Challenges of reform Sample Clauses

Challenges of reform in the context of Kazakhstani schools In the context of Kazakhstani education, the situation is not that different. First, teachers had to be retrained in order to master new teaching methods and approaches. Thus, in order to organize the training of teachers, in the spring of 2011, the government established the Centres of Excellence to create a system of in-service programmes for teachers’ training and professional development (Fimyar, Yakavets, Bridges, 2014). However, not all teachers who are applying the renewed curriculum in the classroom had the opportunity to be retrained. Some teachers are dealing with changes independently using on the job training by learning from colleagues and other resources. Secondly, teachers of subjects like Biology, Chemistry, Computer Science and Physics are supposed to master the English language to be able to teach their subjects in English. Therefore, teachers of Science subjects have to complete special English language courses. However, it is not guaranteed that after completion of the short-term course, teachers will be able to teach in English. This means that apart from developing subject- matter knowledge, teachers need to spend more time learning the language. At the same time, it should be admitted that students also need more preparation to be able to learn Science subjects in the English language. Accordingly, the implementation of a renewed curriculum is more challenging in ungraded rural schools as the quality of education service in these schools is low (OECD, 2014). This is due to the fact that rural schools do not have enough facilities, resources or highly qualified teachers to successfully implement school reforms. Xxxxxxxxxxx (2013) mentioned in his study that there was a similar situation in Kyrgyzstan during the implementation of their new curriculum reforms. Teachers in one of the schools in Kyrgyzstan claimed that the new curriculum is for children in urban areas, and it is challenging for first-grade students as it required students to show knowledge beyond their preparedness (Teleshaliev, 2013). The study of Teleshaliev (2013) about the effect of new school reforms in Kyrgyzstan on teachers can be used as a parallel to the situation of teachers dealing with the implementation of curriculum reforms in Kazakhstan. The author raises issues related to continuous inspection of teachers’ job, an extension of teachers’ responsibility and the bureaucracy of the teaching profession (Xxxxxxxxxxxx, 2013).
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