(824)KAZAKHSTAN IN THE CONTEXT OF THE EUROPEAN HIGHER EDUCATION AREA: OPPORTUNITIES AND PRACTICES1

摘要

At present, the Bologna process is the primary mechanism of higher education reform in Europe, aswell as an integration initiative. The objective of the process - the creation of a European HigherEducation Area, which will lead to the emergence of a truly pan-European integration project in thisarea. At a realization of the Bologna Process, all European countries face different kinds of challengesthat are associated with the degree of correlation of national models with pan-European ideal, andwith a choice of approaches. Kazakhstan in the late 90s already fragmentary have collaborated withthe Commonwealth of European partners and tried to modernize the education system according tothe formula of the Bologna process. Main arguments in favor of the reforms were the quality ofeducation, the autonomy of universities, research autonomy, the use of new financing schemes.Since 2010, graduate education model in Kazakhstan became fully uniform. Credit system ofeducation and quality control system of education were introduced. National Accreditation Centre wasopened in 2012 that has been transformed into a Center of Bologna process and academic mobility ofthe Ministry of Education and Science. Each university has departments of academic mobility, amajority of universities have student organizations set up by the Bologna Process. Therefore, Kazakhuniversity system in the European educational space lasts for more than 20 years. Currently, almostall the 139 universities of Kazakhstan, among which there are national, public and private, follow theprinciples of the Bologna Declaration. The paper presents some results of the sociological research“Bologna process in the eyes of experts” conducted in May 2015. Summing up the results of theevaluation of the quality of Kazakhstan's education, it should be noted that with regard to the maincriteria for the implementation of the structural components of the Bologna Process Kazakhstanalready at this stage achieved good results. All the positive trends at the same time do not release thereformation processes in the Kazakhstan education of problems and difficulties. By themselves, thereforms being driven by changes in society, requires, in turn, relying on a system of indicators showingthe effectiveness / ineffectiveness of the results and thus making it possible to implement them timelycoordination or specification.