International Comparisons of Talis 2018 Results to Explore School Autonomy Prior to and During Implementation of Per-capita Funding in Kazakhstan

Abstract

This paper aims to locate and discuss where Kazakhstan is positioned in terms of the international picture on the current autonomy of schools worldwide. The particular aspect of school autonomy examined here is on how school-level budget setting compares in Kazakhstan with other countries. It is an important and timely feature to examine now since Kazakhstan is in the process of changing its model of financing education from a norms-based distribution of funds by regional authorities to a per-capita model with money paid directly to schools. Hence, charting and exploring the position in 2018 will be of use to revisit the situation in 2024 when the model of per-capita funding will have been more fully implemented. The main vehicle to examine Kazakhstan against other countries in terms of school autonomy is by secondary data analysis of publicly available data from TALIS 2018 (Teaching and Learning International Survey). TALIS 2018 will be described in more detail below but in addition to this use of secondary data, some primary data will be included in this article. Due to the COVID-19 pandemic and its consequences for schools worldwide, primary data collection in 2020 to support this work has been difficult. However, but through a small online survey distributed to school principals in March 2020, we hope to add further insight to the current position in Kazakhstan and to discuss the TALIS 2018 data in a more applied and interpretative way.



Author Information
Liz Winter, University of Cambridge, United Kingdom
Ali Ait Si Mhamed, Nazarbayev University, Kazakhstan
Gulmira Qanay, Nazarbayev University, Kazakhstan
Zhanyl Zhontayeva, Nazarbayev University, Kazakhstan
Laila Abdimanapova, Nazarbayev University, Kazakhstan
Rita Kasa, Nazarbayev University, Kazakhstan

Paper Information
Conference: ECE2021
Stream: Educational policy

This paper is part of the ECE2021 Conference Proceedings (View)
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Posted by amp21