Сборник трудов международной научной конференции молодых ученых

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evaluative nature. The research methodology is based on the processing of secondary data that

makes it possible to conduct a preliminary analysis of the problems.

We used descriptive and conservative approaches, as well as generalization and a

retrospective analysis.

Following independence and the beginning of the transition to a democratic society and a

market economy, a significant progress has been achieved in reforming of higher education in

Kazakhstan; the principles and content of education have been radically changed. The supportive

environment was created for the education market formation and development that covered both

public and private educational institutions.

Higher education institutions network was created to train staff that meets the needs of a

market economy. Besides, new training programs and curriculums were developed and

implemented, new specialties were initiated. The main trend in the higher education development

was refusal of centralized management in education and the abolition of rigid centralization of

higher education institutions. As a result, the private higher education sector has started to work on

an equal footing with public universities, which were granted the right to enroll and educate

students on a fee-paying basis. This initiative was supported by the Kazakhstan Competition Law.

The most important were efforts that resulted in the recognition of Kazakhstan diplomas

abroad and similarly, recognition of foreign certificates and qualifications in the Republic of

Kazakhstan. This was facilitated by signing President’s Decree #202-13 (April 11, 1997,

Kazakhstan) and the ratification of Convention on the Recognition of Qualifications concerning

Higher Education (December 13, 1997, Lisbon).

In 1998, the International Convention, unifying higher education system worldwide, was

adopted. The American model with the stages of bachelor degree course, master degree course, and

doctorate program was approved as a standard. Now, the countries in Europe and Asia, including

the CIS countries, gradually change to this system. An important development line in higher and

postgraduate education of the Republic of Kazakhstan is its approach to international standards by

joining of domestic undergraduate and postgraduate education to the Bologna Process.

Currently, in the Republic of Kazakhstan a multi-level training model is applied, which

includes business education, providing training of specialists for market economy (OECD Bulletin,

2007) [9]. Established educational structure consists of the following education stages:

·

higher professional education (bachelor and master degree courses);

·

continuing professional education (retraining and advance training);

·

business education (international business schools, corporate universities and training

centers, training and consultancy companies, business colleges, etc.), which implement a wide

range of business education programs.

Bachelor and master degree courses are independent stages in the higher education process

[10].

Bachelor’s degree is an academic degree that any university student can get after acquiring

the necessary knowledge in the chosen specialty. This qualification is considered a confirmation

that the student has acquired higher education and is well-versed in the chosen specialty.

After receiving a bachelor’s degree, a citizen of the Republic of Kazakhstan has the right to

hold certain positions for which one should have a higher professional education. These are

primarily the employees of different social and economic spheres (administrators, managers,

accountants, etc.).

Numerous professions offered by universities in Kazakhstan provide students wide

employment opportunities. Due to the fact that students’ professional training is maximally close to

the real practical conditions and is not focused just on narrow specialization, university graduates

can change their profession within one year.

Master degree course is the upper stage of higher education. With the right choice of

specialization, the student not only increases his motivation to learn, but also enhances the overall

performance. In order to be enrolled in a master degree course the student first must have a

bachelor's degree or be certified specialist in selected profession. If we take into account the fact

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that bachelor degree courses emerged not so long ago, most of the graduates willing to be enrolled

to master degree courses, are graduate professionals. Besides, adults who want to get second higher

education are also trained in the master degree courses.

During the period from 1990 to 2001 the number of higher education institutions, offering

management training in the Republic of Kazakhstan, has increased from 55 to 185, i.e. more than 3

times. Since 2000, the total number of higher educational institutions decreases. Indicators showing

higher education development in the Republic of Kazakhstan for 1990-2013 are presented in Table

1.

Table 1

Higher education development indicators of the Republic of Kazakhstan for 1990-2013

Indicators

1990/91 2001/02 2010/11 2011/12 2012/13

Number of higher education institutions

55

185

149

146

139

Number of students

287 

367  514 

738  620 

442  629 

507  571 

691

Number of academic staff

21 955

34 508

39 600

40 531

41 224

Currently, there are 139 higher education institutions in the Republic of Kazakhstan; 50 of

them are public universities (including 9 national universities, 1 international university,

"Nazarbayev University", 33 public universities, 16 corporatized universities, 66 private

universities, and 13 non-civil universities) (Kirichok, 2010)  [11] with an enrollment of 571.7

thousand students (excluding graduate and doctoral students).

In conclusion, it should be noted that today's business education market includes strongest

players, who have the ability to provide exclusive educational product that has practical significance

and is designed for each individual economy sector. Business schools in the Republic of

Kazakhstan must be more actively involved in improving the system-related economic and business

education. They must govern its legislative and state education policy, improve education towards

its internationalization, enhance and deepen cooperation with the business schools worldwide [12].

The measures to ensure further development and improvement of programs in the field of

business education include obtaining international accreditation (AMBA, AACSB, and EQUIS) by

Kazakh business schools and their participation in world rankings.

Literature:

1.

Anja, M. (2013). Identifying key success factors of business education system: Implications

for practitioner organizations and school management. European Journal of Business and Management,

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2.

Filatov, S., Sukhorukov, N., & Dudina, T. (2013). Formation of a new vocational education

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3.

Malysheva, L. (2012). Business education in high school: The growing points or non-core

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4.

Mau, V., & Seferyan, A. (2007). Business education at the turn of the century: Challenges

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5.

Zhaitapova А., & Satyvaldiyeva А. (2012). The tendencies of development of the

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6.

Kurmanov N. et al. Developing Effective Educational Strategies in Kazakhstan

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Yevenko, L. (2012). Improving business education under the influence of business and

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