UNESCO has put the spotlight on technical and vocational education, and it also forms part of the millennium development goals of the United Nations Declaration.

The Government of Kazakhstan believes that it is essential to improve technical and vocational training in order to develop the middle class and ensure stable economic development.

The National Technical and Vocational Education Development Programme in the Republic of Kazakhstan for 2008 – 2012 is currently being implemented. The programme is part of the Government’s efforts to develop human resources, enhance employment opportunities for young people, ensure continuous education, and develop competitive labour forces with broad competences and fundamental knowledge capable of implementing breakthrough projects for Government, businesses and the service industry.

As a result of the programme, future development of the system of technical and vocational education will be based on demand and not supply. The programme envisages development of a new model of technical and vocational education which will improve the quality of training and workforce competitiveness.

Strategic priorities in the modernisation of technical and vocational education will be further reflected in the national long-term programme of system development until 2020.

Lifelong Learning Strategies

There is an increasing appreciation of the importance of developing lifelong learning strategies in Kazakhstan, in order to improve social and economic development and provide equal opportunities to all population groups working in different professional realms.

The country’s 2008 vocational training reform programme includes a lifelong learning perspective.

Progression Routes

Secondary vocational education is closely linked to both initial and higher levels of education in Kazakhstan.

There is an ongoing process of integration between colleges and higher education institutions. This involves independent institutions (e.g. colleges and schools) cooperating with higher education institutions on such issues as methodology and staff, and also includes colleges and schools being integrated in higher education institution structures. The integration of colleges within the system of initial vocational education is progressing in two directions. On the one hand, colleges are expanding programmes of initial vocational education by creating vocational schools and lyceums within their premises. On the other hand, colleges are offering accelerated training programmes to pupils with initial vocational education who, at the end of training, receive a diploma for middle management.

The network of further or non-formal vocational training and the system of formal vocational education operate in parallel and have no links with each other. Due to relatively high tuition fees, the non-formal sector remains unaffordable to disadvantaged groups. Nonetheless, these institutions serve as a basis for continuing education for a significant number of young people and adults. (ETF: Review 2003)