Changing society through education for gifted
children.
The case of Kazakhstan
Dr. Makhabbat Kenzhegaliyeva
Riga, 19.05.2014
Human capital theory
• developed in 1950s/1960s
• subject to considerable criticism
• influence among policy-makers (in particular
within developing and transition societies)
• recognition by international organisations (e.g.
World Bank)
What do we mean by human capital?
The knowledge, skills, competencies and
attributes embodied in individuals that facilitate the
creation of personal, social and economic wellbeing.
(OECD 2001, 18)
Kazakhstan
• population: about 17 million
• multitude of languages, cultures and traditions
• educational reform:
→ needs of a globalized competitive economy
→focus on science and technology
→creation of elite institutions for gifted and talented
students
Gifted education and economy
• role of innovations in economics
• importance of gifted education for
innovations
(Clinkenbeard 2007; Kholodnaya 2007;
Rindermann, Sailer, and Thompson 2009;
Shavinina 2009)
Education for gifted and talented children
• differencies in national policies and practices
(Mönks and Pflüger 2005; Robinson et al. 2007)
• well established in the former Soviet Union
• has been continued in independent
Kazakhstan
• 1996: presidential decree „About the state
support and development of schools for
gifted children”
Nazarbayev Intellectual Schools (NIS)
• since 2008
• Mission:
to prepare future leaders of the country in spheres
of science, economics and politics and intellectual
elite who will be able to contribute to the growth of
the national economy.
Nazarbayev Intellectual Scholls
Target student:
An individual with high intellectual capacity
able to think critically and creatively, strong in
spirit, able to apply his/her knowledge for the
benefit of social progress
(NIS Annual Report 2011, 14)
Nazarbayev Intellectual Schools
• State-funded, full-day schools with two specializations:
physics–mathematics and chemistry–biology
• Academic freedom (e.g. in selecting curriculum)
• Internationally recognized curriculum
• Trilingual policy (Kazakh, Russian and English)
• Strategic partnerships with major international educational
providers
• Dissemination of accumulated experience: expected to
transfer successful experience and practices to the wider
system of education in Kazakhstan
References
Clinkenbeard, P. (2007): “Economic Arguments for Gifted Education. Gifted
Children 2 (1).
OECD (Organisation for Economic Co-operation and Development).(2001): The
Well-being of Nations: The Role of Human and Social Capital. Paris.
Mönks, F. J./ R. Pflüger (2005) Gifted Education in 21 European Countries:
Inventory and Perspectives. Radboud University Nijmegen.
NIS (Nazarbayev Intellectual School) (2011) Autonomous Educational Organisation
“Nazarbayev Intellectual Schools” Annual Report 2011. Astana.
Rindermann, H./M. Sailer/ J. Thompson (2009) :The Impact of Smart Fractions,
Cognitive Ability of Politicians and Average Competence of Peoples on Social
Development. Talent Development and Excellence 1 (1): 3–25.
Shavinina, L. V. (2009): On Giftedness and Economy: The Impact of Talented
Individuals on the Global Economy. In International Handbook on Giftedness,
edited by L. V. Shavinina. New York, 925–944.