Ganztagsbildung in der Wissensgesellschaf Internationale Konferenz vom 9.-11. Oktober in Bielefeld

1
Changing society through education for gifted
children. The case of Kazakhstan
Dr. Makhabbat Kenzhegaliyeva Riga, 19.05.2014
2
Human capital theory

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

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What do we mean by human capital?

• The knowledge, skills, competencies and
  attributes embodied in individuals that
  facilitate the creation of personal, social and
  economic well-being.
• (OECD 2001, 18)

4
Kazakhstan

• population about 17 million
• multitude of languages, cultures and traditions
• educational reform
• ? needs of a globalized competitive economy
• ?focus on science and technology
• ?creation of elite institutions for gifted and
  talented students

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Gifted education and economy

• role of innovations in economics
• importance of gifted education for innovations
• (Clinkenbeard 2007 Kholodnaya 2007
  Rindermann, Sailer, and Thompson 2009
  Shavinina 2009)

6
Education for gifted and talented children

• differencies in national policies and practices
• (Mönks and Pflüger 2005 Robinson et al. 2007)
• well established in the former Soviet Union
• has been continued in independent Kazakhstan
• 1996 presidential decree About the state
  support and development of schools for gifted
  children

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Nazarbayev Intellectual Schools (NIS)

• since 2008
• Mission
• to prepare future leaders of the country in
  spheres of science, economics and politics and
  intellectual elite who will be able to
  contribute to the growth of the national
  economy.

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Nazarbayev Intellectual Scholls

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

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Nazarbayev Intellectual Schools

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

10
References

• Clinkenbeard, P. (2007) Economic Arguments for
  Gifted Education. Gifted Children 2 (1).
• OECD (Organisation for Economic Co-operation and
  Development).(2001) The Well-being of Nations
  The Role of Human and Social Capital. Paris.
• Mönks, F. J./ R. Pflüger (2005) Gifted Education
  in 21 European Countries Inventory and
  Perspectives. Radboud University Nijmegen.
• NIS (Nazarbayev Intellectual School) (2011)
  Autonomous Educational Organisation Nazarbayev
  Intellectual Schools Annual Report 2011. Astana.
• Rindermann, H./M. Sailer/ J. Thompson (2009) The
  Impact of Smart Fractions, Cognitive Ability of
  Politicians and Average Competence of Peoples on
  Social Development. Talent Development and
  Excellence 1 (1) 325.
• Shavinina, L. V. (2009) On Giftedness and
  Economy The Impact of Talented Individuals on
  the Global Economy. In International Handbook on
  Giftedness, edited by L. V. Shavinina. New York,
  925944.