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Education
- Review of private education sector
Review of private education sector
CONTENT
LIST OF POTENTIAL OPPORTUNITIES FOR ENTREPRENEURS0
CONTRIBUTION TO THE ECONOMY
Economic indicators of the private education in Kazakhstan in terms of five key sectors are:
- preschool upbringing and education;
- secondary education;
- technical and vocational education (T&VE);
- higher education;
- further education.
Table 1 – Revenues of private educations from the educational services rendered in 2014 in the education sector, thou. tenge
|
Preschool education |
Secondary education |
T&VE |
Higher education |
Further education |
Current revenues |
33,310,735 |
16,146,287 |
28,825,074 |
82,897,580 |
63,888,027
|
Current transfers |
18,437,481 |
680,368 |
8,929,042 |
21,544,437 |
7,895,407 |
-from the republican budget |
11,664,561 |
59,861 |
4,484,085 |
19,891,999 |
5,832,413 |
including: grants: |
- |
- |
1,252,377 |
6,411,383 |
- |
- from the local budget |
5,301,524 |
441,924 |
4,437,928 |
708,500 |
558,273 |
-incomings from voluntary contributions and donations |
1,471,396 |
178,583 |
7,029 |
943,938 |
1,504,721 |
including: from abroad |
- |
2,221 |
- |
141,452 |
- |
Value of services rendered and sold products, produced by own resources |
318,033 |
466,846 |
285,755 |
2,469,545 |
19,749,461 |
Net profit from goods resale (including auctions) |
80 |
11,796 |
- |
- |
98,558 |
Income received from the property |
386 |
2,337 |
118,330 |
579,867 |
558,623 |
-interests |
386 |
2,337 |
50,404 |
499,600 |
557,223 |
-dividends |
- |
- |
67,926 |
80,267 |
1,400 |
Payment of parents for children support |
11,838,274 |
1,988,580 |
90,226 |
67,207 |
237,390 |
Payment for education, total |
2,525,568 |
12,846,978 |
18,846,076 |
54,901,895 |
34,481,364 |
-under agreements with organizations (companies) |
183,183 |
265,489 |
1,352,783 |
1,936,080 |
25,844,808 |
-from the population |
2,342,385 |
12,581,489 |
17,493,293 |
52,965,815 |
8,636,556 |
Payment received from the students of the education institutions for living in the dormitories |
|
350 |
88,804 |
686,791 |
42,305 |
Other current revenue (net revenue from sale of capital assets, rents etc.) |
190,913 |
149,032 |
466,841 |
2,647,838 |
824,919 |
Source: Committee on Statistics of the MNE of the RoK
MARKET CAPACITY
In 2014 overall market capacity of all institution of all education sectors in the RoK in terms of value constituted KZT 225 bln.
Figure 1. Capacity of the organizational market in terms of value in 2014 in the education sector, thou. tenge
Source: Committee on Statistics of the MNE of the RoK
NUMBER OF BUSINESS ENTITIES
Preschool Education
Number of private organizations of preschool education increased from 898 in 2013 up to 1,460 in 2014, grew constituted 162.6%. A share of private kindergartens in 2014 reached 32.9% of their overall number. The largest number of these organizations was observed in South Kazakhstan and Kyzylorda regions that may be explained by vigorous activity of SME in regions.
Table 2 – Number of private preschool educational institutions in 2014
|
city |
village |
total |
The Republic of Kazakhstan |
858 |
602 |
1460 |
Regions with high number of private preschool institutions |
|||
South Kazakhstan region |
235 |
329 |
564 |
Kyzylorda region |
80 |
110 |
190 |
Almaty region |
34 |
76 |
110 |
Almaty city |
185 |
0 |
185 |
Astana city |
77 |
0 |
77 |
Regions with low number of private preschool institutions |
|||
Mangystau region |
32 |
19 |
51 |
Karaganda region |
49 |
2 |
51 |
East Kazakhstan region |
27 |
23 |
50 |
Akmola region |
19 |
22 |
41 |
Kostanay region |
33 |
5 |
38 |
Jambyl region |
20 |
5 |
25 |
Aktobe region |
24 |
1 |
25 |
Atyrau region |
21 |
3 |
24 |
North Kazakhstan region |
10 |
5 |
15 |
West Kazakhstan region |
8 |
0 |
8 |
Pavlodar region |
4 |
2 |
6 |
Source: Ministry of Education and Science of the RoK
According to the expert opinion, the average cost of education in private preschool educational institutions varies from 60 till 90 thou. tenge per month. At the same time the definite share of private kindergartens of top class offers educational services from 150 till 200 thou. tenge per month.
Secondary Education
Number of private secondary schools in 2014 constituted 99 with school enrolment of 18,501 people. The largest number of private schools is in the cities of Almaty and Astana, as well as in South Kazakhstan, Karaganda, Almaty and Aktobe regions. Kyzylorda, Atyrau and Pavlodar regions have no branching network of private secondary schools.
Table 3 – Number of private secondary schools and their student enrollment
|
Number of private schools, units |
Number of school places, people |
Republic of Kazakhstan |
99 |
18,501 |
Regions with large number of private secondary educational institutions
|
||
Almaty city |
36 |
8,126 |
South Kazakhstan region |
7 |
2,034 |
Karaganda region |
9 |
988 |
Astana city |
8 |
2,607 |
Almaty region |
7 |
1,355 |
Aktobe region |
6 |
809 |
Regions with small number of private secondary educational institutions |
||
West Kazakhstan region |
5 |
659 |
Mangistausk region |
4 |
373 |
Kostanay region |
4 |
236 |
East Kazakhstan region |
4 |
101 |
North Kazakhstan region |
2 |
126 |
Akmola region |
2 |
264 |
Jambyl region |
2 |
466 |
Kyzylorda region |
1 |
118 |
Atyrau region |
1 |
165 |
Pavlodar region |
1 |
74 |
Source: Ministry of Education and Science of the RoK
According to the expert opinion, the average cost of education in private secondary schools varies from 60 till 150 thou. tenge per months in regions. At the same time a share of private schools working in the top class segment offer educational service at cost from 200 to 600 thou. tenge per month.
TV&E
In 2014 in the Republic the educational activity was carried out by 353 private TV&E institutions with school enrollment of 225.1 thou. people. The largest number of private TVE institutions is in the cities of Almay and Astana, as well as in South Kazakhstan and East Kazakhstan regions. Atyrau and North Kazakhstan regions have the lowest number of private TVE institutions in the RoK.
Table 4 – Number of private TV&E institutions and their student enrollment
|
Number of private TV&E institutions, units |
Number of school places, people |
Republic of Kazakhstan |
353 |
225,134 |
Regions with high number of private TV&E institutions |
||
Almaty city |
61 |
39,447 |
South-Kazakhstan region |
50 |
36,438 |
East-Kazakhstan region |
34 |
18,027 |
Karaganda region |
27 |
17,268 |
Astana city |
22 |
16,014 |
Almaty region |
27 |
10,010 |
Jambyl region |
24 |
12,903 |
Regions with low number of private TV&E institutions |
||
Aktobe region |
17 |
14,626 |
Kyzylorda region |
16 |
11,296 |
Pavlodar region |
16 |
8,632 |
Akmola region |
15 |
6,617 |
Kostanay region |
11 |
6,352 |
West Kazakhstan region |
11 |
9,424 |
Mangystau region |
10 |
9,825 |
Atyrau region |
7 |
6,133 |
North-Kazakhstan region |
5 |
2,122 |
Source: Ministry of Education and Science of the RoK
Average cost of education in the territory of the RoK under the government order constitutes 316 thou. tenge, on a paid basis – 121 thou. tenge. At the expert opinion, the average cost of education in private TV&E institutions varies from 60 up to 300 thou. tenge per year.
Higher and Postgraduate Education
126 higher educational institutions rendering services under higher and postgraduate educational programs work in the RoK, 55 of them are private and 16 are joint-stock companies. In 2014 for the purposes of optimization a number of private higher educational institutions reduced by 5 units in comparison with 2013. Tendency of the higher educational institutions optimization will continue and in the nearest future it will remain only 100 of them.
Figure 2. Number of higher educational institutions of Kazakhstan, units
Source: Ministry of Education and Science of the RoK
Further Education
A large number of private organizations of further education are in Kazakhstan under the following types:
- Children’s development and craft centers;
- Children and youth tourism centers;
- Leisure centers;
- Creative development centers (artistic schools, schools of art and other schools of artistic and esthetic areas);
- Children and young sports centers (sections, groups).
In Kazakhstan over 563 thousand of children attend 641 further education institutions. At present a network of further education institutions is enlarging in the country. It will be significantly increased by 2016, a National plan of actions on development of functional literacy of students for 2012-2016 is approved. Work on opening of 6 innovative interactive parks for children and youth, creation of modern hi tech greenhouses in all 18 stations of young naturalists, upgrading of musical education in 202 children’s music schools, equipping with “Robotechnics” complexes is carried out. An inter-departmental development program of the further education system for children of the RoF for 2013-2017 “To Knowledge through Modernization of Further Education System” is worked out in Kazakhstan.
Infrastructure of additional education system for children includes over 300 music and artistic schools, over 55 touristic, technical and naturalist stations, over 160 palaces and creation centers.
The most available form of additional education is arrangement of work of 24 thousand section in schools, over 450 palace clubs, which includes 276 clubs that are basing in schools. Over 17 thousand of sports events of all levels with participation of over 1 mln. children are organized annually. Over 60 thousand children and teenagers attend 1609 patriotic clubs. Over 1434 of childish non-government organizations and associations, where over 800 thousand students are engaged, functions in the sphere of formation of the social, community and civil position.
DEVELOPMENT FACTORS
Key factors for private education development are observed through acceptance of state support programs. The preschool and higher education sectors received greater support. The other education sectors have lower support. For example, development of skilled workforce training of technical speciality has significantly influenced by implementation of State program for industrial and innovative development.
In general the preschool education development may be divided into 3 stages:
I. 1991-2000s – insufficiently effective level of preschool education development system, low share of the state financing of this sector. Period for occurrence of alternative to the state preschool educational institutions.
II. 2001-2010s – renewal of the preschool education system, highlighting of this area as strategic in the State education development program in the RK for 2005-2010.
III. 2010-2015s – system development of this sector. Beginning from 2010 the state started system reforms of preschool education. During this period financing for each head was implemented, expenses per one foster child were increased by 2.5 times compared with 2005. Program “Balapan” on ensuring preschool upbringing and education was approved. Target transfers were firstly allocated to local executive authorities for government procurement in preschool institutions of all forms of ownership. Government procurement was allocated for 89.7 thou. children. Coverage of children by preschool institutions increased from 37% up to 41.6% during the first year of the program “Balapan” implementation.
Higher education in Kazakhstan overcame several stages of reforming:
I. 1991-2000s – rapid growth of number of private universities, start internationalization of higher education. From 1991 to 2000 there were created universities connected with Turkey, Russia, USA, Germany, UK and Aga Khan Foundation, as well as Kazakhstan Institute of Management, Economics and Strategic Research (1992), that conducts education in English.
II. 2000-2010s – decreasing number of private universities. Starting with 2000 a number of higher educational institutions is gradually reducing due to the requirement strengthening policy towards them conducted by the Ministry of education and science. 181 higher educational institutions functioned in Kazakhstan in 2005, 68 among them were non-governmental universities. In 2004 Kazakhstan implemented system of bachelor, master and PhD programs. Law “On Education” 2007 confirmed this higher education structure.
III. 2010–2015s are characterized by formation of international educational environment, national knowledge character and inclusion of a man to world valuables. It was connected with implementation of Bologna agreements signed by Kazakhstan in 2010.
barriers and restrictions
Availability of national, international markets, government procurements and meeting the defense requirements:
1. Restrictions for entrepreneurs, not having own premises while opening private schools;
2. Restrictions in receiving land plot for construction of PEI[1] buildings considering their high market value;
3. High rental charges of buildings, premises, equipment for private educational institutions;
4. Problems in interaction with subjects of control and monitoring system.
Availability or lack of transport and logistics, energetic, industrial infrastructures:
1. Expenses for infrastructure development constitute slight percentage in PEI costs.
Availability of human resources, skilled personnel, dependence on expatriate staff:
1. Lack of possibility of advanced training (AT) out of public funds (including under the level programs of GC JSC NIS) for the teachers;
2. Insufficiently high level of management competence of the PEI administrative personnel;
3. Complicated procedure for invitation, hiring of foreign students and teachers, as well as their registration in the Migration Police Department.
Availability of financial resources:
1. Inaccessibility of soft bank lending, restricted financing channels for private educational institutions;
2. Insufficient amount of private investments to the entrepreneurship development in the education sector.
Technological and innovative potential of the industry:
1. Weak integration of education and business to innovative development of the country.
Government interventions and legislative initiatives:
1. Incompliance of current regulatory requirements (Sanitary rules and regulations) with material and technical base of the preschool private educational institutions;
1. Unduly complicated list of accounting and reporting medical documentation of preschool upbringing and education institutions;
2. Uniformity of working training calendars, worked out in compliance with standard syllabus.
Other field-specific barriers:
1. Insufficiently wide range of children of preschool age involved into the program “Balapan” (3-6 years old);
2. Ineffective system of private EI informing;
3. Inequality in ensuring students of private and state educational institutions with textbooks and training packages within State Compulsory Educational Standard;
4. High cost of utility services for educational institutions
LIST OF POTENTIAL OPPORTUNITIES FOR ENTREPRENEURS
1. Issues on development of sports skills, studying Kazakh and English, development of creative skills and image thinking, preparation to school are important in the preschool education sector;
2. Additional types of educational services, such as development of language skills in Kazakh and foreign languages, large range of sports departments, intensive training to entry university are important in the secondary education sector;
3. Professional and communication skills, as well as self-presentation and self-management are necessary to develop for the college students;
4. Delegation of works and services on transportation of students and teachers to specialized companies. Specialized companies with clean saloon, availability of seatbelts, modern buses and qualified drivers (assurance of daily medical examination of drivers etc.) are necessary;
5. Delegation of works and services on children’s catering to the specialized companies;
6. Consulting service on education, retraining and advanced training of heads of the educational institutions in the sphere of education management, corporate management, modern instruments of financial management and human resource management;
7. Creation of specialized consulting organization that could have united suppliers and seller of educational services, as well as representative of the authorized authority and main stakeholders for working out uniform requirements to education content, occupational competence and succession of all stages of education;
8. Formation of educational online courses in Kazakh language;
9. Creation of a new form of additional educational services. For example, open-air education basing on experience of Sweden;
10. Implementation of mobile technologies into the educational process using the example of the USA initiative where the program “Einstein Wise” is implemented (www.einsteinwise.com) that unites chess playing system, mathematics, LEGO robotechnics principles and even yoga;
11. Projects on arrangement of life safety, that will teach children how to behave during earthquake, protect themselves from hooligans, render first aid, survive in emergency situations etc.;
12. Implementation of projects and mobile technologies into the educational process under such subjects as computer literacy, financial literacy, foreign language skills etc.;
13. Implementation of projects aimed at resource provision and organizational and methodological supervision of the private education sector in the RoK.
SWOT-ANALYSIS
STRENGTHS |
WEAKNESSES |
Purposes, tasks, organizational structure of private educational institutions |
|
§ Mission, vision, development strategy; § Strategic and operation plans; § Implementation of strategic management elements and result-oriented planning system. § Organizational structure
|
§ No development priorities are set, there is no orientation to long-term development, investments to the development; § Middle-term financial planning system is not balanced; § There is no control and analysis system for short-term and long-term plans performance; § Organizational structure build on functional, not process approach to management, does not meet strategic tasks; § Frequent amendment of the organizational structure; § There is no clear specialization of labor in the educational institutions, availability of overlapping in the structural subdivisions |
Authority, reputation of private educational institutions |
|
§ Entrenched experience at the educational market; § Perception of necessity to pass state, national and international accreditation
|
§ Low brands awareness in Central Asia, EAEC; § Weak positioning of private educational institutions; § Law quality of web-site content, absence of three languages in the web-sites of educational institutions and absence of information in separate sections; § Insufficient awareness concerning educational programs in regions; § Lack of public reporting system; § Insufficient quality of internal branding; § Instable relations with international partners |
Management, quality system at all levels |
|
§ Certification under ISO 9001:2008 (2013); § Centers for monitoring and assessment of the education quality are established, quality assurance processes are strengthened .
|
§ Formality of quality and management system implementation; § Business-processes are not developed; § Long-lasting decision making; § Inefficiency of some management functions performance – planning, execution, control; § Low level of awareness of mid-level executives of the educational institutions on external environment amendments |
Personnel |
|
§ Stable academic teaching staff and practitioners; § Competitive rate of remuneration compared with state educational institutions; § Foreign work placement for advanced training funded both by the state and educational institutions; § Client-oriented approach; § Greater freedom, implementation of creative potential
|
§ Low share of foreign ATS[2]; § High fluctuation of administrative and teaching staff compared with field indicators; § Low level of involvement and satisfaction of ATS and employees; § Low experience level of senior executives; § Lack of HR strategy; § Staff management comes to liquidation of negative effects, prevailing situational personnel managements; § It is characterized by absence of staffing requirements forecast , labor and personnel evaluation tools, personnel situation diagnostics etc.; § Imperfection of personnel search and selection systems; § Lack of personnel reserve system; § Lack of regulated social/salary package; § Low level of corporate culture |
Science, research, consulting |
|
§ Scientific potential and research competence of ATS, availability of laboratories; § Holding of scientific conferences, round tables, seminars, as well as international ones; § Scientific laboratories, centers, priority research areas institutes; § Publication of textbooks, manuals, monographs, articles at the expense of educational institutions
|
§ Lack of scientific schools; § Lack of institute (functional basis) research scientists; § Lack of specialization (promotion) in fundamental scientific activities; § Insufficient quantity of publications in magazines with impact-factor; § Low level of citation; § Low involvement of students/pupils into science; § Insufficient using of international; educational and scientific grants; § Small quantity of famous scientists at the republican level; § Non-motivated conditions for ATS involved into science; § Non-active establishment of international scientific contacts; § Low range of published monographs, including abroad; § Low connection science → education, science → manufacturing |
Integration into international community |
|
§ Established contacts with international partners; § Membership in international association and professional communities; § International educational double diploma exchange programs; § Developing outgoing academic mobility
|
§ Low level of incoming international academic mobility of ATS, students and master’s students; § Low level of outgoing mobility of ATS; § Insufficient using of international educational and scientific grants (allowance, premiums); § Low percentage of foreign students and ATS; § Incomplete implementation of Bologna process principles (absence of credit system and application of correlated syllabus, allowing students to select programs in different universities); § Insufficient number of specialties with Kazakh and English languages of studies |
Educational programs: quality of educational services, educational process, cost |
|
§ Wide range of specialties; § Different formats and medium of teaching; § Programs of two, three diplomas; § Continuing education; § Initial stage of integration of educational and entrepreneurial processes (via guest lectures, round tables, master-classes); § Availability of applicative knowledge
|
§ High cost of program compared with state sector of education; § Weak information and technological and methodological program maintenance; § Insufficient application of modern technologies in teaching (working out of projects, scenario methods, specific situation analysis, case-study etc.); § Lack of service-learning, Experiencial learning; § Lack of flexible response of education programs to requirements of labor market; § Insufficient assurance of educational subjects with electronic work-books, video-lectures, webinars |
Students and their level of satisfaction |
|
§ High growth rates of enrolment of pupils, students and master’s students; § Corporate spirit and traditions; § Investments to personal development of students; § Satisfaction of students with quality of education |
§ Low requirements to applicants concerning knowledge, image thinking, talent and potential, including English department; § Low share of students, learning in Kazakh and English languages |
Undergraduates and their market demand |
|
§ Graduates having leading positions in industry, economy, state management; § There is a rating of companies – employers (IA Rating.kz – www.agencyrating.kz); § High loyalty of students and undergraduates – “family succession”
|
§ Lack of recruitment system; § Independent recruitment of undergraduates; § Feeble work of Association of undergraduates; § Lack of forecast in specialists at the labor market; § Limited implementation of opportunities of partner relations with business-communities; § Limited (incomplete/sufficient) research/monitoring of undergraduates (speed of recruitment, position, salary, career, status of the company) and employers |
Infrastructure |
|
§ Access to Internet, informational and library resources; § Renewal of library stock and using foreign textbooks; § Security system (surveillance camera, pass entry system); § Comfortable and equipped infrastructure |
§ Lack of educational material, including for master’s program in Kazakh and English languages; § Infrastructure limitations (deficit of class-room fund); § No dormitories
|
Sources of funding |
|
§ Receipts from educational program implementation of individual orders (parents, students, entrepreneurs); § Implementing of financial resource management system; § Fundraising program development (in the stage of adaptation and approval); § Management development and improvement efficiency of financial resources implementation
|
§ Ineffective financial resources management; § Limited financing channels; § Undeveloped process of assessment and analysis of financial resources usage; § Low fundraising system, lack of additional sources of funding; § No endowment fund; § Low share of state grants for program education; § Low amount of revenues from research works implementation |
POSSIBILITIES |
THREATS |
Suppliers, partners |
|
§ Best practices, potential of suppliers are used; § Possibility of cooperation with business, state and non-government organizations; § Strategic alliances with foreign universities in educational programs implementation |
§ High cost of services, equipment; § Risk of non-entering into agreements with top strategic partners; § No cooperation strategy of the best strategic partners with the University
|
Clients |
|
§ Involvement of clients from countries of Eurasian Economic Union, China, as well as Central Asia; § Monetary assets to endowment fund funded with clients
|
§ Alternation of generations, transfer from Y-generation to Millennial generation with new requirements, demands to education; § Increasing of insistence on high standard of the clients (teaching in English and Kazakh languages, using new technologies, e-books etc.); § Gap between clients’ needs and conditions, possibilities of educational institutions |
Competitors |
|
§ Policy of the Ministry of education and science of the RoK on private educational institution improvement; § Reduction of players’ number at the education market |
§ Appearance of new educational institution (training centers, consulting firms), § Corporate universities); § Headhunting of ATS, employees by these institutions; § Strengthening of interuniversity competitiveness in the country and in the world (countries of South-East Asia, Central and Eastern Europe); § Arrival of foreign schools, universities, business-schools with best technologies in Kazakhstan |
[1] Private educational institutions
[2] Academic teaching staff
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