Impact of terrible pandemic COVID-19 on Kazakhstani education and it’s outcome.
Abstract
General situation of Coronavirus in the world and in Kazakhstan and its impact on our life, especially on education. The article examines the drawbacks of the epidemic COVID-19 on education of Republic of Kazakhstan. By evaluating influence of pandemic and it’s outcomes to learning and teaching, authors also trying to have discussion and critical approach to both Kazakhstani and Global context. Main aspects like teachers, teaching, parents, assessment that have been influenced by the COVID-19 give us clear information how is life going in a tough period of lifetime and what kind of benefits could be gain and learnt. Every impacted aspect reacted in different way, some had great performance, meanwhile, some had unlikely results. Moreover, how and what did change global pandemic in Kazakhstan education system. The changes could be either positive or negative. How have transformed the education and what kind of tools have been using the teachers so far?References
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Alruwais N, Wills G, Wald M: Advantages and challenges of using eAssessment. Int J Inf Educ Technol. 2018, 8:34-37. 10.18178/ijiet.2018.8.1.1008
Burgess, S and E Greaves (2013), “Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities”, Journal of Labor Economics 31(3): 535–576.
Bjorklund, A and K Salvanes (2011), “Education and Family Background: Mechanisms and Policies”, in E Hanushek, S Machin and L Woessmann (eds), Handbook of the Economics of Education, Vol. 3.
Carlsson, M, G B Dahl, B Öckert and D Rooth (2015), “The Effect of Schooling on Cognitive Skills”, Review of Economics and Statistics 97(3): 533–547
Cheating in the digital age: do students cheat more in online courses?. (2010). Accessed: March 9, 2020: https://www.westga.edu/~distance/ojdla/spring131/watson131.html.
Fredriksson, P, L Hensvik, and O Nordström Skans (2018), "Mismatch of Talent: Evidence on Match Quality, Entry Wages, and Job Mobility", American Economic Review 108(11): 3303-38.
Maurin, E and S McNally (2008), "Vive la revolution! Long-term educational returns of 1968 to the angry students", Journal of Labor Economics 26(1): 1-33.
Murphy, R and G Wyness (2020), “Minority Report: the impact of predicted grades on university admissions of disadvantaged groups”, CEPEO Working Paper Series No 20-07 Centre for Education Policy and Equalising Opportunitites, UCL Institute of Education.
Oreopoulos, P, M Page and A Stevens (2006), “Does human capital transfer from parent to child? The intergenerational effects of compulsory schooling”, Journal of Labor Economics 24(4): 729–760.
Piopiunik, M, G Schwerdt, L Simon and L Woessman (2020), "Skills, signals, and employability: An experimental investigation", European Economic Review 123: 103374.
Raaheim A, Mathiassen K, Moen V, Lona I, Gynnild V, Bunæs BR, Hasle ET: Digital assessment - how does it challenge local practices and national law? A Norwegian case study. Eur J High Educ. 2019, 9:219-231. 10.1080/21568235.2018.1541420
Timmis S, Broadfoot P, Sutherland R, Oldfield A: Rethinking assessment in a digital age: opportunities, challenges and risks. Br Educ Res J. 2016, 42:454-476. 10.1002/berj.3215
https://informburo.kz/novosti/v-kazahstane-bolee-1000-shkol-v-chetvyortoy-chetverti-budut-rabotat-v-obychnom-rezhime-104609.html
Published
2020-06-09
How to Cite
BEKTURSYNOVA, Akbota; SARSENGALIYEVA, Botagoz.
Impact of terrible pandemic COVID-19 on Kazakhstani education and it’s outcome..
Proceedings of International Young Scholars Workshop, [S.l.], v. 9, june 2020.
ISSN 2709-1120.
Available at: <https://journals.sdu.edu.kz/index.php/iysw/article/view/225>. Date accessed: 19 apr. 2025.
doi: https://doi.org/10.47344/iysw.v9i0.225.
Section
Articles
