Reviews of National Policies for Education: Kazakhstan, Kyrgyz Republic and Tajikistan 2009 : Students with Special Needs and those with Disabilities

251 Pages·2010·2.96 MB·English

by  OECD

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Reviews of National Policies for Education
Kazakhstan,
Kyrgyz Republic and Tajikistan
2009
StudENtS with SPEcial NEEdS aNd
thoSE with diSabilitiES
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also available in Russian under the title:
Oбзор национальной политики в области образования
Казахстан, Кыргызская Pеспублика и Таджикистан 2009
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FoREwoRd – 3
Foreword
this oEcd publication reviews the current state of education poli-
cies for children with special education needs and those with disabilities in
Kazakhstan, the Kyrgyz Republic, and tajikistan. it offers an overview of the
respective country backgrounds, education systems and relevant legislation,
and takes a critical look at access to education for what is considered to be the
most vulnerable group of children in the countries reviewed. Particular atten-
tion is paid to inclusive education policies, to the processes of identification
and assessment, to overall policy co-ordination for the provision of education
services, to integration in mainstream education, as well as to good practices
and the role of NGos and the donor community.
the publication draws on a wide range of sources, most notably back-
ground reports prepared by R.a. Suleimenova and a.K. Zhalmukhamedova
(Kazakhstan), c. djumagulova (Kyrgyz Republic), and Zarrina bazidova
of Panorama (tajikistan) and on information provided on site visits and
interviews with stakeholders at all levels, carried out in 2007 and 2008. the
oEcd would like to thank all the representatives of the ministries, experts,
teachers, professionals, non-government organisations (NGos) and students
who provided invaluable information for the preparation of this publication.
the reports in this publication were authored by Peter Evans, oEcd
Education analyst, and diane Richler (canada), President of inclusion
international, on Kazakhstan; Serge Ebersold, oEcd Education analyst, on
the Kyrgyz Republic; Mihaylo Milovanovitch, oEcd Education analyst, and
denise Rosa (Russia), director, Russian disability NGo “Perspektiva”, on
tajikistan. the synthesis chapter was authored by Eluned Roberts-Schweitzer
(uSa), world bank, Senior Education Specialist. overall co-ordination and
substantive support were provided by ian whitman, Gerhard Kowar and
Mihaylo Milovanovitch of the oEcd Secretariat.
StudENtS with SEN iN KaZaKhStaN, KYRGYZ REPublic aNd taJiKiStaN – iSbN 978-92-64-07321-0 – © oEcd 2009
4 – FoREwoRd
the publication is part of the oEcd series “Reviews of National Policies
for Education” and is prepared by the Programme for co-operation with Non-
Member Economies of the directorate for Education. this oEcd activity is
supported by the open Society institute – with contribution of the Education
Support Programme of budapest, Soros Foundation Kazakhstan, Soros
Foundation Kyrgyzstan, and open Society institute assistance Foundation
tajikistan.
barbara ischinger
director for Education
StudENtS with SEN iN KaZaKhStaN, KYRGYZ REPublic aNd taJiKiStaN – iSbN 978-92-64-07321-0 – © oEcd 2009
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Table of Contents
List of Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Chapter 1. Synthesis: Making inclusive Education a Reality for all. . . . . . . . . . . .13
introduction and scope of the report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Synthesis of country findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Progress and issues – an overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
a research agenda for action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Annex: Next Steps – Maximising Ongoing Efforts to
Provide Special Needs Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Chapter 2. Kazakhstan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
2.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Purpose of the report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
inclusive education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Structure of the report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
2.2. Education of Students with Special Education Needs in
the Republic of Kazakhstan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Main features of the economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
a brief overview of education in Kazakhstan. . . . . . . . . . . . . . . . . . . . . . . . . . . .50
legal framework relating to children with disabilities . . . . . . . . . . . . . . . . . . . . .54
Rights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Poverty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Education for all and special education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
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Special and inclusive education in Kazakhstan. . . . . . . . . . . . . . . . . . . . . . . . . . .62
Governance structure for cwds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Monitoring of standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Financing special education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Future provision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
teacher training in special education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
the nature of provision for children with disabilities and special needs. . . . . . . .69
Pre-school programmes for disabled children. . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Education programmes for disabled children of school age . . . . . . . . . . . . . . . . .72
the Non-Government organisation sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Ministry of labour and Social Protection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Employment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
audiology services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Environmental policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
co-ordination of ministries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Private sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
data on children with disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
analysis of the concept of disability in Kazakhstan in
the light of oEcd experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
2.3. Challenges for the Future in the Light of the Inclusion Agenda . . . . . . . . .97
background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
leadership, law, policy and rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
training of professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
External services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
community and private sector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
the concept of disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
2.4. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
leadership, law, policy and rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
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assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
training of professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
External services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
community and private sector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
the concept of disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Annex 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Annex 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
Annex 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Chapter 3. Kyrgyzstan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
the Report: Structure and Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
brief description of the education system in the Kyrgyz Republic . . . . . . . . . . .123
teacher training for special education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
disability policy in the Kyrgyz Republic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177
Chapter 4. tajikistan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
4.1. Introduction and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
country background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
demography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182
Economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182
Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
4.2. Education System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
General legislative framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
overall distribution of responsibilities in mainstream education . . . . . . . . . . . .190
the education system. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192
4.3. Policies for Students with Disabilities and Special Educational Needs. . .201
SEN-specific legislative framework and implementation . . . . . . . . . . . . . . . . . .202
Provision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207
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identification and assessment of children with disabilities and
special educational needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208
training of teachers for children with special education needs. . . . . . . . . . . . . .228
the role of the private and non-governmental sector . . . . . . . . . . . . . . . . . . . . .229
4.4. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
Policies and legal framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236
data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
System-level response to cwd and those with special educational needs. . . . .239
Residential institutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241
Provision of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
transition to employment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
Staff and training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
the civil society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245
Boxes
box 2.1 objectives of “Education for all” in the Republic of Kazakhstan. . . . . . . . . . 55
box 2.2 NGo supported rehabilitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
box 2.3 a structured approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
box 2.4 astana Rehabilitation centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
box 3.1 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
box 3.2 access – case 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
box 3.3 access – case 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169
Figures
Figure 2.1 Percent of GdP spent on education, social services and health
in 1999 and 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Figure 2.2 options for pre-school programmes for cwds . . . . . . . . . . . . . . . . . . . . . . . . 71
Figure 3.1 Finance flows among various levels of the system. . . . . . . . . . . . . . . . . . . . . 125
Figure 3.2 Regional allocation of education expenditures
per pupil per month in 2004, KRS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Figure 3.3 identification process of children with Special Educational Needs. . . . . . . . .142
Figure 3.4 First registration of disabled children
in the Kyrgyz Republic 1995-2005 by region . . . . . . . . . . . . . . . . . . . . . . . . . 146
Figure 3.5 options for pre-school programmes for disabled children. . . . . . . . . . . . . . . .161
Figure 4.1 GdP based on PPP per capita in selected countries, 2007 . . . . . . . . . . . . . . . .183
StudENtS with SEN iN KaZaKhStaN, KYRGYZ REPublic aNd taJiKiStaN – iSbN 978-92-64-07321-0 – © oEcd 2009