policy round tables, which lead to recommendations, and by using the success of our pilot projects to open a discussion on "best practices" for future national development.

This strategic conceptual framework acknowledges that these principles can be adopted effectively in many fields – law reform, education, economic development, healthcare, arts and culture, etc. If the conceptual approach is implemented, then, the result will be development of open society.

Desired Impact:

The foundation anticipates the strategy will result in the creation of sustainable institutions, which will continue to support the dissemination of information about open society and greater participation in creating open society, both in the general population and through public policy.

Downsizing Plan

The foundation began downsizing in 1998 by spinning off 7 programs into independent NGOs (SCCA, Step By Step, Debate, Volunteer House, International House, Internet Training Center and Street Law) together with about 20% of its staff. In 1999, the foundation plans to spin off the Internet Curriculum Development Center and to hand over the regional student advising centers to the universities that house them, which will result in another 10% reduction in staff.

In 2000 and 2001, the foundation plans to run more grant competitions and reduce the number of operating programs which will allow the foundation to further downsize. However, the foundation is beginning a large fund-raising effort, for funding from other donors. Should the funding become a reality, foundation downsizing may be offset by staff hired for implementation of these specific projects.

Multi-year commitments - The foundation has a few multiyear commitments to organizations, which were started by the foundation and require further support based upon their business plan for bridge support and/or agreements with OSI network programs:

Organization Year Amount

1. Soros Center for Contemporary Art – Almaty 2002 $60,000

2. Internet Curriculum Development Center 2002 $75,000

(funded jointly with HESP) 2003 $60,000


2004 $50,000



The foundation is also in the process of submitting application to the EU and to USAID. Should these applications for joint funding be accepted, there might be commitments for partial funding by the foundation for certain projects, which might entail multiyear commitments after 2001.

Please follow link for overall budget matrix

EDUCATION PROGRAMS DEVELOPMENT STRATEGY, 2000-2001

No doubts that education is one of the most important constituents of transition period, the aim of which is to create open, civil society. If the assertion «education not only gets ready for democracy but makes it necessary» is true, then it is absolutely obvious that long-term initiatives in the field of education have all grounds to consider them priorities for the progress of SFK mission.

 





1.BACKGROUND







1.The main indices characterizing the system of education in the






Republic of Kazakhstan

National system of education in the RK represents the network of educational institutions, diverse by its content, languages, forms, and types of ownership.

 

Preschool education (nursery schools)

To the beginning of 1997/98 academic year in Kazakhstan 1905 preschool institutions were functioning with approximate number of 185.000 children and 21.700 educators.

The private sector is represented by 349 kindergartens where more than 10.000 children are being brought up.

Since 1991 in the Republic 82% of preschool institutions were closed; the range of them was cut to 10,6% which is equal to 1961 level. About 86,6% of first grade students come to school without any preschool education: Most of them are children of rural inhabitants (in rural area only 2,6% of preschool age children attend kindergartens).

 

General education (elementary, secondary)

To the beginning of 1998/1999 academic year in Kazakhstan 8.284 elementary and secondary schools were functioning (6.205 - rural and 2.079 city schools) with total number of more than 3.000 000 students (1.499.700 of them are from rural area and 1.572.900 are from cities).

The number of gymnasiums - 195; lyceums - 149.

The private sector is represented by 180 elementary and secondary schools where 18.000 children are taught.

 

Instruction is conducted in eight languages: 3.357 schools with Kazakh instruction (1.460.100 students) 2.412 - with Russian (1.490.100 students); 2.153 - with mixed languages; 78 - with Uzbekh (75.300 students); 13 -with Uigur (21.600 students), 2 - with Tadjick; 1 - with Ukrain, as well as some schools with Tatar, Turkish, and German instructions. In the areas of compact living of multicultural nationalities, instruction in 14 native languages is introduced.

The number of teachers in public high schools, gymnasiums, and lyceums is 250.300; in private schools it is 3.900.

There is a network of schools for mentally retarded and physically disabled children (98 schools with 16.900 students); orphanages and boarding schools for orphans and children being left without care of their parents (50 schools with 6.900 students).

 

College and Vocational education

There are 179 colleges and vocational schools. The private sector includes 76 colleges. The total number of students is 122.800; educators - 13.215.

 

Higher education

To the beginning of 1997/98 school year in the system of RK higher education, there were functioning 62 public Universities with 234.000 students and 98 private Universities with 72.000 students in them.

The number of the faculty in public higher schools is 22.000 professors. The number of students per 10.000 of population is 200.

Instruction in higher schools is conducted in Kazakh (27%), Russian (72%), and also in Uzbekh, English, and German (0,5%).

Since 1996 the number of students entering the public Universities has being reduced (20% yearly). State demand for specialists with higher education in 1998/1999 school year is defined by the number of 22195 people; in 1999-2000 school year it is considered to reduce there number to 8.000 people.

In accordance with approved state standards, specialists with higher education training is carried out on 248 majors.

 

Post-graduate education

Training of post-graduate students is carried out on 245 specialties at 39 Universities; doctoral level is opened for 19 specialties at 10 Universities.

 

Funding:

In 1998 budget allocation to the Committee of Education according to the plan is formed as follows:

Republican (for higher schools) -6.800.235.000 tenge (about $85.000.000); local (schools and kindergartens) - 52.677.794.700 tenge (about $658.000.000).

 

1.2. Changes and problems in the sphere of RK education

In the 90-s in the RK system of education, there have been accomplished sizeable changes, the results of which are far from being synonymous. Together with obvious improvements, the situation on many parameters became worse. Unfortunately, we have to ascertain deterioration took place in such vitally important, for effective functioning of the country educational system, devices as:





•The level of state funds ( abrupt decrease of budget allocation for education without effective mechanisms allowing for the compensation of the deficit through attraction of additional funding resources)

•Education availability (steady growing connection between the level of income and education availability will become a basis for social stratification in the sphere of education in the future. We have already become witnesses of unequal educational access in two levels - preschool and higher education).

•Education quality (the most important determiners of education quality – teaching materials, adequately trained and motivated faculty and school teachers, system of current and final control of knowledge - need cardinal renovation)

•Administrative apparatus (weakening of administration potential in education is more vivid than in other fields of the state government. Among the others, it is especially underlined by the fact that the education sector lost its influence on the other sections of the government apparatus, especially bodies making decisions on resource allocation)

•Introduction of the new Law «About Education», which is currently on the stage of approval by the Parliament, will bring in legal basis for further essential (in some cases cardinal) changes in the functioning of all levels of education system since 25 from 49 articles of the proposed Law are new as by their names so by their content.







3.International organizations / Donors

World donors association, who invest into the system of education in the Republic of Kazakhstan, is represented by organizations having different experience and different priorities in their activities: from the assistance in developing comprehensive strategies in the field of reforms of all levels of education to the concrete exchange academic projects.

International donors activities began in 1994-1995. That period of time there appeared such organizations as Commission of Academic exchanges (TACIS, TEMPUS), Asian Bank of Development, German Program of Academic Exchanges (DAAD), American Council on cooperation in education and languages study, British Council, International Exchange Program (IREX), USIA, and others.

*Note:

The Government of Kazakhstan at the initial stage of International donors activity did not have clearly worked out points of view and its own policy on the issues of priority spheres for foreign donors investment into the RK system of education. Besides, during the 1994-1997 four Ministers of Education were removed; repeatedly there took place changes among the personnel who occupied the key positions in the Government and Ministry of Education. These circumstances, undoubtedly, resulted on the quality of some projects, in particular, in giving consultation services and retraining of Government personnel of the highest level.

 




0.Asian Bank of Development







ABD activity in the field of education is reflected in giving privileged loan for reform support in education: on the first stage $ 20.000.000, on the second - $30.000.000, on the third (planned) - $ 60.000.000. The project realization is the responsibility of the Ministry of Education. Special focus of the ABD loan can be defined in the following directions:

1. Assistance to the Ministry of education in education system analysis, in the development of more rational Strategies and Policy on average and long-term periods (implementation period: September 1995 - April 1996).

The results of the work were presented as Analytical reports prepared by foreign experts on the following sections of education: Education funding, Humane resources and employment, General secondary and higher education, Vocational education, Education administration. Among the other one of the goals of this work was to clear out the priorities and confirm them with the Government of Kazakhstan for the project sustainability.





2.Technical assistance providing secondary schools of the country with computer classes, equipment for classrooms, school furniture (the project started in 1996).





In the framework of this direction 600 schools of the country have got computer classes.

3. Manual development and their publishing on the subjects included into basic curricula (the project started in 1996)

In the framework of this direction new textbooks for elementary schools were published. In fall 1998 the Ministry of education conducted an open competition for the authors of textbooks for 5-9 grades. The results of the competition are defined. Currently, the Ministry Decree on approved author groups for new textbook writing is in work. However, the Ministry is favoring publication by CD-Rom.

*In April 1999 we (SFK) are beginning series of training workshops (total 4) for the authors and publishers of school textbooks. Workshop participants are the finalists of the Ministry of Education competition.





4.Retraining of pedagogical personnel (the project started at the end of 1997).





This direction includes the following blocks:






1.. Providing the system of education administration with informative technologies.






All oblast’ departments of education and Teacher training Institutes are equipped with computers. At present, work on establishment of the Consolidated Information Network for the National system of education administration is carried out.





4.2.New methods in teaching English. There were trained 200 teachers of English.

4.3Updating and retraining of information science teachers. There were retrained





800 teachers.

*In the second half of 1999 in Internet-Training-Center of SFK we are beginning series of workshops for school teachers and methodologists of Teacher training Institutes. They will be conducted by 7 Kazakhstani trainers having being trained through our Training Center in Prague (within the Network initiatives).

Stated above projects (2-4) are not finished, they are in the stage of implementation.

 







1.European Commission: TEMPUS/TACIS Programs







The program contributes to the cooperation between higher education institutions in the Newly independent States, Mongolia, and European Union, focusing on assistance, development and restructuring of the system of higher education in countries-partners. The main priorities:

Economics, Law, International relations and European studies, Political studies, Administration of higher education institutions improvement.

For the period of 1991 - 1997 TACIS invested into the sector «Reforms of state administration, social services and education» in Kazakhstan 17.12.000.000 ecu.

In Kazakhstan grants for implementation of programs in the field of higher education were received by:





1.KIMEP (Almaty) -$ 5.387.200. Implementation period: 06.1993 - 06.1996.





$ 2.860.000. Implementation period: 12.1996 - 12.1998. The projects were aimed at teaching material development, foreign lecturers salaries, training of the local teachers.

Note: SFK and HESP combined have provided other $ 825.000 to KIMEP for student scholarships, library and computer class development.





2.Kazakh State Academy of Management (Almaty) - $3. 029.000. Implementation period: January 1995 - June 1998. Project was focusing on teaching materials development, retraining of the faculty, replenishment of library archive, technical equipment provision.

3.Academy of Diplomacy under the Ministry of Foreign Affairs of the RK (Almaty) - $ 1.300.000. Implementation period: 02.1998 - 02.2001. The project is focusing on teaching materials development, training of the faculty and training of the future diplomats.

1.The Ministry of Education of RK - $ 780.000. Implementation period: 1997. It was aimed to support reforms in the field of education.





At present within the TACIS/TEMPUS Programs two categories of projects are supported: joint European projects (to 500.000 ecu for the period of three years) and «compact projects»(no more than 200.000 ecu for two years).

TEMPUS priorities for 1999/2000 school year in Kazakhstan are defined as follows:

1. For joint European projects





•Study of European problems

•Law

•Applied Economy (Economics for engineers, Energy Economics, Finance services, Environment Economics, Agricultural Economics)

•Engineer and applied studies

•Faculty training, including civil education





In all mentioned fields priorities will be given to the projects including: components of languages teaching; new methods of teaching with informative technologies; distance learning materials development; current textbooks development.

2.For compact projects:





•University administration

•Results dissemination





 







1.Eurasia Foundation

It was established in 1993 to support democracy development and market economy in twelve Newly independent countries of the former USSR.

In the field of education the Foundation provides the program of small grants (from $ 5.000 to $ 20.000) for projects focused on economics and legal reform.

15 educational establishments (mainly private universities and business schools) and 3 NGO, received grants from Eurasia Foundation in Kazakstan from April 1993 till May 1998 within this program. These grants supported compiling textbooks on market economy, management, business and law, and supported seminars and conferences for school teachers and university professors of Economics. Among the grantees of Eurasia Foundation, there are Almaty School of Management, Taldykorgan regional center of new technologies in education, Kzakh State National University, KIMEP, and some other institutions.

*At present, SFK has a grant ($40.000) from Eurasia Foundation for implementation of the Project "Law textbook".

2.McArthur Foundation

The foundation encourages individual and special interdisciplinary research and also research founded on historical approach and demonstrating connection with current actual problems. Priorities:

-Society and Law

-Humane rights

-Environment and society

-World and security

 *In 1998 SFK received a grant ( $ 50.000) from the Foundation for Summer University. In February this year we applied to the Foundation on the grant for Summer University -99.

 

3.British Council







The main sphere of activity - support of English teachers: teaching materials, trainings, scholarships for research and retraining.

Special programs on education:





1.Masters program «Chevening», yearly, from 1994, 6-7 students a year

2.REAP - establishment of connections with Universities

3.JiCap program - 5 week internship of managers of high and average levels of commercial organizations

4.ESP,CEELT (conducted with SFK in 1996 – 1998)

5.Chancellors Scheme - internship for financial experts. The program was finished in 1998

6.Step by Step project - writing of English textbooks for 5-6 grade students of the RK schools. The project was finished in 1998. SFK is conducting pilot summer training with these textbooks.

7.English for the staff of Ministry of Defense. The Program started in 1999

8.Administration of the State program «Bolashak»: testing and placement of students at Universities

9.Many paid services





 

* During 1996 - 1998 several projects of SFK were conducted together with British Council, such as: courses of CEELT - intensive language trainings with international certificates, support of regional English resource centers introduced on the basis of the Associations of English Teachers; courses of ESP - 2 week language courses for specialists in different fields (English for special purposes).

In June 1999 we plan to conduct together with British Council two week training workshop for methodologists of Teacher Training Institutes and English teachers from secondary schools on methods of teaching with the English textbooks for 5-6 grades Step by Step.

 







1.UNDP

Grant support of separate, as a rule, small projects focused on democracy development in schools.

*In 1997, 1998 SFK together with UNDP accomplished the project « Model UN»where about 400 senior grade students participated from all regions of Kazakhstan.

 

2.UNESCO

UNESCO office in Kazakhstan introduced several initiatives connected with such projects as «UNESCO Chairs»(Almaty State University), «Journalism Chair» (Kazakh State University). At present, work on preparation of National report from Kazakhstan on the topic «Education for everybody» has been started. Ministry of Education, Health and Sports of RK is responsible for it. The report must be prepared to the Fall of 1999.

 

3.USIS / American Council on cooperation in education, language studies (ACCELS)







Access to information in the field of education

Programs of research grants/scholarships

Programs of scholarships for schoolchildren, students, and junior faculty of Universities of RK

1.3.9. International Research Exchange program (IREX)





Administers all national competitions for getting grants on research work and participation in educational programs of the USA; assists distribution of computer communication among academic associations including Universities, science research institutes.

 

*In 1998 Student Resource Center of SFK administered together with IREX a workshop devoted to the problems of distance learning in Kazakhstan. In 1999 SFK intends to continue cooperation in this direction within Internet-Training Center and Resource Center.

 






3.Previous activity of Soros Foundation-Kazakhstan in the sphere of education






SFK activity in the field of education (1995-1998) was focusing on the development of innovative projects and approaches with no analogs in educational practice of the country. During this time period we could reach considerable results, main of them are as follows:





•successful implementation of demonstrative projects integrating into education system of RK

•ensuring demand on extension or repeating of the program

•extension of opportunities for the broad target groups (students of schools and Universities, faculty, scholars) for participation in International educational programs

•input into infrastructure development of non-government, non-commercial organizations in the RK system of education through institutionalizing of education projects started within the SFK

•establishment of a precedent of open democratic procedures as a model for use in the practice of work of state bodies of education administration

•building of partnership with state bodies of education administration





In 1999 together with continued programs we began several new initiatives focused on systemic impact (training workshops for administrative personnel of education system; training workshops for the authors and publishers of school textbooks; certified seminars for trainers training in the field of development and use of electronic study materials; grant support of NGO working in the field of education).

  

GENERAL STRATEGY FOR 2000-2001

Strategic focus of SFK activity in the field of education for 2000-2001 will be directed on creation of basic pre-conditions for forming of stable infrastructure of organizations and projects able to initiate and support democratic reform in the education system of RK on systemic level.

 

OBJECTIVES FOR 2000-2001





1.To promote creation of the network of effective non-government organizations involved in the process of education, and support irreversible democratic processes in this sphere

2.To initiate processes supporting abilities to influence on reform policy carried out in education sphere through open dialogues of the Government and Society on key issues of education development with the purpose of consensus achievment in their understanding





 

IMPLEMENTATION

For the implementation of the noted above objectives we suggest two Projects





1.Project «Grant support of NGO working in education field»

2.Project «Education policy: dialogue with the society»





Except these two projects there will be included one more component into the structure of education programs:





3.Programs of scholarship support





Within this Program students, faculty, scholars will be provided by information on opportunities of getting scholarships from foreign Universities and research Centers, and all administrative work will be carried out in this direction.

 ADMINISTRATION

General administration of Education Programs is carried out by the Director of education programs of SFK.

Separate components will be administered by SFK coordinators.

The procedure of making decisions is as follows:





•Professional expertise of all activities on the projects and recommendations for the Board will be carried out by Expert commission on education. Membership of the commission is formed by the representatives of Ministry of education, Teacher Training Institute, scholars, University professors, representatives of school and University administration, non-government organizations.





The meeting of the Expert commission is held once a month.





•Approval of the Expert commission recommendations is carried out by the SFK Board.





The meeting of the Board is held once a month.

EVALUATION

Evaluation mechanism of the Projects will include:





•initial evaluation of the situation

•current evaluation (current evaluation of the separate activities; grant monitoring)

•final evaluation of the Project efficacy in general (external expertise)

EDUCATIONAL NGO GRANTS AND TRAINING

 

1. CONTEXT

1.1.The Present Situation

During the last five years in Kazakhstan there appeared certain NGOs the activity of which is directly connected with education. But such NGOs are not numerous and their activity is not characterized by systematic and profound work in a definite direction. As a rule, these are the organizations in the making and their future is uncertain.*

* It is necessary to note here that among the NGOs working in the sector of education the most successful are those, which have chosen the field of civic and economic education as their priority. Among them are such NGOs as the Centre for Studies of Conflicts, Association of Young Leaders, Scientific and Informational Centre for Civic Education, Central Asian Fund for Development of Management, "Detar" Centre for Democracy Propagation in the Kazakh Language.

So far as such forms as Associations (unions and the like) designed to unite some professional groups of people are concerned (e.g. such as the Association of School Teachers, the Association of Rectors of Higher Educational Institutions, the Association of Manual Authors, etc.) they practically do not exist in Kazakhstan today* .

* The activity of individual NGOs of this type (The Association of Political Scientists and Sociologists, Political Research Centre, Public Association "The Academy of Social Sciences", Public Association "The Academy of Arts (Humanitarian Sciences)" does not have much influence on the situation because of different reasons: narrow focus of activity, lack of permanent financing, etc.).

The existing public associations (e.g. such as The Council of University Rectors, Councils of Education and Methodology, Parents’ Committees, Yard Clubs, etc.) are not legal entities according to their status with all the consequences resulting from it.

The absence of permanent infrastructure of nongovernmental public organizations in the sphere of education is one of the most important factors that hampers (impedes) the process of democratization in the system of education of Kazakhstan. In the meanwhile the functioning of similar organizations abroad shows that the contribution of many of them to the development of education is quite significant consolidating the efforts of professional association for solving certain problems. Very often it is NGOs that take the burden of many problems which owing to different reasons are beyond the direct interests of the state. Further more, the existence of this sector serves to some extent as a kind of legal democratic counterbalance against the voluntaristic initiatives of the Government.

 





2.Development Tendencies





General tendencies of the development of the education system in the Republic of Kazakhstan in the nearest future seem to be marked by strengthening of the principle of decentralization in education management, growth of private education, diversified sources of financing, differentiation of the market of educational services and as a result tougher competitiveness in the system of education.

Objectively these processes should facilitate the formation of the third sector in education, backed by two things: social consciousness, which recognizes one’s own initiative as the main source of development and the existence of certain sources of financial support.

The situation in Kazakhstan today is such that the first (social consciousness) as well as the second one (sources of financing) should be purposefully formed.

Therefore it is very important to begin the process of teaching all those who are interested in getting knowledge and skills in creating and developing NGOs in education system. In this case we can offer an interesting and productive program of training including besides general theoretical information an acquaintance with practical experience of creating and functioning of general education NGOs in other countries. We believe that the participants of our seminars can be not only those who intend to work or already work in nongovernmental section, but also the representatives of business structure having the plans to invest in education.

 





3.International organizations/ Donors





International organizations having the programs of support of NGO (Eurasia, USAID, HIVOS, TACIS), as a rule, have their own priorities and education (excluding two fields: civic education and economical education) is not the subject of their interest.

During the last three years the grants of International organizations were received only by several NGOs in Kazakhstan, whose statute activity is connected with education, namely, Junior Achievement of Kazakhstan, Scientific-Information Center for Civic Education, the Center for Studies of Conflicts, Association of Young Leaders, "DETAR" the Center for Spreading Democracy in Kazakh.

The observed tendency of International programs of grant support to NGO allows very few opportunities for other organizations which would like to develop the projects in the sphere of education.

 





4.The Previous Activity of the Soros Foundation Kazakhstan





In November-December of 1998 SFK initiated the process of official registration of some educational projects (Step by Step, Debate Center, International House, Internet Training Center, Street Law) as NGOs. There is a plan to create Kazakhstan Debate Clubs, the Association of Teachers, working according to the program "Reading and Writing for Critical Thinking", establishing the Curriculum Development Center in the status of an independent organization till the end of 1999.

Having in its arsenal a) technologies of training and education which have no analogues in educational practice of the country, b) the trained personnel, c) good starting capital as conditions of work and the context of activity (learning materials, live connection with educational institutions, teachers, schoolchildren and students), d) partnership with foreign colleagues of educational NGOs, established by SKF have enough serious chances to become innovatory centers in the system of education in Kazakhstan.

By the very fact of creating the enumerated above NGOs we made a valuable contribution to educational system of RK. But we are at the beginning of our way and now it is very important to consolidate our success, which will depend on two main factors: the quality of given services by these centers and potential opportunities of their self-development.

At the same time we must make quite concrete steps for defining our own niche on the forming market of educational services in Kazakhstan. This, in my opinion, is very important and here we have all the reasons to become leaders in developing of educational technologies directed to the development of critical (creative) type of thinking.

At present the administration of each of these centers is preparing business-plans of their organizations for 2000-2003. The plan must reflect the vision of perspectives and possible variants of self-development of the organization and serve as a guarantee for no continuing the financial support on the part of SKF and other organizations-donors.

Besides the above enumerated organizations three more educational programs have been completed by creating NGOs, they are: The Association of Initiative Schools of RK (the program "Grants for Schools" -1995-1997), the Association of Teachers of Kazakh as a Second Language (the program "Competition of Manuals of Kazak" - 1996-1997), the Association of Young Researchers of Kazakhstan and Central Asia (the program "Summer University" - 97).

"The Association of Initiative Schools" has today its own representatives in 9 oblast centres of Kazakstan and has about 200 schools from all the regions of Kazakstan as its members. For relatively short a period of its existence (one year and three months) the Association achieved good results: there were two Republican Conferences, two seminars, it set things going with information exchange between school networks; information bulletins are being published.

"The Association of Teachers of Kazakh as a Second Language" carried out a cycle of seminars for the teachers of school and higher institutions in four regions of Kazakhstan on innovatory methods of teaching Kazakh in audience belonging to another language in 1998; In February 1999 the first issue of the Association Bulletin had been published (500 copies.)

"The Association of Young Researchers of Central Asia and Kazakhstan" unites young scientists and teachers of higher education institutions. The organization had received its registration in autumn of 1998. At the beginning of the year the Association won the grant of SKF (the program "East - East" for the preparation and conducting of the conference on the topic "Manuals of History in Modern Educational Process".

Grant support of the projects implemented by these Associations helped them to begin their activity. Monitoring of grants, which we had implemented, shows that it was rather a successful work. But the main thing is that having begun our programs we could leave not only published manuals (which will never be enough), not only schools which could receive our grant (and which will not solve the problem of this school), etc. but also people involved in the orbit of our initiatives, who realized themselves as professional association which can solve concrete problems in Kazakhstan.

 

Long-term Aim of the Project

Promotion to the process of formation of the third sector in education has as its strategic aim the forming a network of capable organizations directly working with different categories of consumers of educational services: teachers and schoolchildren, their parents, teachers and students of higher education institutions, population on the whole.

 

The Aims for 2000- 2001

Having in view the context, in which we begin our project (see above), the aims for 2000-2001 will be the following:





•Development and support of NGOs, the statute activity of which is directed at the development of innovatory projects in education (extending the teachers’ of schools and teachers’ of higher education institutions qualification, the development of educational materials, introduction of new educational technologies)

•Promotion to the process of the forming of critical masses of people capable to develop the third sector in education.

•Development through NGOs of educational projects, directed at the progress of valuables of Open society in the system of education of Kazakhstan.





Description of the Project

The project includes three components:





1.Grants for NGOs, established by SKF (the projects are attached)






•Educational center "Step by step"

•National Debate Center

•Curriculum Development Center

•International House

•Street Law

•Reading and Writing for Critical Thinking

•Summer University






2.Grant Competition for NGOs, which are ready to develop projects in the sphere of "Multicultural Education".





Representatives of about one hundred nationalities and peoples live on the territory of modern Kazakhstan. In accordance with the existing legislation they are given the rights to satisfy their educational and cultural needs connected with the study of the native tongue, history and literature.

In schools of general education of RK training is on 8 languages. Besides the Kazakh and Russian languages, these are Uzbek (78 schools, 75 300 schoolchildren), Uigur (13 schools, 21 600 schoolchildren) and there are schools where the training is in Tadjik, Ukrainian, German, Tatar, Turkish. In places of compact residence of minority peoples the training is organized in 14 native tongues (Dungan, Polish, Chechen, Kurd, etc.)

For the representatives of national minorities there are quotas when entering higher education institutions of the country. The Assembly of the people of Kazakhstan prepares these problems.

National cultural centers are formed and are functioning many of which have their Sunday schools.

But the problems connected with national minorities have very many aspects, which are not the problems either of the state or wide public interest.

Beginning this project we intend to declare Competition, in which not only organizations and establishments presenting interests of national minorities, but also all the others, who wish and can implement the project, directed at the support of education of national minorities.

Competition will be announced in the first quarter of 2000.

3.Training seminars for real and potential participants of nongovernmental section of education on the themes "Elaboration of Projects" and "Educational NGOs: the strategy of survival".

We plan to have 4 seminars (two seminars for each theme and 25-30 participants in each seminar) in 2000.

4.Grant Competition for the development of projects directed at retraining and extending qualification of school teachers and teachers of higher education institutions.

The Competition will be carried out in 2001. 

The desired effect of the project

Delegating the power of developing educational projects to organizations and people sharing our Mission and giving them our support we hope:





•to create a steady base for forming infrastructure in Kazakhstan capable to support and promote the experience of democratic changes in education system

•to activize the forming market of educational services

•to be a catalysis in involving the society into the process of changing the education





 Evaluation

Evaluation process will include three stages:





1.Initial evaluation of the situation

2.Monitoring of grants (current evaluation)

3.Final evaluation of the project efficiency on the whole (outer expert’s opinion)





Being a permanent component of the Project, evaluation, as a process, will be done on the basis of "through" criteria.

 Management

Organ: Board of SKF

Function: Approval of the Concept, the Plan of Implementation and Budget of the Project in the context of general strategy;

Approval of the Program and Budget of individual measures developing the Project

Organ: Expert Committee of Education

Function: Professional expert’s opinion of all the Project components

Recommendations on the development of the Project

Organ: Administrative personnel

Function: Fulfillment of the Project

Director of educational programs: General guidance of the Project

Coordinator (2): Administering of the Project

Strategy of Internet Curriculum Development Center

of the Soros Foundation - Kazakhstan

2000-2001

Context

1.1. Current situation

The transition of the state in a new economic and political-social condition causes structural changes, as in educational system, as a whole, and within the framework of University Education system. At the present stage there is a transformation of University Education system from the Soviet model to the National one. Disintegration of bipolar system, collapse of the Soviet state and process deideologization ( collapse of the Marksist-Leninist methodology) have resulted a deep crisis of a science and education system on territory of the postsoviet space. Social - humanitarian disciplines are affected stronger by this crisis, than technical and natural science disciplines. For adequate determination of University Education System needs in Kazakhstan the following factors must be considered:





•Dynamics external environment changes;

•Creation of new organizational structure of the education system;

•Changes of state strategy in development of University Education System;





Modern globalization process and formation of informational society all over the world demands the unification of Kazakhstani state educational standards in accordance with the international standards.

Qualification of Kazakh university graduates, quality of their education should satisfy the world criteria as well as features of Kazakhstan development and requirements of the market economy. In reality there is a real backlog of the contents and methods of teaching, especially in social and humanitarian disciplines in Kazakhstani universities in comparison with the world tendencies in University Education system.

1.2. Tendency of development

The University Education system transformation is a natural process and is stipulated by features of development of our society and needs of developing market economy. The changes in educational system of sovereign Kazakhstan are difficult to consider either negative or positive. However, it is possible to determine the tendencies for the future development such as:





1.Decrease of the State budget for education as a whole, including University Education itself





2. The absence of legislation outlining all the requirements for the High Education System (new Law « About Education» is in a process of approval in Kazakhstan Parliament at the moment)

3. Declining of state universities number, changes in their structures. Occurrence and expansion of private sector in University Education system (51 state universities and 99 private universities);

4. Steady reduction of the planned number of students to be admitted for the budget groups (20 % annually). The State demand for the University Education graduates in 1998/1999 educational year is determined as 22195 specialists; in 1999-2000 year this number is planned to reduce up to 8000 persons);

5. Preservation of the centralized management system of University Education (existence of the state standard for 248 disciplines, which can be taught in universities, as well as uniform syllabus for the above disciplines);

6. Existence of many disciplines which are of no demand on the human resources market (history, philosophy etc.), there is no competition for students to get admitted for those disciplines and as a result the number of actual students is less than that planned

7. Development of new social - humanitarian disciplines (ecology, sociology, political sciences, international relations etc.), which are of high demand on the market economy of independent Kazakhstan

8. The growing tendency of universities and other universities to academic freedom in the contents of the syllabus within the framework of existing state standard;

9. Lower level of young experts qualifications than that required of market economy.

1.3. Needs

The transition to the market economy requires new methodological approaches to management and contents of education in Kazakhstan, with the purpose to prepare the competitive experts. The reduction of the State financing demands every university to be more flexible when managing and planning the educational process, to search the sources of financing themselves independently, to allocate the first priority disciplines and directions, to find and to develop those disciplines which are of the highest demand in a current market situation.

Each university should have its own "face", according to specifics of the region, also methodological approaches, contents and features of the syllabus on which the training is based at any university or institute. The necessity of a methodological variety of the syllabus is dictated by the right of each graduate from a secondary school to have a free choice of different forms and methodology of higher education.

Commercial form of education assumes a real competitiveness between universities. Quality and efficiency of the syllabus should define the quantity and quality of the students who have chosen this or the other university and faculty to obtain their education.

The variety of levels and forms of Higher Education functioning makes a system of training more flexible and capable to satisfy requirements of any person as well as the society as a whole. Therefore there is a necessity to develop the various forms of training, such as Bachelor, Master Courses, also Ph.D. and second high education. The new forms of training are already introduced into educational process. However it requires to study of experience on development of the syllabus existed in foreign countries, where the given forms are traditional and well-developed. Moreover the syllabus for such forms of training as a Master course are practically absent in local universities. It is explained by short period of the new form of training functioning (about two years), absence of the methodological approaches to develop the syllabus in this area, also by quite a small number of students willing to undertake MSc degree and by stereotypes about uselessness and inefficiency of this form existing in the Kazakhstan.

The introduction of such form of training, as the second high education, is connected with the development of market economy and structural changes in many branches of a national economy. This process has just started in a system of University Education in Republic of Kazakhstan, therefore problem of development of the syllabus in this area is important.

The development, approbation and introduction of the new syllabus is paramount necessity to change the existed system of Higher Education in the field of social and humanitarian sciences to fill process of training with the new contents to make it more flexible and variable, conforming the requirements of market system of economy.

 

1.4. International organizations/donors

HESP (program « Support of University Education » of Institute of Open Society, Budapest) - initiate and finance process of reforming of University Education within CIS countries.

CEP (Civil Educational Project);

The Kazakhstan universities and higher schools of Central Asia.

International organizations working in the area of University Education



1. IREX - promotes distribution of the computer communications and introduction of new techniques of training (Distant methods, electronic textbooks etc.), allocates on a competitive basis the grants for realization of scientific researches

2. McArthur Foundation - allocates on a competitive basis the grants, both on the individual, and on collective projects for the priority directions such as « Society and low », « The Rights of the person », " Society and Environment», « The World and Safety », sponsors realization of seminars, training, conferences, summer universities.

3. UNESCO - encourages exchange of information and experience in the field of introduction of new technologies into system of higher education, assists the states to develop their potential in the field of competent experts preparation





4.TACIS - supports cooperation between universities in CIS countries and European research and educational centers, promotes development and re-structuring of Higher Education system in the new independent states, improvement of Higher Education management process.





5. USIS - provides access to the information in the field of education, promotes exchange of information, experience, new techniques and forms of training between professors and lecturers of the new independent states and USA by means of various exchange programs (Fulbright, Muskie, Program of development of the young teachers etc.)



HESP and TACIS are dealing with support and financing the process of University Education reforms, whereas other listed donors can render the information helping in creation of a database of the foreign experts, experts in the field of development of the new syllabus, exchange of experience in the field of new methodologies and techniques of training and research within the framework of social - humanitarian sciences. According to the purposes of activity, the Internet Curriculum Development Center is dealing with changes of the contents of educational process through development and introduction of the new syllabus, what is unique on the territory of postsoviet Central Asia and Russia.

 

1.5. Previous activity of Internet Curriculum Development Center:

The Internet Curriculum Development Center was founded on the basis of the Agreements for Cooperation dated February 10, 1997 between the Kazakh State University named after Al-Farabi, Soros Foundation - Kazakhstan and program HESP, OSI. The official opening of ICDC was held on December 18, 1997.

During functioning of the given Center the following was made:





•The database on humanitarian faculties of universities of Kazakhstan (structure of faculties and departments, list of all professors teaching) is created

•The primary monitoring of the Kazakhstan academic community needs and problems (isolation from the world information resources and international academic community; backlog of the educational programs from new requirements of society, an insufficient level of new technologies introduction etc.)

•The cycle of training on new Informational Technologies in teaching of recently developed disciplines (political sciences, international relations, sociology, ecology etc.) for teachers of regional universities with assistance of invited American and European professors

•The realization so-called "follow-up" seminars by bright and enthusiastic participants of ICDC training is initiated, to accumulate around the ICDC the potential trainers for creation the bigger scale of further training for more teachers; to support education of public associations of the teachers and researchers

•The access to world information resources is extended(Internet)





At the moment the Change of the status of ICDC is offered: establishment ICDC as independent legal organization with the status of Association.



2. GENERAL STRATEGY FOR 2000-2001 YEARS

Activity of Internet Curriculum Development Center in 2000-2001 will be directed on initiation of diversification process of Higher Education system and change of the contents of educational process in the field of social and humanitarian disciplines.

THE PURPOSES:





1.To initiate process of creation of a methodological variety and changes of the contents of Higher Education through development and approbation of the new syllabus and educational materials on disciplines of high demand, such as Sociology, Political Science, International Relations, Demography, Psychology, Ecology).

2.To promote process of development the flexible mechanism of modifications in the syllabus and changes of all syllabus when is needed.

3.To introduce new techniques and methodologies of training for the disciplines of high demand (social and humanitarian disciplines) within the framework of the various forms of training (Bachelor, Master, second high education) and at various levels (syllabus, educational programs, program for the special courses)

4.To influence the process of Higher Education management





3. REALIZATION:

According the context and for realization of the above purposes two projects are offered

1. « Development, approbation and introduction in educational process of the experimental syllabus on following disciplines: political science, international relations, sociology.»

2. " Summer Methodological university "

I. «Development, approbation and introduction in educational process of the experimental syllabus on disciplines: political science, international relations, sociology».

The purpose - to initiate changes in the contents of educational process through development and approbation of the alternative syllabus within the framework of existing state standard.

This experimental project is planned for the duration of two years and includes three stages of realization. During the first two years the process of the syllabus development will be initiated on three disciplines of first priority: political science (Bachelor degree), international relations (base University Education as well as second high education), sociology (Bachelor degree). Both the international relations and sociology are taught in universities of Kazakhstan since 1994 and some base materials have been developed. All universities are teaching those disciplines, in some of them there are exist Political Sciences and Sociology departments (Karaganda University and Kazakh National State University) and there is a teaching potential capable to develop the new syllabus in these disciplines. There is also a potential to initiate process of creation new political science and sociology branches and faculties in various universities. However, as these disciplines are new, certain problems in their teaching are occur. First of all, there is still some old ideological and methodological concepts of the Soviet period which till now render influence on process of teaching of the given disciplines. For example, the faculties of Political Science, as a rule, were formed on the basis of the disbanded departments and faculties and often on the base of departments as either "History of the Communist Party of the Soviet Union" or "Scientific communism". Secondly, absence of clear differentiation of study subjects between political science and sociology: material is duplicated very often within the framework of teaching such disciplines as Political Science and Sociology.

The " International Relations " discipline is one of most claimed for sovereign Kazakhstan: the foreign policy activity of Kazakhstan is constantly extends and there is a demand for high qualified diplomatic staff capable to work in the area of foreign affairs. The new faculties (departments) of the International Relations was established in Kazakh State National University, Almaty State University, Karaganda State University, Kazakh Institute of Law and International Relations, University of "Kainar" etc. However, the syllabuses on the International Relations do not include such vitally necessary courses as, for example, " Methods of research in the International Relations ", "Statistics" etc. Also acting syllabuses not always pay consider geopolitical features of Kazakhstan as one of the Asian state. The "European orientation " in preparation of the specialists in the foreign affairs field still a predominant. Many disciplines, included in the syllabuses, are not really necessary for preparation of the qualified experts in this area. All the problems listed above are determine the necessity of development and implementation of the new syllabus in the field of the designated disciplines.

The order of realization of competition:

1 stage - May 30 - August 31, 1999 - announcement the competition of the syllabuses development , the selection of author's collectives participated in this competition.

2 stages - September, 1999 - January, 2000 - cycle of seminars - training for author's collectives, who has won the competition. The purpose -, the process of syllabuses development by the authors, expertise of the syllabuses, investigation of foreign techniques and methods in the area of syllabuses development, summarizing of competition. It will be granted two best author's collectives on each of the disciplines.

3 stages - January, 2000 - January, 2001 - approbation of the syllabuses, which have won the competition by means of the Agreements signing between the Ministry of a Science and Higher Education and those faculties where the author's teams work. A scientific - practical conference " Approbation of the educational plans: problems and prospects " for the team of author's which have won the competition and administrative stuff of universities.

The team of author's should include the young lecturers of universities of Kazakhstan who are using the new approaches, technique during teaching, Deputy Dean or Chairman of methodical bureau of faculty and also foreign partner working in the field of development of the new syllabuses.

Development and approbation of the syllabuses on "Sociology" discipline will be started in March, 2000 and will go in parallel with the process of development and approbation of the educational plans on International Relations and Political Sciences disciplines.

II. The Summer Methodological University is planned to carry on the annual base in August, 2000, 2001.

The purpose of the University - to provide the young teachers with the new methodological techniques and approaches in development of the syllabuses, features of the University Education systems in foreign countries, innovative methods and techniques of teaching in the field of social - humanitarian disciplines.

The participants: the young teachers in a higher education, employees of research center working in the field of methodology and a technique of teaching of social - humanitarian disciplines.

The Summer University plans as international, which will cover the whole Central-Asian region

 4. Financial strategy

The project will be carried out for the grant support allocated by Soros-Kazakhstan Foundation ($ 90 000) and program HESP, OSI ($ 90 000). The realization the "Summer Methodological University " project is supposed to be carried out with the grant support of McArthur Foundation and program " Summer Universities of the Soros-Kazakhstan Foundation".

5. Management / administration

Board ICDC, in which function will be included the approval of the Project, Plan of realization and Budget of the project, and also approval of the program, budget of different activities included in project development (seminars - training, conference)

Expert committee on higher education, which functions consist of examination of all components of the project and recommendation for their development.

Administrative staff (Director of the ICDC and 2 coordinators), which functions assume direct realization of the project.

Evaluation:

The evaluation of fulfillment of the projects will be made, both internal, and external

The internal evaluation will be carried out:





•By the participants of seminars, training and other activities carried out by ICDC

•By Higher Education Expert Council





The external evaluation will be carried out:





•By the foreign experts in the field of development and approbation of the syllabuses

•By the representatives of the Ministry of Science and University Education

•By the professional sociological centers





Tools of evaluation :





•The questionnaires and checklists

•Keeping of statistical records





Main criteria for evaluation of the project « Development, approbation and introduction to educational process of the experimental syllabuses on disciplines: Political Sciences, International Relations and Sociology » is an implementation of the new syllabuses in educational process.

Quantitative parameter - number of regions, universities, faculties, experts participating in the project; number of disciplines which are developed and the syllabuses are introduced

Qualitative parameter - degree of introduction of the new educational plans in educational process; a degree of use different techniques of teaching, development of the new syllabuses by the teachers - participants of ICDC seminars and projects

The calendar plan in 2000-2001

 

Calendar plan of the Project "Grant Support of NGOs working in the sphere of education"

Director of the Internet Curriculum Development Center

Irina Chernykh

SUMMER UNIVERSITY

Reduction of the budget share, allocated for education on the whole and for higher education in particular;

• Reduction of the state educational sector and appearance of the private sector of education (62 state and 71 non-governmental higher educational institution);
• Reduction of the state higher educational institutions in number through consolidation (regional centralisation);
• No legislative basis meeting the needs of university practice;
• Poor communication in the academic sphere,
• No establishments providing extension training for young teachers;
• No full-value and quality information of international educational and teaching standards;
• No independent and strong non-governmental, voluntary organizations in the field of higher education;
• Need of continuous education.

2. International organizations/ Donors.

Such International organizations as IREX, McArthur Foundation, UNESCO, TACIS carry out their activity in the field of higher education reforms.

• Holds public competitions for grants to carry out individual scientific research in USA Educational Programs;
• Promotes distribution of computer communications among academic communities, including universities, educational and scientific-research institutes.

• Exchange Program for the scientists and researchers of CIS countries
• The "Actual Issues of the Present" Program.
• Computer communications
• Professional Associations Co-operation
• Information centre on the USA education issues.

The Fund encourages individual and special interdiciplinary investigations, as well as investigations based on historical approach, displaying connections with actual issues of the present. Priority specializations:

• Society and Law
• Human Rights
• Environment and Society
• Peace and Security

The TACIS/Tempus Program promotes collaboration between higher educational establishments of newly independent states, Mongolia and the European Community through support, development and restructuring of the higher education systems in the partner countries.

The main priorities are:

• Economics
• Law
• International relations and European investigations
• Social sciences
• Improvement of higher educational establishments management.

Two categories of projects are being funded: joint projects ( 500 thousand ECU for 3 years) and "compact projects" (not more than 200 thousand ECU for 2 years).

During the period of 1993-1997 TACIS have assigned 67,6 mln. ECU for re-organisation of the higher educational system in CIS and Mongolia, which gave an opportunity to finance 403 projects.

The following tasks are considered by UNESCO as priorities: promoting informational and experience exchange on new tendencies and trends in higher education, further active analysis and role estimation of the higher education, rendering assistance to the states-members in their efforts to develop their potentials in providing specialist training and carrying out scientific research on a very high level. In accordance with this it aims its activity at strengthening sub-regional, regional and International co-operation, an important form of which is the UNITWIN Program and the UNESCO Chairs Program.

The UNITWIN Program is directed at using North-South - East-West co-operation to the full in order to facilitate steady and long-term ties between higher educational institutes and research institutes world-wide. UNESCO Chairs are designated to give post-graduates from developing countries wider opportunities for advanced training and scientific research on key subjects related to steady development in leading centres.

3. The SOROS Foundation - Kazakhstan activity

To promote the development of continuous education in the Republic of Kazakstan, to ensure extension training for young teachers in Central Asia and Kazakstan; to present new research and teaching methodology; to involve young teachers in International academic association.

3. The Program Activity in 1997-1999

In 1997 the SOROS Foundation -Kazakhstan organised the Summer University for young University teachers in 1) History and Culture of Central Asia and Kazakhstan, 2) Political Sciences for the first time in Central Asia.

In 1998 the Summer University was organised in the following specializations: History and Culture of the Central Asia and Kazakhstan; Political Sciences; Sociology; Philosophy; Social Ecology.

In 1997 and 1998 96 and 144 teachers, correspondingly, from Kazakstan, Uzbekistan, Tajikistan, Mongolia, Azerbaijan, Armenia, Russia took part in the Summer University.

In 1999 we intend to hold a Summer University in the city of Almaty from August 2 till August 21 in the following specialisation:

• Kazakstan and Central Asia in post-Soviet period: Transition to Democracy;
• Research Methods in Social Sciences;
• Demography (Theory and Research methods)
• Environmental Sciences (Social Ecology and Environmental Impact Assessment ) jointly with the Central European University.

According to the joint project with the Department of Environmental Sciences and Policy of the Central European University as well as within the framework of the Summer University on Ecological Sciences it is intended to select the most promising participants, who will take part in distant learning education project in 1999- 2000.

The "Summer University" Program was elaborated as an innovatory project with the purpose of providing extension training to young University teachers. The Program has been carried out for three years and at present we have more than 100 Kazakstan participants at SU, who have a very good idea of what the Summer University is and how to organise it.

Today it is actual that Kazakhstan higher educational institutions be attracted to organisation of SU. The social sciences chairs have both interest in and potential to further development of the project launched by the Foundation.

1. The Program Aim Goal of the Program for 2000-2001.

To promote higher educational institutions activity and that of educational NGOs, to involve them into the process of reforming higher education through conducting the Summer Universities.

2. Introduction of the Program

In order to achieve the goals within the framework of the Program a competition has been announced (March 1999) for the best 2000 Summer University project. The participants of the competition will have to present their projects, which are to include: the justification; the SU Program; the list of foreign professors invited to participate in SU; the list of potential partner organisations, who will provide financial or administrative support, the detailed budget, the evaluation mechanism.

Applications will be accepted till June 1, 1999. There will be a special training course for potential participants of the competition to supply them with more detailed information on SU and on the opportunities of receiving grants from other international organisations.

• As a result of the competition 3-4 grants will be provided for fund the projects on higher educational institutions, chairs of social sciences or educational NGOs. The Curriculum Development Center (to be registered soon as NGO) and Association of Social Sciences Teachers may among other NGOs file an application for SU.

3. Calendar plan

The plan of the work in 2000 and 2001 is based on the following scheme:

4. Budget.

In order to carry out the Summer University (5 professors from CIS and other foreign countries and 30 participants) $40000 are required. It is suggested that $ 100 000 are allocated from the national budget to fund 5 universities of the regions and the city of Almaty ($20 000 per one specialisation). It is necessary grant winners shall undertake to receive the second half of the funding from other International organisations (HESP International, McArthur Foundation).

5. Management/ Administration.

The Program is being administered by a co-ordinator. The expert’s opinion of the project and recommendation for the Board will be carried out by the Committee of Experts on Education, sitting to be held once a month.

The Board of SFK shall approve the recommendations issued by the Committee of Experts.

Monitoring of grants is carried out by a Program co-ordinator or Grant manager of SKF.

6. Evaluation.

Evaluation of the Program is carried out by the co-ordinator and by the Committee of Experts on Education according to the elaborated criteria. The grant activity evaluation mechanism will include: the initial evaluation, interim evaluation (monitoring of grants), final evaluation of the Program’s efficiency. The evaluation results will be presented at Board meeting.

EDUCATIONAL POLICY PROJECT

Dialogue with society

Context

1. The present situation

One of the most important attributes of the civic society is the institute of public debates and discussions on the most important problems having social interest. Being one of the most democratic instruments in creating partner relations between the power and society, it allows rather flexibly and dynamically to react at the current situation so that it could have an opportunity to influence the process of making a decision in this or that field.

The paradox of the situation which takes place in our country is that despite the fact that the results of the reforms which are carried out in the country in the sphere of education will influence (and do influence!) interests of the whole population of the country, the society is quite indifferent. The evidence of this is the fact that today in not a single mass media the Republic of Kazakhstan which pays much attention to the problems of qualified analysis of separate sectors of the country’s economy, we shall not find analytical materials on the problems of education. The absence of public discussions on the sharpest and burning problems of the development of education give the ground for voluntarist steps of the Government which are often fraught with dire consequences.

Among the reasons lying on the base of this phenomenon one can name several ones but the main of them are evidently the following: a) absence of general culture of debates in public life of the country, b) the style of activity of the Ministry of Education which works mainly by "quick decisions" to the current situation.

The practice of taking management decisions for the formation of general national policy on the basis of public discussion, studying of public opinion and strategic forecasts has been long ago accepted in the world. Independent Policy Research Centers are connected with preparation of expert-analytical materials and recommending documents for the management personnel.

Today the system of education management in Kazakhstan has no corresponding department in its structure, which is connected with expert-analytical work. More than that, there is no system of feedback; there is no monitoring of public opinion; the low quality of initial information hinders adequate estimation of current as well as the prognostic situation in education.

2. Tendencies of Development

The evidence of the objective necessity to take decisions connected with forming of strategic priorities whether it be in the economical, social or political sphere on the basis of expert-analytical, prognostic investigations is that in the last years in Kazakhstan there were formed a number of Institutes and Centers, the functions of which are connected with preparation of materials and documents of strategic character for the Administration of the President and for the Government.

However, it is necessary to note that the problems of education are excluded from studies at these Centers and at best are included in general surveys of the sector "Social sphere, health care and culture".

However it is quite evident, that needs in such kinds of functions (expert’s opinion, analysis, monitoring of public opinion, alternative variants of management decisions) will be increasing and our initiatives in the framework of the project offered by us rather well enters the general logic of the development of events.

3. International organizations/ Donors

As a rule, all the International organizations, working on conditions of intergovernmental agreements have as an obligatory component of their programs the preparation of National reports of different sectors and problems of education. Review reports with recommendations to the Government have been prepared by the consultants of Asian Development Bank (1996), Conferences on the problems of reforming the system of higher education have been carried out by organizations which received the grant in the framework of the TACIS project.

We are not acquainted with other materials (Analytical reports, discussion materials and wide discussions on the problems of education, where International organizations took part (see the Section "International Organizations/ Donors in the document "The Strategy of Development of Education Programs for 2000-2001")

4. Previous activity of Soros-Foundation Kazakhstan

The activity of SKF in the sphere of education (1995-1998) was aimed at the development of innovatory projects and approaches having no analogues in educational practice of the country. During this period we could reach considerable results the main of which consist in the following:

• Successful implementation of demonstrative projects which organically enter the system of education of RK.
• Demand for extension of the pilot projects
• Extension of possibilities for a wide focus group (schoolchildren, students, teachers of institutes, researchers) to participate in International educational programs
• Contribution to infrastructure of nongovernmental, noncommercial organizations in Education system of RK through institutionalizing educational projects which were begun in the framework of SKF.
• Creation of democratic procedures as model to use in practical work of state organs of education management.

In 1999, along with continuous programs, we began a number of initiatives oriented at the systematic influence (training seminars for administrative personnel in education system; training seminars for the authors and publishers of school manuals; seminars to prepare trainers in the field of elaboration and use of electronic, educational materials; grant support of NGOs, working in the sphere of education.

• To create a forum for open discussions on the sharpest problems of development of education in Kazakhstan
• To initiate the processes providing the opportunity of influence the policy of reforms, carried out in the sphere of education, by means of purposeful forming of public opinion

The Project development is offered to be implemented in the following way:

1. Stage 1 (January-February-March 2000)

Review of the initial situation with the aim of defining the themes for preparation and conducting the discussions:

• Forming a working group for the preparation of review reports on key directions of reforming the system of education in Kazakhstan.
• Conducting of Round table on the theme "The System of Education in the Republic of Kazakhstan: themes for discussions"
• Adoption of total Document "The System of Education in the Republic of Kazakhstan: agenda for discussions"*

Supposed themes to be included in the "Agenda..." are 7, among which the following can be found:

1. Planning and Management of Education Development: Modern Concepts and International Practice
2. The Quality of Education: Criteria, Estimation, Control
3. Education for Everybody: Review of the Situation and Defining of the Tasks for Kazakhstan
4. Methodology of Investment Efficiency to Education
5. International Standards in Educational Statistics
6. Attestation of Education Institutions and Accreditation of Specialties
7. Educational Loans
8. Others

2. Stage 2 (April- September 2000)

• The Forming of Working Groups (2 Kazakhstan specialists and 1 foreign expert) for 3 themes, included in "Agenda..."
• Elaboration of Analytical Materials (Discussion Papers) for three themes
• Conducting of Sociological Investigations to Include the Results in Discussion Papers

3. Stage 3 (October-November-December 2000)

• Conducting Conferences and/or Round Table
• Press-conference
• Preparation of Memoranda according to the Results of Conferences for all the Interested Establishments, Organizations and Persons with Presentation of Alternative Variants of Political Solution of Concrete Problems
• Publication of Conference Materials in mass media

4. Stage 4 (January-February-March-April-May-June-July 2001)

• The Forming of Working Groups for 3 Themes, Included in "Agenda..."
• Working out of Discussion Papers on three themes
• Conducting of Sociological Investigation
• Publishing of Brochures on Discussion Themes

5. Stage V. (September-October-November-December 2001)

• Conducting Conferences and/or Round Table in three themes
• Publication of Conference Materials in mass media
• Preparation of Memoranda according to the Results of Conferences for all the Interested Establishments, Organizations and Persons with Presentation of Alternative Variants of Political Solution of Concrete Problems
• Publishing of Brochures on Discussion Themes
• Publishing of Analytical Reports and Discussion Materials in MM of RK, Publishing of Conference Materials in Series of Brochures

It seems to us that creation of precedent of public discussion of the most burning problems of education development in Kazakhstan on the basis of those approaches which are offered in the Project:

• will promote the formation of real mechanism, correctly and purposefully forming public opinion as one of the factors of forming the policy in the sphere of education
• will create the basis for constructive dialogue between the organs of state education management and the society
• will help to purposefully use intellectual potential of education system for the solution of concrete educational problems
• will create demand for consultations and expert-analytical works for organizations and persons elaborating the policy in the sphere of education.

Evaluation process will include three stages:

1. Initial assessment of situation

2. Current assessment during the project
1. Final evaluation of the Project` s effectiveness on the whole

Organ: Board of SKF

Function: Approval of Conception, the Plan of implementation Project Budget in context of SKF general Activity strategy; Approval of the Program and Budget for separate measures developing the Project.

Organ: Expert Committee of Education

Function: Professional experts’ opinion of all the Project components

Recommendations on the Project development

Organ: Administrative personnel

Function: Fulfillment of the Project

Director of educational programs: General leadership of the Project

Coordinator (2): Administering of the Project

COMMUNITY SCHOOL

Current situation analysis, that we got during the needs assessment, has shown that one of the most important resources in Kazakhstan is the mobility and abilities of the local community. This potential, practically, is not used in the Republic.

This situation is a reflection of a number of reasons, but two following are main: 1) the majority of schools function as closed institutions, i.e. not open for any initiatives and innovations; 2) community represented by local inhabitants, parents, institutions, and ventures in the region of a certain school, is not much involved into the educational problems of the region.

Though the situation is changing, and today we face the situation when some schools’ administration, parents’ associations, and, in some cases, local government, demonstrate their interest in joined projects implementation.

However, very often lack of experience, financial and professional resources do not allow these initiative ideas to come true.

We would like to support this interest and start a pilot project in Kazakhstan, in conjunction with the Community Education network program.

1. "School is a Local Community Center" Conference
2. Contest advertising for schools of the Republic
3. Training of the Project Instructor
4. Running seminars to train educators and representatives of the local community for future participation in the project
5. Sociological survey to assess the educational needs in every region
6. Working out a model "School is a local community center" in accordance with the need of every region

To start the project, it will take $40 000-45 000 as an average for every region. It will depend on the types and quantity of services provided by a certain school. Each school will be aimed at becoming self-sustained within 2-3- year-period. It can be achieved trough gathering donations within a certain region, winning grants from donor organizations, and trough moderately charging the services and educational courses delivered by a certain school.

Expenditures to start the project are also included into the budget:

1. Advertising - $2 000
2. Business Trips to Regions - $1 000
3. Training of Instructors (in Budapest, 3 people) - $ 000
4. Seminars for Educators and local community representatives - $50 000
5. Sociological Surveys - $20 000
6. Consultations with Project Moderator and School’ s Leader from Budapest (in Almaty)- $8 000
7. Conference (in Almaty) - $15 000
8. Administrative Expenses - $3 000

Total: $150 000

Scholarship programs

• to revitalize and reform the teaching of the social sciences and humanities at higher education institutions in Kazakhstan;
• to provide professional training in fields unavailable or underrepresented at local institutions;
• to assist outstanding students from a range of backgrounds to pursue their studies in alternative academic or cultural environment.

Accordingly, current programs support post-secondary studies and faculty development in the social sciences and humanities, professional degree programs in targeted field: graduate courses, 9-months scholarships for scientific research, short-term training and 3-years course for faculty. The faculty training fellowship deserves special mentioning as they are new approach to faculty development.

Two programs are supporting programs for those Kazakhstan citizens who have already received acceptance for study abroad and applicants must provide evidence that most costs of their study are already covered.

All scholarships are granted via open, merit-based competitions with multi-tiered, impartial selection procedures. Each program has one or more selection committees, generally staffed of host university representatives or other outside experts. We try to keep our application and selection procedures as transparent as possible, and therefore tend to use outside expertise extensively. Our procedures exemplify good practice in the area of equitable academic assessment, and could be a model for university admission and peer review.

Administration of the program usually consist of advertising and recruiting, distribution and collecting applications, advising applicants on programs, arranging standardized tests and interviews, appointing OSI selection representatives where necessary, notifying applicants of their status and helping finalists with their travel. Annual gathering of network scholarship coordinators ensures consistent program administration, and provides the forum for feedback on program effectiveness and procedure.

"Achieving widespread reform across this region is naturally a long-term project, and making progress towards our current goals requires at least another five to ten years of effort before real impact can be felt. However, the methods by which we pursue these goals should be regularly renewed as our experience grows and the countries we serve change. Already we are beginning to test new models of scholarship in the area of faculty development, we have introduced new fields for professional training, and we continue to enhance the opportunities we have for younger outstanding scholars. Our future strategy should include elements that build on our success, respond to changing country capacities, and create sustainable structures for the post-OSI world." (from the report of the director of Network scholarship programs Martha Loerke on scholarship conference, Tallinn, 1998).

The program started in 1992, 113 students graduated. OSI administrates the programs in law, education administration, public health, information science, journalism and mass media, environmental policy; in future new programs in law pedagogy, human rights and teacher training may be included.

The alumni of these programs have a good reputation in the job market in Kazakhstan. IREX organizes job fairs for them. Alumni work in UN, USIS, ACCELS, KIMEP, and law firms. There are about 6-7 persons in a year studying on the mentioned program.

Program started in Kazakhstan in 1995. Graduated 25 people. At the present time there are 10 graduate and 2 doctoral students from Kazakhstan. The advantage of this program is the opportunity to continue education on doctoral level.

Programs started in 1996. Graduated 4 persons. The alumni of 1997 work in foreign companies; alumni of 1998 have not found jobs yet. At present there are two students studying there. The competition for this program is very high and LSE diplomas are highly prestigious in Kazakhstan.

Program started in 1997 and has a very academic direction. Programs offers to scholars the opportunity to continue their current research in Oxford libraries or get Master degree in humanities or social sciences. There are two spots in a year for Kazakhstan citizens. The only last year finalist has left studying and country.

Program started in 1996 – one year non-degree study in liberal arts at US colleges and universities. There three spots in a year for Kazakhstan citizens. There are 6 alumni and currently study three students. Students return home with good English, high adaptive and communicative abilities. One of this program alumna has won the scholarship to LSE.

Program started in 1996. At the present there are 5 students with full OSI scholarship and 2 – with AUBG partial scholarships. The program is designed to give students a chance to explore a more flexible liberal arts curriculum.

The grant is available to students pursuing degree in the social sciences, humanities, and the fine and performing arts in an OSI network country but outside of Kazakhstan. The goal of the program is not only to encourage student’s mobility within the region, but also to see which institutions in the region are attracting students. Since 1996 6 persons received this grants.

Program started in 1999. Programs support the citizens of Kazakhstan who have got acceptance to Western, Asian, Australian or northern American Universities at the doctoral level.

The program offers financial support of scientific research in the area of social sciences and humanities to the period up to two years. Since 1996 19 scholars received these grants.

Program started in 1996. The program offers the opportunity to faculty with curriculum of European and American universities attend the lectures of CEU professors during one-week seminars in Budapest. 32 professors attended these seminars.

The program started in 1996. It is an academic program for university professors, administrative staff and professionals, it offers 2-3-weeks intensive courses to support the development of academic collaboration and curriculum via unity of young faculty of lectures and seminars. 36 persons attended these seminars.

The program started in 1998. It offers research in funds and library of Oxford University, attending lectures, communication with university staff during one or three months. Two Kazakhstan scholars got this opportunity. Both have published article on the results of their research, participated in conferences reporting their experience.

The program offers opportunity for Kazakhstan scholars to spend 1 to 6 months in the library of Central European University, to develop their research.

Program supports scholars to develop their research in the area of social sciences and humanities via studying in the CUE library, attending lectures and meeting with leader CEU professors.

The program started in 1999. The program offers one semester a year for three years at a US host university, with the rest of the year spent back at the grantee’s home institution. As a result of this program we expect the grantee to get experience in different teaching styles, examine alternative curricula and syllabi, and use new resources to develop new courses and pedagogical methods at their home institutions. There are three spots for Kazakhstan.

National Foundation has two staff members to assist with in-country program administration. The results of each competition base on the decisions of Regional committees and certify by OSI program director.

The evaluation includes the methods by which we make the investment, and the performance of the grantees during their fellowship. Also the relevance of the programs could be evaluated through analysis of the applicant pools and in some cases the more immediate post-fellowship employment of our alumni.

Contrary to other network scholarship programs funding of Secondary School Scholarship program goes from National Foundation’s budget.

In Kazakhstan program started in 1998.

This program demonstrates that early experience of living in democratic country and communication with coevals impacts children very much. Parents and teachers underline the growth of self-motivation and self-respect of kids.

In this program OSI is only sponsors children, transferring them to other organizations in USA. The selection of children bases on the test results, interview and application data.

Within the program there are the next subprograms:

Academic year programs:

The YFO program offers select students with 10 months study in US public high schools. Students live with host families, becoming fully integrated into US society. Participants should be outgoing, able to integrate into host family.

Each year regional clubs of Rotary International offer placement for high school students selected by the Soros Foundations. Over the course of the academic year students life with 3 host families and huge experience of communication, adaptation and sharing their own culture.

Choate offers an intensive academic summer program for gifted and talented high school students. Students pursue intensive courses in chosen subjects and participate in extracurricular activities. The program offers courses in a wide variety of traditional and nontraditional subjects, many of which are not typically offered as part of a high school curriculum.

West Chester University facilitates an American Studies Program during the summer time. This program allows exchange students to learn about American community life, educational programs, government, sports, and the typical activities of American Youth and their families.

The Summer College Program at Syracuse University allows high school students to start college level work early and test career interest firsthand before crucial decisions are made about future study. Classes are offered in engineering, law, liberal arts, management, public communication and visual arts for talented students. Students also participate in extracurricular activities.

The Olomouc Summer Young Leaders Institute is a unique project, the only one of its type in Czech Republic. The sessions within the program provide students with the opportunity to enhance their communication skills in discussing global issues and to attain deeper insight into certain fields of university studies. The courses are therefore helpful to students when making career choices.

One member of Foundation staff administers this program. The results of each competition base on the decisions of Regional committees and certify by OSI program director.

OSI plans the evaluation of the program in those countries, which are involved into program for more then 5 years. In Kazakhstan the evaluation could be done at the end of 2000 when we will have program alumni for two years by questionnaires of students, teachers and parents.

Per month Per year 2000 SFK Per year 2001 SFK

Phone 200 2400 2400

Express mail 100 1200 1200

Office supplies 15 180 180

Mail 10 120 120

In-country travel 150 1800 1800

Conferences abroad 3000 3000

Announcement 700 700

Travel to test 3200 3200

Travel to interview 5800 5800

Finalists travel 6000 6000

Exit visas 1100 1100

US visas 3865 3865

Mail 400 400

Fax 200 200

Phone 400 400

Unforeseen expenses 2166

STUDENT ADVISING CENTER

STRATEGY FOR DEVELOPMENT

The Center was opened in October 1995 for everyone who is interested in study and research work abroad, in the system of USA education, in the English language and computer literacy, in computer and Internet using, in reading books and periodicals and watching movies in English. Already at the beginning of 1996, the USIS, considering a solid technical base and essential financing by Soros Foundation, has awarded a grant to our Center as to the only official organization in Kazakhstan that distributes of information on education in USA and possibilities to study abroad. Prior to our Center, the USIS grant had been given to IREX since May 1994. Thus, during already three years the Center has two sources of financial support – the Soros Foundation and the USIS, while the support of the USIS helps the Center mostly with informational backing, current informational literature, payment of a membership and participation in annual conferences of NASFA; the main expenses for equipment, books, movies and maintenance of the Center are covered by the Soros Foundation Kazakhstan (for example in 1998 the USIS grant amounted to $5 900; expenses from the national budget - $135 000).

In 1998-199 the Center opened 3 subsidiaries in Shymkent, Karaganda and Aktyubinsk on the base of regional universities. According to agreements, signed with those universities, after 1999 the established centers with the library, premises, technical equipment and a qualified employee shall be granted to the university in 2000, under condition that the activity of the centers shall be maintained on the basis of openness and availability to all.

During the work of the Center, more than 10000 people have used its services. The age of the Center visitors varies from 13 to 75. Social status of the visitors is different- it includes schoolchildren, students, specialists of different fields, researches, unemployed. In spite of the fact that the Foundation cooperates only with representatives of humanitarian sphere, representatives of natural and technical sciences frequently visit the Center.

The main directions of the Center’s activity are:

• to provide free and open access to information on education and give qualified advising services on all questions connected with education abroad;
• to maintain and enlarge the library and data base in accordance with the orientation of the Center;
• to establish contacts with other donor organizations;
• to further establishment of advising centers in universities and libraries of our republic;
• to provide visitors of the Center with various informational literature, access to electronic data recourses and test materials.

The Center provides advising to visitors on choosing of a college or university to apply, and gives recommendations on possible sources of financing.

Starting form April 1996 the Center begun reading weekly lectures, aiming to answer more frequently asked questions: how to study abroad, how to write an essay, CV, recommendation letter, application. According to a poll, conducted in February 1999, 74% have underlined that they use various sources of the library: information on possibilities of study abroad, testing materials, participation in the English Club. And 64% of the interviewed has noticed that it is the only Center known to them, that provides such a wide range of services for the population. Only during last year, 10 of permanent constant visitors of our library had succeeded to win scholarships of different education programs administered by ACCELS, IREX, Netherlands Embassy, Bolashak, etc.

The Center’s staff conducts TOEFL mock exams, and during 3 years more than 1000 people have taken this test at the Center. It is a great opportunity to learn free of charge the procedure of the test, to try one’s forces, to obtain average score. Those who passed such testing several times have noticed an essential improvement of their score.

The diverse materials of the library are used not only by people interested in study abroad, but also by researches and scientists, comprising about 17% of all visitors. The fund of the library, for example, owns unique guides and catalogues – Research Centers Directory, Research-Doctorate Programs in the United States –, which cannot be found at any other library of the republic. These guides reveal huge opportunities for researches, they facilitate the search for partners abroad, search for donor organizations, and they offer partnership with different research centers worldwide. Now that the state is not able to give full budget support to scientific-research institutes and organizations, the resources provided by the Center play an important role.

The library is regularly enriched by periodicals, such as The Economist, Time, Newsweek, National Geographic, Metropolitan Home, Rolling Stones and other magazines. These magazines are of great demand among the visitors of the library.

Very often the Center receives requests for studying materials on economics, sociology, business administration, for information on Kazakhstan in English, information on the USA in English and Russian. Taking into consideration the great demand for literature of this kind, we made an inquiry to the USIS, and we supplied with books about the USA in Kazakh, English and Russian.

The Advising center is actively cooperating with the Netherlands Embassy, the Australian Embassy, the British Council, which annually provide information on their scholarship programs as well as catalogues and brochures of their universities.

The reading hall of the library is quite frequently used for conducting round tables, seminars, press conferences, organized both by the Soros Foundation Kazakhstan, and by other organizations – ACCELS, the British Council. All these events at the Center further the distribution and popularization of the information about the Center, as well as about the Foundation itself.

5 student volunteers help the staff operate the activity of the Center. They fulfill technical work (making photocopying, sending of fax messages, translation of materials, etc), help to organize the work of the library.

The English Club organized within the Center is open to all interested. The English Club sessions are hosted by both the staff of the Center, and by English-speaking guests. Topics, discussed at the meeting, are various and usually are chosen by the members of the Club. In average 20 people participate in each session of the club. The sessions are held twice a month. The Club is of great popularity because for most of its members it is the only opportunity to obtain skills of spoken English and to overcome the language barrier. Apart from the sessions, the English Club also operates the Cinema Club. The collection of movies accounts more than 200 samples. Wednesday show of feature, documentary and teaching movies in English gathers about 10-15 persons. The attendance of the Cinema Club mainly depends on a period of the academic year. About 53% of the interviewed consider watching English movies an additional opportunity to improve listening skills.

The Center’s library may be divided into four main sections:

1. Educational books, including the catalogues of publisher - Peterson and Barron, preparation materials for TOEFL, GRE, GMAT, SAT, GED tests, catalogues for courses in foreign languages (English, German, Spanish and French), reference literature for writing researches, resume, interviews etc.

The catalogues of European universities and US: brochures and application forms for different universities. In addition to the books on the USA System of education the Center has materials on education in the United Kingdom (thanks to the Britain Council), Australia (owing to the Australian Embassy), France, Japan, Norway, Sweden, Finland, Holland, Belgium, Egypt, Kuwait and Eastern Europe. The Center tries to get information from a larger number of countries.

2. The periodicals: the magazines Art news, Architectural Digest, Economists, Theatre, Modern Drama, National Geographic, Rolling Stone, Smithsonian, Vogue, Working Woman etc. The magazines are regularly received from the New York office.

3. Books on culture: fiction, books on literature, art, music, architecture, cooking, and others which may be of interest for those who are interested in different aspects of culture of Europe and America. This section of the library is in the stage of establishment.

4. On Floppy Disc: In addition to the books we have some information: catalogues of German universities, and US the SAT, TOEFL, GMAT tests, financial support and colleges catalogues.

In May 1999, the Center is initiating a training seminar for 20 representatives of universities and libraries of the republic devoted to opening of their own advising centers and till the end of 1999 the Center is planning to support newly created centers by providing information and consulting.

The program is administered by program coordinators. Apart from that, the coordination in respect of the USIS grant is performed by the OSI-NY coordinator Ami Golden-Talkow. The events of the Center, the budget and strategy are coordinated by the Expert Committee on Education and the Board of the Fund.

• Existing branches will be given as a grant to their host universities with staff of the Centers. Soros Foundation will provide salary to directors of the centers during year of 2000.
• It is expected to reduce Center's staff in Almaty to 2 persons (instead of three employees and one part-time KIMEP librarian).
• Apart from other advising activities: lectures, training programs, mock examinations, language study and computer, Internet access etc., Center is planning to do:
• Educational fair involving representatives of different embassies to provide information on the education in their countries. This action is supposed to be annual.
• Film weeks of Great Britain, Canada and Austria (in collaboration with the Embassies).
• Quarterly sessions for the organizations interested to launch their own advising centers;
• Regular sessions on proposal writing for faculty and organizations (involving Soros Foundation grantees);
• Alumni activities. Pre-departure orientations, lectures, presentations on different programs;
• Outside sessions for universities in order to distribute information and encourage those who seek for partners, sponsors for study.

Impact Evaluation of these programs is rather complicated, since our task is only to distribute information and maximize efficient management of this process. However, Center has worked out poll applications for its visitors and interview sheets; work of the Center is evaluated on this basis along with methods and work scheme. Annual evaluation of the center's work carried out by the Foundation. It is most probably that in the years of 2000 and 2001 external evaluation will be made.

Providing of an opportunity for Kazakhstan scientific community to be familiar directly with methods and paradigms of Western educational system.

Enlargement of open information space: access to the latest information about educational and research opportunities all over the world for academic society of Kazakhstan.

INTERNATIONAL HOUSE

Director: Mira Khodjashova

1. Background

English in Almaty is being supported by several international organizations. British Council is offering seminars for teachers of English, which are becoming paid, there is a resource center for the teachers. Information Agency of the USA holds programs that support and promote English, as well. Unfortunately, the same people participate in all these programs, besides, these programs are oriented for only Almaty residents. As for the teachers from other regions, they don’t have the possibility to get the same services. Participants of many programs do not return to the schools and Universities upon their completion, but try to find higher paid jobs.

The project «International House» has been proposed by the Soros Foundation Kazakhstan (SFK) and supported by the headquarters of Soros Foundation and well known «International House» World Organization, London (IH). The need for this kind of school has been dictated by the time and population demand. English is being taught at high schools in our country, but the level of teachers’ qualification is going down with each year. The books, that are used at schools are out-dated, Kazakh schools have to learn English through Russian, as there is no book for them. The government doesn’t have sources to support the schools, not mentioning the possibility to write books for a new generation.

The SFK has been working for three years in this direction by its «English Language Program», but its like a very small drop in the sea. They have been organizing summer schools for the English language teachers from all the regions of Kazakhstan, specialists from England, America have been placed at higher education institutions within Kazakhstan, 13 resource centers have been established in 13 regions of Kazakhstan. The book for English learning «Step-By-Step» was written in close cooperation with British Council and Information Agency of the USA, and there is a plan to organize training of trainers, so that to teach teachers how to work with this new book. Starting 1999 the SFK programs on English Language have been noticeably shrank, and the program itself is facing its final level.

Thus, the SFK has made a decision that instead of allocating sum of money each year, it would be wiser to establish a non-government organization, and let it earn money. The Foundation is granting money for the establishment of the "International House" school and supports it for three years. By the end of this time period the school should become self-sustaining.

Regardless of the fact that there are many linguistic schools, the need for establishment of the "IH" school still exists. All existing schools are profit oriented and do not support teachers of English, while "IH" will combine commercial activity with a charitable one. The director of the school did the marketing on the existing schools. Six main centers have been visited:

1. The main competitor as of now is recently established Anglo-Kazakh Center. The school is equipped with everything it needs, the general appearance of the school can be considered to be fashioned, very nice classrooms with wonderful furniture. The school belongs to foreign investors, and the school is being lead by a local specialist with pedagogical education in the field of language teaching. The school recruits, mainly, foreign teachers. The price for the courses is acceptable. The groups are not big and individual classes are available, as well. It is quite early to talk about the quality of the services that this school provides, as it just started functioning.
2. Tamos Education is one of the first language schools that have been established in Almaty (1993). The center is really experienced, but it doesn’t have a really good reputation concerning the quality of its services. It seems that the school totally and in full became interested in profit, and didn’t care about the quality of the services: there were complaints by a number of students in the groups. At the moment the school has changed its orientation: it became General Distributor of the Oxford Press. The President of the center has technical education. 
3. Alraming was established in 1995. The main service this center provides, from the very beginning, was distribution of teaching materials. They also provide some teaching courses, as well as seminars for the teachers of English on methodology. The leader of the center has a medical education. Currently the center got the right to be an official distributor of the goods of Longman Press.
4. Education Center, based on the Kazakh State University of International Relations and World Languages, was established in 1997. The leader and the teachers of the center are the faculty of the University. The also serve, mainly the students and the teachers of the University. By the end of the courses, unlike in other places, where the student gets a certificate about completion of a particular level, the center issues diploma. The center is located in the main building of the University. The equipment and furniture of the classes could be better.
5. Linguistic Center was established in 1995. The leader has a pedagogical education and a great experience of work with students. They provide their services in the classrooms of the high school #12. They provide TOEFL courses, and even administer institutional tests. There is no particular methodology of teaching and/or good director of studies, who could coordinate the work of the teachers.
6. ADRA is an American Agency, which provides communication with native speakers. The courses are, mainly, directed to further development of the knowledge of a language (English only). The classes are based on discussions, no methodology and/or experience of teaching English as a foreign language.

Unlike all, listed above, schools and centers, our school will provide courses of the highest quality. By high quality we mean: well equipped classes (white boards, tape recorders, video-set and so on), comfortable furniture and qualified teachers.

1. The need in the program and its priorities.

As Kazakhstan got its independence, it is struggling to be on the world arena. For this it needs to have good international contacts and cooperate in various fields. This, in turn, requires the knowledge of foreign language, namely English.

Regardless the fact that there are many activities being done by various foreign companies, the problem still remains. The schools in the regions do not have teachers of foreign languages, the level of teaching is really low in the city schools, the poverty in schools do not let them purchase qualified books of new generation, Kazakh schools are in really bad conditions. The methodology of teaching requires constant research. Our school students still learn English using Soviet books. Children do not have any understanding of the concepts as pioneer, komsomol, and the books of English are based on the heroic storied about them. No experience of work with new books.

The courses of English and other foreign languages do not provide services that fully satisfy the population. The complaints exist on the quality of professionalism of teachers, number of students in the groups, methods of teaching, class equipment, prices of the courses, etc.

Thus, the IH school outlines the following priorities: become self-sustain by the third year of existence, provide high qualified services of the world standards (small groups, equipped classes, professional teachers), use of modern methods of teaching (communicative approach in teaching), constant raise of the qualifications of teachers through seminars and discussion meetings. When the school becomes self-sustaining it will offer free of charge seminars for the teachers of high school and Universities and will support the initiatives on establishment of new affiliated schools in other regions of Kazakhstan.  

2. Program Description

The program IH started as early as the 1990s. By then there were several schools that have been established within the former Soviet Union and Eastern European countries. Today the schools are respected and have success. They combine profit making with charitable activities. No doubt that these schools contribute to the overall development of their countries.

IH in Kazakhstan is the first bird for the entire Central Asia. The methodology of the IH is a new thing not only for the students of Kazakhstan but also for the teachers with a lot of experience. The IH Soros schools are very successful, mainly, due to the unique methodology of IH. Even after being self-sustainable, the schools keep close connection with Foundations and other schools. It is like a big friendly family, where everybody is ready to help each other.

We believe that the school will have an impact to the expansion of new international contacts, will provide better access to information, will have some contribution to the general development of the country, and at some point will positively affect the employment situation in the country. This way, contributing to the general mission of FSK to create an Open Society. Our potential partners will be local educational institutions, the Ministry of Education, foreign companies, USIS, BC, publishing houses like MacMillan, Longman, Oxford and Cambridge, as well as ASL language centers. This list doesn’t mean that we have a strong line and will not break it, on the contrary, we are always open to new contacts, cooperation from any side, as long as it coincides with our mission and objectives. 

3. Goals and Objectives

In the future the school will organize free of charge seminars and consultations for the teachers of foreign languages on the methods of teaching. They will have free access to the library on contemporary methods of teaching languages. English Language Club will give a chance to communicate with native speakers and will bring the feeling of language environment.

In order to be able to offer free of charge services, to achieve self-sustainability, we plan to earn money from our paid language services (language courses on English, Kazakh, Russian for the foreigners, German, and any other language that has demand, translation services, paid education abroad).

The school goals are to get the right to use the name and the logo of the World Organization International House, and to become self-sustain within three-year period.

The main objective of the school is to provide language services, and provision of various seminars for the teachers of English of Kazakhstan in order to better their qualification.

The objectives of the school are to better the methods of teaching, high quality of services, establishment of new affiliated schools in the regions, in order to widen the impact of the program to the regions.

4. Activity Plan and Timeline

The school gets the main financial support form the SFK during the first year of its activity. That is the year when the school needs to find location, make renovation works, if needed, to furnish and equip the classrooms, to select and train the faculty for the school, to advertise and start to function. These objectives are almost achieved for the school in Almaty. The school signed rent agreement with the State University of Law for a five-year period. The University gave 324-sq. m. on the first floor. The renovation works were finished at the end of February, all classes are furnished and equipped. The main task for the school at this moment is to compose groups and start the activity.

One of the main factors is the time the school will affiliate with IH. This will give the right to use the name and the logo of the IH, its methodology, and the IH headquarters will select and recruit qualified teachers – native speakers.

Along with offering the courses of English, the school will expand its activity by providing courses on TOEFL, GRE, GMAT and other tests in English, seminars for the teachers of Almaty (2-3 hours), also long seminars (3-5 days) for the teachers in regions. These seminars, probably, will be partly paid.

We plan to organize English clubs based on the courses (writing, grammatical, drama, reading, etc.). Any activity, suggested by our clients, if doesn’t contradict with our chatter, will be taken into consideration.

Paid courses and education abroad will be another source of income. We need to make contacts with agencies that provide such services.

The school gets financial support only first three years of its activity. The year 2000 is the last year, when the FSK is giving financial support: $15 000. This amount will go in full as a grant to the Law University for the rent of the space.

The Board and the director will lead the school. The first members of the Board were selected and approved by the SFK Board. The following rotation will take place upon the end of the contract, and each new member will be selected through voting of the school Board members. All the key questions, that are connected with the school activity will be discussed and approved by its Board. All the decisions, made at the Board meeting, are subject to be executed by the school administration lead by the director.

The Board of the school will have, at least, five members – respected and known to society. One member of the Board will represent the SFK to monitor. The director will be the member of the Board without a vote.

Through our seminars, lessons of English and other languages we will additionally promote ideas of democracy and open society. We will try to develop critical thinking and the ability to stand for the opinion one holds.

The fact how quick we will become self-sustaining, how quick we will survive without SFK financial support is one criterion for evaluation. The fact how quick we will be able to open affiliate schools within Kazakhstan is the another criterion.

Criteria for evaluation will be:

• The number of students/teachers who will start to study at our courses/seminars
• The number of students/teachers who will continue to study at our courses/seminars
• The number of students who will get at least 80% on our progress test/teachers who will get at least B grade certificates
• The number of students/teachers who will visit our English club/library
• How much money we will make on our paid services

Besides, every client of our school will get a chance to utter their thoughts concerning the quality of our services. At the end of every course the school will distribute questionnaires among students to monitor the quality of our services, professionalism of our instructors and the school staff. The results of evaluation will be available for the Annual Meeting of the Soros Foundation Kazakhstan.

Once a year we plan to involve external experts to conduct evaluation. They will get access to the conducted survey and questionnaire results, as well as, will be given a chance to talk to our clients.

SPELT

Project co-ordinator: Yulia Leonova

SPELT program, a special teaching program of the English language, is a program of the OSI network and is based on the budget of the network. The program staffs Kazakhstani higher educational institutions with English native-speaking teachers. Under the program, those teachers will work with local students, as well as will develop teaching methods in conjunction with local teachers of English.

1. Program Background. Intermediate Evaluation Results

The program began to work under the aegis of the Soros Foundation since 1990. In Kazakhstan, the program has been functioning since 1995. KIMEP was the first higher educational establishment in Kazakhstan where Soros-Fellows began to work. Eight teachers from Soros-Fellows; worked in KIMEP in 1995-96; in 1996-97 - 4 teachers; in 1997-98 - 2 teachers.

In 1997-98 the program began to function in the Kazakh State Law University; in 1998-99 the field of the program’s activities was broadened; the program began to function in several Kazakhstan’s regions, including the West Kazakhstan institute "Eurasia" in Uralsk and the State University in Aktubinsk. The program, that began to function only in one educational institution and in one region in 1995, has broadened the field of its activities throughout the country in 1997.

Besides their work in higher educational institutions, Soros-Fellows conducted seminars and short-term training for teachers of higher and secondary educational institutions in such cities as Uralsk, Petropavlovsk, Leninogorsk, Pavlodar, Kyzylorda, Aktubinsk, Semipalatinsk and Ust-Kamenogorsk (53 seminars, 1219 teachers of the English language).

From 1995 through 1998, under the SPELT program, different activities were conducted, including: contests for school students (Olympiads), open lessons for local teachers, meetings with students from the local secondary schools, participation in television programs, special courses on the development of Critical Thinking, development of programs on teaching business English and development of the teaching program on the basis of the textbook Headway, work on the methodology of testing students and teachers of English in Kazakhstan, as well as participation in a Soros’s Debate program.

The SPELT project has made a significant influence on the enrichment of the teaching equipment of Kazakhstani educational institutions. The libraries of universities, especially, of KIMEP, have been enriched with new educational materials that helped the universities to include new teaching aids into their school curriculum. Motivation of learning the English language has been increased. The program provided English language training for practical purposes, as well as improved the teaching methods of the English language in Kazakhstan; influenced positively on the development of thinking and, consequently, on the development of the Open Society in Kazakhstan. (The ELP Coordinator of the Soros Foundation-Kazakhstan can provide detailed evaluation of the project).

2. Needs/ Priorities Addressed by the Program

The SPELT program is closely connected with the overall strategy of Soros Foundation and Soros Foundation-Kazakhstan. SPELT insures improvement of teaching methods and, consequently, better command of English that is necessary for international communication and which, by far, is necessary (critical) for the creation of the open society.

Pursuant to the project’s priorities in 2000, the program envisages:

• creation of a methodological center for teachers of English in the West Kazakhstan oblast on the base of the ELT Association which will be aimed at self-sustaining;
• creation of a team of trainers of the English language in the West Kazakhstan oblast, who will be capable to continue methodological training of their local colleagues after the program comes to an end;
• special attention to the training of the staff, in particularly, of the senior trainer, who will work in that center after the program stops functioning;
• development of specific English language programs (business English, legal English etc.).

1. Program Description

According to different aims of the program (work with students or methodological training of teachers), the SPELT program’s teachers can be divided into two categories: SPELT teacher (Fellow) and SPELT Trainer.

One of the strategic aims of the program in 2000 will be invitation of one SPELT teacher and one SPELT trainer to work at the Institute "Evrasia" in the city of Uralsk. The difference between the work of the SPELT trainer and the SPELT teacher is that the SPELT trainer will have to attend and analyze in details the lessons of the local teachers. The SPELT trainer will work only with future and currently working teachers of the English language, supervising their lessons.

2. Goals and Objectives

The strategic goal of the program for 2000-2001 will be creation of a team of trainers from the teachers of English in the West Kazakhstan oblast and the development of an educational program on teaching English in other regions of Kazakhstan. Accordingly, we think that it is necessary to continue our work in the Uralsk Institute of Management, Economy and Languages "Evrasia" (where the program began to function since the 1998-1999 academic year) on the condition that one of the two foreign teachers will have the qualification of the SPELT Trainer.

3. Activity plan

The work under the program will begin with evaluation of the existing situation in order to define the volume of the future methodological work and to find potential teachers for the participation in the project of training of trainers. There will be a special program for future trainers and a different program will be developed for those teachers who will not participate in the project of trainers. The work with trainers will include a series of methodological seminars, as well as involvement of future trainers into the process of the development of new educational programs, consultations of other teachers of English and creation of the methodological center.

4. Timeline

Methodological training will be delivered in accordance with the following plan:
September: Overview of nine major approaches to ESL instruction, classroom environment, student centered/teacher centered learning

October: Modern methods of teaching reading (including academic reading and English for science and technology)
November: Modern methods of teaching reading/writing (including both practical and emotive writing)
December: Modern methods of teaching speaking/ listening (theories of language comprehension, TPR, role-plays, music, pronunciation etc.)
January: Modern methods of teaching speaking/listening
February: Modern methods of teaching grammar (as means to improving language ability, not as an end in itself)
March: Alternative assessment (authentic assessment - portfolios, projects, performance assessment, self-assessment etc.)

April: English for Special Purposes
May: Integrated approaches (experiential language learning, theme-based/sheltered/adjunct models etc.)
June: Important skills for teachers (evaluation and selection of texts, use of media and technology, structuring curriculum etc.)

5. Detailed Budget

For the period from January till June 2000 the program will need:

From SFK: $10 000

From OSI-NY: $22 400

From "Evrasia" Institute: $1 900

Budget Items	SFK	OSI-NY	"Eurasia" Inst.
Travel Allowance	600	0
Soros Fellow Salary Stipend		3 700
Teacher Trainer Salary Stipend		10 700
Living Expense Supplement		8 000
Book Allowance		0
Local Salary	2 400		1 000
Housing Supplement	1 000		300
Buddy Teacher Salary	300
Advertising	300
Administrative Expenses	2 500
Orientation Program	100
Out Reach Seminars	1 000
Coordinator’s Business Trips	700
Unexpected Expenditures	300
Travel in Kazakhstan	700
Visas	300
Communication, Bank	400
Total	10 000	22 400	1 300

There is no need to finance the program in 2001.

6. Governance

The program has been designed by the department of Linguistics at the University of Montana. Till 1999, the program was managed by Professor Robert Hausmann from the University of Montana. The work of the program was controlled by the director of the Soros Network ELP Director, Maja Danon. Since 1999, the program is managed and controlled by the office OSI-NY. In the national foundations, the program is coordinated by the coordinators of the national foundations. The work of coordinators on site is controlled by expert commissions. The work of the program in higher educational institutions is controlled by the supervisors - heads of the departments of foreign/English language.

7. Evaluation Plan

An independent expert is to be invited to evaluate the program. The results of his work will be presented in his analytical report.

The report is to reflect such aspects of the program’s activities as:

1. General information

• Statistics (quantity of universities, students, teachers from the departments/faculties, who will be involved into the work of the program; students, directly and indirectly involved into the program; the number of seminars, training which will be held by the SPELT Fellows for teachers of departments, associations, the number of participants).
• Effect of the program on:
• development of the open society in Kazakhstan by developing a good command of English, necessary for international communication (which is, in its turn, critical for building open societies)
• development of students’ thinking
• level of students’ skills
• the level of foreign language command and methods of teaching
• formation of teaching equipment of higher educational institutions

2. Strategy of further development of foreign/English departments and ways of using the program’s effect.

3. Factors which influence on the current effect of the program; forecasting evaluation of long-term effect of the program.

STEP BY STEP

"Step by Step" program was developed by CRI of George Town University in Washington by request of the Soros Foundation to help the democratic forces in the countries of the former Soviet Union create open societies. The Program began in Kazakhstan at the end of 1995. It is dedicated to children "0-12" and created as a thoughtful response to dramatic changes in society.

The program uniqueness is in moving from authoritarian educating to child-centered classrooms. Involving parents in the educational process and being participants of classroom activities help schools survive that is very important factor of transition period of building democratic society in Kazakhstan.

Preschools and schools were always closed for parents in our country. Therefore, democratic approaches, openness of schools for family and society, new style of teachers communication assist to develop educational reforms.

Both preschool and primary school program is responsible for educating children, to encouraging children to become active citizens, critical thinkers and appreciate values inherent in a democratic way of life, teachers guide them in making choices and taking personal responsibility for those choices. The program values mutual respect, responsibility between adults and children, honesty and diligence. The need for democratic change in education is obviously and nowadays democratic principles of the Step by Step methodology are built in 252 preschool and 17 primary classrooms. Parents are involved in the classrooms which is quite new and great event for our country.

• Providing regional training centers with the necessary technical equipment and methodological material;
• Trainings for primary teachers and deputy directors
• Training regional centers coordinators;
• Conducting practical lessons on the basis of model classes;
• Establishing and training a professional team of trainers;
• Involving a large number of educational institutions of all categories;
• Involving parents and community members;
• Improving work with disabled children;
• Involving Roma families and their children;
• Gaining the large educational space;
• Obtaining license.

1. PRIORITIES

• Adherence to democratic principles in education;
• Involving parents in educational process;
• Educating life-long learners;
• Creating a learning atmosphere based on mutual respect and democratic principles;
• Providing practical ways of development and guaranteeing its continuation;
• Providing acquisition of academic, artistic, ethical and practical knowledge necessary in our life and democratic society.

4. PROGRAM DESCRIPTION

The program encompasses three major childhood initiatives: constructivism, developmentally appropriate practices and progressive education. There were used conceptual theories of E.Ericson, J. Piaget, L. Vygotsky, G. Russo,

P. Pestolotsy, M. Montessory, that considered as a corner-stone of primary education.

The Primary program believes that children will accomplish their goals to find alternative solutions to problems, design instrument of sharing ideas, cooperate, communicate with others in the environment and work toward individual goal, be partners and friends.

Theoretical space includes three themes:

• Ethics of Social Reforms
• School and family are partners
• Understanding the Value of Childhood.

Complex approach that involves family, school and community would help educate young children.

At present we have:

• 10 first grades, 7 second grades, 386 students, 400 parents;
• 320 kindergarten classes, 8020 students, 12260 parents;
• 10 classes in the "House of Hope", 4 classes in children’s tuberculosis sanatorium of Almaty
• 4 Pedagogical, 1 Institute, 2 Universities. They have developed special Step by Step courses for students
• We trained 965 kindergarten and primary school teachers, 47 specialists of the departments of education, 52 humanitarian and pedagogical college teachers, 21 specialists of the teacher retraining institutions, 6 parents. We have opened training centers in Astana, Aktyubinsk, Semipalatinsk and Kzylorda
• This year we are planning to have more than 30 first grades in public schools, 2 gymnasiums, to conduct training for primary teachers, teachers of High School in new regions.
• "Step by Step" captures educational sphere – in collaboration with Educational Departments, all regions are actually involved: Teachers Retraining Institutes, Pedagogical colleges and Universities.
• To satisfy ongoing requirements from teachers and parents Educational Center conducts weekly training for teachers of Almaty and all regions , except regularly summer training and seminars.

Special emphasis will be made to:

• Provide high professional level of teachers’ work;
• Involve parents and community members in educational process;
• Use and work out the way to implementing special courses of the Program in educational and teacher retraining Institutions;
• Involve society in the Program;
• Provide high professional level of training work;
• Provide the effectiveness of the regional centers’ activities to expand and develop the Program at the professional level;
• Create parents and teachers associations in every region to support the Program;
• Continue the Program adaptation to the national standards to create our own methodological materials;
• Fund-raise;
• Coordinate network and interaction of schools, pedagogical institutes and teachers retraining institutes in 14 oblasts;
• Create our own methodological journal.

6. ACTIVITY PLAN

During 2000-2001 we plan to conduct several seminars with the help of our American trainers, seminars training and retraining teachers; cooperate with Higher Education Institutions (seminars and round tables); collaborate with Teacher Retraining Institutes (working out courses, methodological recommendations and practical guidelines for teachers and parents, conducting round tables, joint publications and creating data bank of the Program development and realization); conduct conferences and forums; site-visit; advertise the Program (TV programs with children, parents, teachers and specialists and creating educational videos) and publish educational materials ("Step by Step" journal, methodological recommendations, prospects, brochures, posters) and materials of conferences, forums and round tables.

Training/Seminars for pre-schools:

• "Changed world" (teachers, coordinators, psycologists) – 12;
• "School as an attraction for the family and community" (primary teachers, principals, psycologists) – 13;
• "How to manage with the changing processes" (specialists and psycologists of Educational Department) – 7;
• "Education of the XXI century teachers" (teachers of High School) – 9.

6. TIMELINE

In Kazakhstan the Step by Step program started its implementation in 1996. The Strategy of the program assumes the implementation and support of the Program during 5 years. During that time methodological centers should have been opened on the basis of model kindergartens and schools to train teachers and trainers. We will cooperate with Teacher Retraining Institutes to spread the Program and organize trainings for fees. A team of leading specialists of the Departments of Education has been trained to develop the program and adapt it the national standards of Kazakhstan. In Pedagogical Institutions and colleges special courses would be introduced to develop their activities on the basis of the model and methodological centers.

Having well-trained teachers, the program adapted to the national standards and centers for conducting well-organized seminars and trainings, close cooperation with educational institutions, accepting the Program by the Ministry of Health, Education and Sport of the Republic of Kazakhstan and its further implementation the Soros Educational Step by Step Center will have a chance to become competitive and self-financed.

The image of educational institutions is changing, people will have different choices, therefore, demand for good education is growing and our Centers will increase a number of courses, trainings and retrainings.

7. GOVERNANCE

Recently the Program has become an NGO. The highest organ of governance is the Board, which is selected by the administration for a period of 6 months till 2 years and approved by the SFK Board. The director, appointed by SFK, will manage the Center and be responsible to the Center Board and SFK Board. A Deputy Director will act as a master-teacher and report to Center Board. An accountant is appointed by the administration and report to the Director. A master-teacher, a program assistant and office-manager-driver will be appointed by the administration and report to the administration and director.

 

8. EVALUATION PLAN

Program evaluation is based on questionnaire for program participants, teachers, parents and students, tests and checklists for children of pre/primary schools. The Soros Educational Step by Step Center values the Program activities and the results are introduced at the Annual Strategic Meeting.

The Program had two stages of evaluation:

• working out criteria of the Program evaluation (February-March 1997)
• internal evaluation of the Program (May-June 1998)

The internal evaluation focused on analysis of the Program methodology effectiveness was fulfilled by the Program Expert Committee.

Ministry of Education has admitted and accepted the Program as a variation to its national standard program, and the idea of involving parents was recommended at the Preschool Institutions of the Republic of Kazakhstan.

At the end of 1999 the Education Committee of the Ministry of Health, Education and Sport of the Republic of Kazakhstan will fulfil the external evaluation of the Program.

We hope that after the Program has approved our Center will have license to provide services for all categories of educational institutions.

The program will phase out according to schedule. Budget:

for 2000 is $150,000 (SFK - $75,000 and OSI - $75,000)

for 2001 is $100,000 (SFK - $50,000 and OSI - $50,000).

Besides we will look for donors to conduct seminars, training, conferences, round tables and parents forums.

DEBATE CENTER

Present State of Program

The Debates Program is developing on the basis of the National Debate Center opened in Almaty by SFK in August 1998.

The Program covers all oblasts of Kazakhstan Republic except Kzyl-Orda. Students and schoolchildren are undoubtedly a special group of the Debates Program. But the Program has also indirect influence on the teachers involved in training process.

Total:

School league (Kazakh, Russian, English)

Schools - 426

Trainers - 630

Schoolchildren - 4592

Student league (Kazakh, Russian, parliamentary)

More than 500 students

Total: more than 5600 participants, including trainers, are in the Program.

1. Grant support for creating oblast Debates centers.

2. Information and methods supply of the Program.

3. Promotional support of the Program.

4. Organisation and provision of school and student clubs activity.

5. Organisation and conduction of starting seminars on parliament debates in oblasts.

6. Co-ordination of school oblast tournaments in 16 oblasts.

7. Organisation and conduction of National Tournament.

8. Organisation and conduction of Summer Debate Camp.

9. Participation in international school and student tournaments.

10. Cupertino with the Ministry of Education.

Creation and registration of oblast debate centers, implementation of the Program in rural districts, active participation in international championships and tournaments are priority directions of the present year activity.

Crisis in education;

Budget financing cuts for education;

Unequal educational opportunities for different layers of population;

Decrease of education quality;

Imperfection of legislative base of education;

Lack of population involvement in education problems;

Poor layers growth of the main part of population;

Youth lack of need for self-education;

Appearance of private schools and high education institutions;

Involvement of all oblasts in Kazakhstan into the Program;

Availability of large number of debate clubs;

Popularity of the Program among youth;

Popularity of the Program in educational structures;

Discrepancy of education content to demands of the time;

Absence of structures dealing with youth leisure.

The Debate Program stimulates creative activity of students, forcing them to acquaint additional material on one or another problem in preparing to debates. While learning them students define their positions on moot points, compare their point of view with one of an opponent, defend the chosen position during discussion.

Reference of students to newspapers and magazines, radio and television, study of additional information sources promotes widening of schoolchildren mental outlooks, development of general culture. The Debates represent an active process of information search, analysis of possible points of view on a given topic and public speech on the topic in front of judges who evaluate both the depth of topic understanding and technical perfection of the speech.

The Debates Program is developing in 25 countries of Central and Eastern Europe, the USA, Central Asia and Haiti.

The Program is being realised through conduction of city, oblast, regional and republican tournaments. Winners of republican tournaments have an advantage to participate in annual international tournaments.

Actuality, cognitive value and interests of students and schoolchildren are taken into account in selection of topics for tournaments. Previously, topics recommended by New-York list were used in tournaments, but from1998 the selection is connected with actuality for Kazakhstan, Kazakhstan society and as a rule agreed on the Fund board.

The goal of program is to increase creative and social activity of students by analysis of actual problem situation. Achievement of wide range of objectives is supposed in the process of its realisation

• forming youth critical thinking;
• forming need for self-education;
• forming proper social and psychological features;
• forming a socially active individual.

Saving the Program in conditions of finance cutting and as far as possible its further development will be the main direction of the Fund’s activity. Grant given by SFK will make primary income of the NDC Fund. Since it will be directed mainly for covering activity of the office and stuff, there will rise a necessity of intensive fund-raising work which presupposes elaboration of projects and search of sponsors for their implementation. The support of the program may be displayed not only as financial aid but also in providing premises for tournaments, free services, prizes or participation in the form of volunteer work.

The future budget will not support programs in oblasts, that is why fundraising of the program will become one of the main function of oblast co-ordinators. Introduction of member fees for participants of debate clubs is possible.

Organisation and conduction of courses on technology of debates for teachers and students on pay basis during the year will be a new direction of the center’s work. The planned revenues from courses are described in the business-plan.

Summer debate camps collecting schoolchildren from all oblasts of Kazakhstan and totally sponsored by the SKF program are carried out annually. But this will be no longer possible in new financial conditions, so approaches to organising future summer camps will be changed. First , there is a way to conduct not a united debate camp, but summer camps in each oblasts at the expense of possible sponsors — business structures, schools and parents. Second, organisation and conduction of a training camp for Almaty schoolchildren on pay basis. Third, organisation and conduction of a seminar camp for private school teachers. The planned revenues from two types of camps are described in the business plan.

Organisation of paid seminars will in future lead to strengthening methods work. Elaboration of new interesting method textbooks and their publishing will bring additional profit.

So the main content of the Center activity will be in the nearest future as follows:

• Organisation of Technology of Debates Course on pay basis in the Center during the year.
• Elaboration and sale of method textbooks.
• Organisation and conduction of training camps (on pay basis) for schoolchildren.
• Organisation and conduction of seminar camps for private school teachers (on pay basis).
• Active work on fundraising.
• Organisation of oblast co-ordinators and experienced trainers to conduct school and student tournaments in oblasts by the KPDP format.
• Organisation and conduction of student tournaments in oblasts by parliament format.
• Co-operation with the Ministry of Education with the purpose of supporting the Program.
• Co-operation with youth movements, organisations and clubs.
• Close co-operation with mass media for program popularisation.
• Organisation and conduction of TV debates in oblast centers.
• Co-operation with the SFK programs.
• Perfection of tournament organisation in Kazakh, Russian and English.
• Establishing close contacts with donor international organisations.
• Organisation and conduction of school debate club in Kazakh on the base of the Center during academy year.
• Organisation and conduction of school debate club in Russian on the base of the Center during academy year.
• Organisation and conduction of school debate club in English on the base of the Center during academy year.
• Organisation and conduction of student debate club in Kazakh on the base of the Center during academy year.
• Organisation and conduction of student debate club in Russian on the base of the Center during academy year.
• Organisation and conduction of student debate club in English on the base of the Center during academy year.
• Organisation and conduction of National School Tournament.
• Organisation and conduction of National Student Tournament.
• Participation in European and world student championships on debates.

Travel costs of participants are the largest expense of the Program. Conduction of national student and school tournaments will be possible only in case of a 100% coverage of travel costs by participants of the Program. For this aim oblast co-ordinators together with initiative group will have to look for sponsors in their oblasts. From current year the NDC will work out draft measures and start applying for grants to international organisations which support ‘the third sector’, youth programs and education in Kazakhstan.

Participation in international events carried by the Open Society Institute such as International Summer Camp, coordinator meetings, international tournaments and championships for schoolchildren and students will be possible only in case of sponsorship for travel costs by possible donors — both international and local organisations, business structures.

• Oblast school tournaments -- three times a year: in January, March, November.
• Republican University Student Tournament — once a year: in autumn.
• National School Tournament -- once a year: in May.
• International University Student Tournament – once a year.
• International Summer Camp – once a year: in July.
• Teaching seminars – during the year.
• School Training Camp on pay basis — in July.
• Camp-Seminar for Teachers on pay basis — in July.

The grant given by SFK will comprise principle revenue of the NDC and mainly cover administrative and office expenses. The funds necessary for program functioning will be found both in oblast and central level. Revenues may come in the form of grants, one-time financial aid in conducting events, co-sponsorship, member fees. (Calculations of budgets 2000-2001 are given in attachments).

The Board comprising present and new Board members will be a supreme body of the Public Fund management. The Director approved by the PF will manage the PF, report to the Board, distribute funds and report on their spending to financing organisation and the Board. The National co-ordinator will be responsible for program co-ordination work and report to the Director. There are 16 oblast co-ordinators who co-ordinate the work in oblasts and will head branches of the National Debate Center (old administrative division has been saved to involve more schoolchildren and students into the program) The accountant is responsible for collection, analysis, accounting, consulting on entrepreneurship activity issues.

Evaluation process includes two stages:

• Elaboration of evaluation criteria (March, 2000)
• External evaluation of the Program on the basis of chosen criteria (April, May, 2000).

Active engagement of a specialist-to-be on program evaluation to the process of debates during the year to get him acquainted with a theory and practice of debates is planned.

11. Budget:

2000: SFK - $30,000; OSI - $ 30,000

2001: SFK - $25,000; OSI - $ 25,000

Budget details follow.

Reading and writing for CRITICAL THINKING

CRITICAL THINKING

BACKGROUND

The Reading and Writing for Critical Thinking project (RWCT) is a joint offering of the International Reading Association and University of Northern Iowa’s Orava Project, with sponsorship by George Soros’ Open Society Institute and the national Soros Foundations. It is a collaborative project working with educators from around the world. The purpose of this collaboration is to bring to classrooms methods of instruction which promote critical thinking among students of all ages and across all course content. RWCT is a comprehensive training program for teachers who wish to enliven their teaching by introducing a methodology that promotes active, independent learning and critical thinking. The methods of RWCT can be used in the primary and secondary levels as well as in University classrooms - wherever an active alternative to passive learning is sought.

RWCT employs a «train -the-trainer» model, in which local educators first learn new methods by trying them out in workshops, and later train other teachers to use the methods. In this way, training is distributed quickly through each locality, by trainers who are themselves skilled practitioners of the methods.

Kazakhstan joined RWCT in 1997-98 academic year. Thirty participants who are teachers in the Russian speaking secondary schools, in the Teachers’ pre-service and in-service institutes from nine oblasts attended a series of four workshops and two training of trainers special seminars. The workshops and guidebooks were provided in Russian. It is so called Russian group. They tried out more than sixty different teaching strategies in their own classrooms, held the monthly meetings at which they shared and discussed the results of their trials of the RWCT methods. Having being certified they started their own workshops in 10 centers and 9 oblasts of the republic. At present, we have 9 centers where school teachers are trained and one center for University faculty in Almaty. Five volunteers work with this group of teachers. They are:

1. Peter McDermott, Ph.D., Associate Professor of the Sage Colleges, NY, USA
2. Rick Traw, Ed.D., Associate Professor, Reading and Language Arts, University of Northern Iowa, Iowa, USA
3. David Landis, Ed.D., Associate Professor, Reading and Language Arts, University of Northern Iowa, Iowa, USA
4. Sam Matthews, Ed.D., University of West Florida, Florida, USA
5. Jr. Arthur Harrison Ogle, Ph.D., Community Developer, Chicago, USA
6. In 1998-99 academic year one more group of teachers from Kazakh speaking schools joined the project. Thirty three educators from 10 schools, 4 teacher in-service institutes, 8 universities are trained by four foreign volunteers. In May 1999 they will participate in the fourth workshop and after that start their own workshops. Between the workshops they try the RWCT strategies of teaching in their classrooms, have monthly meetings in their regions where they share and discuss challenges of their own experience. For the next year we plan to provide them with two training of trainers special seminars. These workshops and guidebooks are provided in the Kazakh language. It is so called Kazakh group. The trainers of this group are:
7. Angela Ward, Ph.D. Department of Curriculum Studies, University of Saskatchevan, Canada
8. Lynda Ludy, Professor of Education, ALMA College, USA
9. Cathy Cristensen, Saratoga Elementary, Nebraska, USA
10. Sally Beach, Ph.D., co-director Nitra, Orava Association for Democratic Education, Slovakia
11. In 2000 the Program will become either an independent education center or part of the pedagogical university structure.

• to develop collaborative collegial long-term relationship between educators from various cultures and different levels which expand the understanding of teaching and learning for all children and lead to a free flow of ideas between people
• to increase the students capacity to think critically, engage actively in reflection, take responsibility for their own learning, form independent opinions and show respect for the opinions of others
• to place teaching within a comprehensive instructional framework which guides instructional decision making
• to empower faculty to take responsibility for becoming model teachers of RWCT, able to reflect on students’ thinking and learning, and refine methods based upon those reflections
• to engender participant confidence based on successful implementation of the program in their own educational setting
• to prepare RWCT participants to become resources for other teachers

All activity will be conducted in the following main directions:

1. Network development for the project dissemination through a) Pedagogical Universities - Almaty State University (ASU), where we have one RWCT center, will organize workshops for pedagogical departments’ lecturers of oblast Universities; b) Teacher in-service institutes - Republican Teacher in-service institute (Almaty), where we have one RWCT center, will organize workshops for methodologists of oblast/city Teacher in-service institutes; c) Schools - workshops for school teachers in school RWCT centers. With Kazakh group we may have 15 school centers placed in 12, from all in all 14 oblasts, of the country.
2. Donors/Research work - a) research work in collaboration with the US Universities ( e.g. University of Northern Iowa) on the basis of schools and Universities with RWCT centers for further development and extension of the project and for sponsorship by other donors (TACIS, USIA and oth.); b) research work with students, post-graduate students of ASU.
3. Teaching/Training improvement - a) Conference for trainers of Kazakh and Russian groups; b) meetings for consultations on the problems not discussed during the workshops but arising in every day classroom work, such as Curriculum development from the point of view of RWCT, Tests and Measurement and oth.); c) RWCT Journal publishing/training aids development focusing on the results, analysis, lesson samples and distribution of them to the participants, second generation participants, University/oblast libraries; d) translation of the most necessary literature into Kazakh and Russian.
4. Cooperation with International Reading Association a) to be involved in International events on Reading (Journals, newspaper); b) to give a chance to trainers to get the IRA membership.

* training aids developed by 10-12 best trainers

** included into grant expenses after spin off

General administration of the project is carried out be the country director. The country director responsibilities also include research work (grants, work with students), teaching, training improvement (trainings, consultations, journals, training aids), cooperation with International Reading Association.

The coordinator is responsible for the network development - workshops timetable, reports, analysis, surveys, literature translation (English/Kazakh/Russian), cooperation with the other SFK projects.

Evaluation will be conducted in two directions - A. Teacher activity, B. Student activity. Teacher activity will be evaluated 1) through lesson plans and 2) class visits. Students achievement will be evaluated through the developed survey. Criteria and parameters are worked out on the basis of the project objectives.

Street Law

Strategy for Creation and Development of the Project «Street Law - Kazakhstan» in the Republic of Kazakhstan

Creators: Social organization «Street Law - ?????????»

Expecting Data of the Beginning of the Project: January, 2000

Period of Activity: January, 2000 – the 31^st of December, 2000

Development the Program Street Law «Human Rights and Democracy for Everybody»

At present great changes have been taking place in economic, social and legal spheres of life in the Republic of Kazakhstan. Democratization of society associates intimately with formation of high legal culture, active legal awareness and civil attitude, joining in activity of civil society. The urgent requirement has been springing up instruction and training young men in the spirit of active citizenship. Necessity of actions in that direction has not given rise to doubts and has been finding the support in all levels of governmental power specifically in Decree of the President of the Republic of Kazakhstan «About universal legal training».

But there are no effective educational programs in the sphere of law, and teachers prepared in interactive methods of education for the realization this purpose; there are no teaching aids, and those which exist do not meet the requirements of time. Authors of the program «Street Law - ?????????» take into consideration that the structure and content of material studied do not influence the rights and interests of citizens, do not introduce them with the main forms of protection of Human rights, do not adapt them to the system of existing democracy and civil society, do not cultivate the attitude to law as one of main values of legal state and civil society at present. Teaching the law is conducted by the traditional methods (lecture, seminar) that cannot always achieve desired results in creating active civil position and legitimate line of conduct of citizens.

Team «Street Law - ?????????» has an experience of training in secondary schools of the Republic of Kazakhstan. It has prepared the teaching aid for 6-7 classes «Human Rights for Everybody» which will be published in August, 1999 as an aid for a pupil and a teacher. Lessons have been tested in 20 classes of schools of Almaty, Shimkent, Karaganda and Temirtau. In March, 1999 with assistance of the City Department of Public Education the seminar has been conducted for teachers of secondary schools of Almaty where the lessons of this program have been presented, and they were valued high by the teachers who agree to teach them in their schools. The prepared aids will be given to these schools. Lessons have been conducted by 40 students of the Kazakh State Law University, ‘Adilet’ Higher Law School in 20 classes of schools of Almaty and 10 classes of schools of the above mentioned cities. That is why the feedback is ensured by these lessons.

Next task of the social organization is a preparation of teaching aids «Democracy for Everybody» for 8-9^th classes of secondary schools and a teaching aid «Principles of Law and Democracy» for 5^th classes. Therefore the middle section of schools will be full of legal education.

Our program tries to use the interactive methods of training, put law and democracy into closer contact of usual men, help to develop a practical skills of democratic existence.

Existence of the effective educational program will help to develop of legal culture, slowing down infringements of law and felonies among adolescents, destroy the stereotype of helplessness of a citizen in front of the law and state, form an active civil position and responsible approach to life of young men of the Republic of Kazakhstan. Realizing the democratic values of a society is the main purpose of training in 8-9^th classes.

Education in the sphere of Human rights will reach its purpose if it takes in account practical interests. It will help our citizens to feel as a part of civil society, exercise of rights and freedoms, take part in political life of the society. Studying this course will help pupils to receive a special necessary knowledge on law and democracy, form a legal culture, improve knowledge of legal norms which will help them to maintain and realize their rights.

Creating an effective educational program of legal training for all levels of secondary school and citizens of the Republic of Kazakhstan is planed on the basis of social organization - the Center of teachers’ jurisprudence in the Kazakh State Law University. It will unite all the levels of the legal training: secondary school, university, practical personnel. The Center will promote improvement of methods, creation teaching aids, training teachers (lawyers) and improvement in the standard of qualification of teachers in secondary schools.

The main purpose of the project is creating alternative simple and practically essential popular text-books with interactive methods of training for the whole system of secondary school (1-11 classes) in the Russian and Kazakh languages. These text-books were tested in secondary schools and prepared in alliance with school-teachers and approved by them.

• Creation of the cycle of teaching aids for the middle level of secondary schools and presenting them to the Ministry of Education for approval by Academic Metodical Union.
• Improvement in the standard of qualification of teachers in secondary schools, teaching them interactive methods of teaching law and democracy.
• Continuous training of university students for teaching in schools.
• Working out new methods and teaching technologies.
• Increasing the sphere of legal training, conducting seminars with another Non-Governmental Organazations among citizens, unsocial adolescents and in prisons.
• Developing of the young’s legal mentality, transforming these activities into professional and systematical process.
• Lighting new training technologies in the mass-media.
• Creation the Union of professional lawyers, university personnel and law-enforcement authorities.

The purpose of project is the developing the program «Street Law» in the Republic of Kazakhstan, provision of teaching aids to the middle level of secondary schools – «Principles of Law and Democracy» and «Democracy for Everybody».

Social organization «Street Law - ?????????» has an experience in teaching in secondary schools of Kazakhstan. It has created the teaching aid for 6-7^th classes «Human Rights for Everybody» which will be published in August, 1999 as an aid for a pupil and a teacher. At the same time we will prepare the teaching aid for a remote training «Human Rights for Everybody» with the reference system on legal acts of Kazakhstan and international documents. Lessons have been conducted in 20 classes of schools of Almaty, Shimkent, Karaganda and Temirtau.

Peculiarity of the program is making use of interactive methods in training, practical using of elements of law and democracy in view of needs of usual men, in theirs striving to acquire skills of democratic life.

In 2000 while realizing this project we will plan to attract the additional means from other Funds besides those of the Soros Foundation Kazakhstan. An application has been submitted to the Fund «Tempus Tasis» to be considered by September, 1999.

The social organization «Street Law - ?????????» has been carrying out its activities since April, 1998, most of authors had a special training in Budapest, Prague, Warsaw; they have been working under the Grant of the Soros Foundation Kazakhstan for 2 years, and prepared the teaching aid «Human Rights for Everybody» during an academic year; 34 lessons were taught in the Russian and Kazakh languages in 20 classes in secondary schools of the different regions of Kazakhstan.

We have established steady contacts with other national teams of «Street Law», including Human Rights Commission under the President of Russia. There is a steady exchange of experience.

Content of the Program «Democracy for Everybody» were determined by division into themes and duration for each of them.

A team of 40 students, who had a special training and now have been teaching in 20 classes of schools, was prepared. We are preparing one more team of 50 students for training in the next year.

A seminar on teaching law in schools, on interactive methods of teaching and preparing lessons for 32 students-lawyers of the Kazakh State Law University and «Adilet» Higher School of Law was held in June, 1998 in «Kargaly» sanatorium.

The Olympiad devoted to the 50^th Anniversary of the Universal Declaration of Human Rights was held among schools of Almaty on the 10^th of December, 1998.

In January, 1999 we held international seminar under the Program «Street Law» where trainers David Mark Kvoid, Astrid Benedict and Yuriy Guk participated. There were held two training conferences in Karaganda and Shimkent in teaching popular law for students and teachers who were selected through public contest. 17 men from Karaganda, 26 men from Shimkent and 25 teachers from Temirtau took part in the conference.

The 3-day seminar with the help of the City Department of Public Education (Almaty) for 17 teachers of secondary schools was held in March, 1999.

We have the experienced teachers, who can work with interactive methods in the Russian and Kazakh languages, the specialists to translate literature into Kazakh and Russian, the author of the teaching aids (in Russian and Kazakh) who has experience in methodics activity, doctor of pedagogical sciences who is the expert of teaching aids, the experienced artist of children’s books and the programmer who is the creator of electronic version of teaching aids.

Office «Street Law» has the special literature in legal education (in Russian and English languages). We have the Office, a special room for training 35 men and electronic data base of bills and legal acts of Kazakhstan, Internet, fax and E-mail facilities.

We have a special team of trainers of interactive methods of teaching and we arranged consultations, participation in holding lessons, visiting courts, other law-enforcement authorities, holding seminars to be provided by practical lawyers and teachers.

In 2000 the social organization will be planing next activities:

Teaching the educational course «Democracy for Everybody» in the 6^th classes of secondary schools in the Russian and Kazakh languages in Almaty, Astana and Uralsk.

Organization of training seminars for students in the course «Democracy for Everybody» and «Principles of Law and Democracy».

Creation teaching aids «Democracy for Everybody» and «Principles of Law and Democracy».

January. Preparing the Plan of Typescripts «Democracy for Everybody» and «Principles of Law and Democracy». Conducting seminars for teachers in Almaty, Shimkent, Karaganda and presentation the teaching aids «Human Rights».

Beginning to work with a typescript of the text « Democracy for Everybody », preparing special materials to teachers.

Organization seminars for teachers of secondary schools (Almaty) in some lessons of the Program with the help of City Institute of Qualification for presentation its according the Program «Street Law» «Democracy for Everybody», acquainting with the interactive methods of training.

Conducting a seminar for teachers of secondary school in some lessons of the Program. Processing written lessons, translation new materials into the Kazakh and Russian languages.

Artistic design of the aid.

Preparing the aid to a publishing, conducting a tender among publishing houses, making treatments and etc.

Preparing the conference of Program’s presentation, conducting groups of teachers to work with Program.

Organization and holding 3-day seminar for teachers and students with conducting them to trainer’s activity. Than tested during a year the group of teachers (15-17 men) and students will have a special training for trainers of this Program.

July

Publishing 2 teaching aids «Principles of Law and Democracy» and «Democracy for Everybody» in number of 500 text-books by 2 ones in Russian and Kazakh.

Training and presentation Programs and teaching aids in the regions of the RK by the power of members of the National Team.

Teaching the Program in the 5^th, the 8-9^th classes of secondary schools according the published aids.

Presentation the teaching aids with remote training.

Conducting a seminar for teachers in remote training with a presentation of teaching aids.

Assesment of the Project, confirmation of teaching aids in the Ministry of Education, Culture and Health Services. Preparing a report of the created activity.

Teaching Law at schools will rouse to a new more effective level of stage that can help our inhabitants to indicate their rights, fulfilling their duties, stimulating a law-governed behavior.

The quality of educational services in the sphere of law will be better, alternative teaching aids will be created foe all levels at school.

School will be as a catalyst of democratic changes in the society, forms and methods of legal training will be transform.

Principles of remote and independent studying law will be created, every person and whole society need in training law.

Interest in teaching law will grow up, society’s attitude to law will change in the youth sphere, the level of a the Ministry of Education, Culture and Health Services. behavior will improve.

To a teaching law at schools professional lawyers and students will be attracted.

• Introduction of the Program at Russian and Kazakh schools in Almaty, Shimkent, Karaganda, Uralsk and Astana in all regions, making use students of legal universities (Kazakh and Russian departments) in the process of teaching Popular Law, testing that Program by the Ministry of Education, Culture and Health Services of the RK.
• Practical making use for conducting private and optional lessons by teachers of secondary schools and members of low-governed organs.
• Systematic training of schoolchildren to foundational, practically needless knowledge in law and democracy according interactive methods of teaching.
• Provision a middle level of school by teaching aids in law and democracy, training by gradual accumulation needless knowledge and skills of positive legal behavior for creating a legal state.
• Training school-teachers to interactive methods of teaching law.
• Forming social mentality towards opposition of corruption and struggle with it.
• Provision a steady contact between schools and universities according training Popular Law with interactive methods by students.

Soros Foundation Kazakhstan

Responsibility for performance of the project is allocated as follows:

1. Aizhan Kalisovna Mukhtarova – representative function, coordination of activities of the National team, training in schools, editor and author of training aid ‘Democracy for everybody’. Coordination of activities of higher education establishments involved in the program, holding seminars with students, arrangement of consultations with law enforcement authorities, management of publication of teaching aids.
2. Gulmira Asanbekova, Irina Pashkevich – development and testing of lessons in schools, consultations for students teaching lessons, holding seminars for teachers, training in regions, open lessons, activities with educational method specialists of the Advanced Training Institute, in Russian and Kazakh languages.
3. Yuriy Ochirovich Buluktayev, author of teaching aid ‘Democracy for everybody’.
4. Galina Zhymabayevna Urastayeva, editor of text-books, responsible for teaching methodics and methodical seminars as well as activities with teachers.
5. Raziya Uzakovna Manatova, lawyer programmer, creator of electronic text-books.

To implement the project in 2000 we plan to attract additional means from other funds besides Soros Foundation Kazakhstan. An application was submitted to fund Tempus TACIS to be considered by September, 1999.

• Approval of teaching aids by UMS of the Ministry of Education, Culture and Health;
• According to implementation in schools, raising children’s civil activity (measures taken, solving school problems by new means);
• According to level of legitimate behavior (conflict situations, infringements of law, psychological climate in classes);
• According to questionnairing school children;
• According to interest in the program from the City Department of Public Education, head masters, mass media;
• According to reports in compliance with developed form for each lesson taught;
• According to assessment by teachers of pilot schools and participants of seminars;
• According to assessment by trainers from USA, Russia, South Africa and Poland;
• According to raise in children’s activity in school events;
• According to test results;
• Seminars on feedback questionnaire;
• Assessment in mass media, TV, opinion of law enforcement officers;
• According to sales of text-books published.