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IQAA ACADEMIC EXPERT SELECTION CRITERIA

The nomination and appointment of external experts are carried out independently by the Agency on the basis of a database, regardless of third parties, such as universities or government agencies. IQAA ensures that the members of the expert groups are competent and free from conflicts of interest. The candidates of experts are approved by the relevant Accreditation Committee and then appointed by the order of the President of the Agency. The accreditation committees make their suggestions for updating the existing database of experts by specialty, as well as for selecting experts for the examination of reports on the self-assessment of universities/educational programs and the external audit procedure.

критерии отбора таблица 01

TRAINING OF IQAA EXPERTS

The right selection and training of experts is the basis for a successful external audit process. In order to ensure the professional quality of the work of its external experts, IQAA regularly conducts training seminars, video conferences, webinars, and briefings on the accreditation procedure and audit methodology prior to the external evaluation. Participation in the training is a prerequisite for all experts. The Agency also develops various types of training materials, including manuals, videos, newsletters and thematic analyses.

обучение

On January 21, 2025, IQAA held a training seminar for experts in the field of accreditation and external quality assessment of higher education with the issuance of an international expert certificate for a period of 3 years. The event was attended by 147 experts from universities in Kazakhstan, Russia and Azerbaijan.More

IQAA EXPERT DATABASE

база данных 01

National experts

The database of national academic experts is formed on the basis of recommendations from Kazakhstani universities, Expert Commissions of the Agency, and also on the basis of personal applications.

International experts

International experts are nominated: 1) by foreign accreditation agencies with which IQAA has signed memoranda on collaboration; 2) on the basis of direct requests to the rector's offices, faculties, departments of European universities; 3) through online search for competent experts; 4) based on personal requests from professors.

Representatives of employers

Employers are nominated by suggestions from various professional associations and employers' unions, such as the National Industrial Chamber, the Regional Chamber of Entrepreneurs "Atameken" and a range of business organizations.

Representatives of students

The selection of students as IQAA experts is conducted following recommendations from universities and the Alliance of Students of Kazakhstan that provide the Agency with a list of the best and most active students.

THE BOLOGNA PROCESS IN KAZAKHSTAN

In March 2010, Kazakhstan officially joined the Bologna Declaration and became the 47th member of the European Higher Education Area and the first Central Asian state to be recognized as a full member of the European Educational Area.

After joining the Bologna Process, Kazakhstan's higher education system has undergone major changes:

1. Kazakhstan's universities have joined the Great Charter of Universities, which is currently signed by more than 650 universities around the world, which will bring domestic education closer to European standards. More than 60 Kazakh universities have signed the Magna Carta.

2. The transition to a three-level model of training specialists: bachelor-master-Doctor Ph.D., based on the principles of the Bologna Declaration.

According to the National Report on the State and Development of the Education System of the Republic of Kazakhstan (based on the results of 2014), undergraduates are trained in 118 universities of the country, where 32,527 people study, of which 16,220 studies at the expense of the state order. The graduation rate of undergraduates with defense is 92%.

In 16 universities, Ph.D. doctors are being trained in partnership with leading foreign universities. The number of doctoral students in 2014 was 2,063.

3. Advanced technologies and training systems have been introduced into the educational process of higher education institutions: all higher education institutions have implemented credit technology of training, 38 have implemented double-degree education, and 42 have implemented distance learning. Modular educational programs and syllabuses are being developed in accordance with the Dublin Descriptors; a National Qualifications Framework has been created.

4. The ECTS (European Credit Transfer System) has been adopted as the basis for the transfer of credits in the course of academic mobility of students, and the new ECTS Guidelines (approved at the Yerevan Conference of Ministers of Education of European Countries on May 14-15, 2015) are being implemented.

5. The Ministry of Education and Science of the Republic of Kazakhstan allocates funds for academic mobility of teaching staff and students, and universities themselves allocate funds for academic mobility.

According to the official data of the Center for the Bologna Process and Academic Mobility, in 2014, 1726 foreign scientists were invited by 52 universities (2013 – 1533 people, 2012-1 349 people, 2011-1717 people, 2010-418 people, 2009-389 people).

785 scientists were invited from Europe, 85 scientists from East Asia, 32 scientists from Southeast Asia, 140 scientists from the United States, 498 scientists from the Russian Federation, 28 scientists from the Republic of Belarus, and 158 scientists from other countries. The invitation of foreign teachers and consultants is carried out within the framework of the state order and at the expense of extra-budgetary funds of universities.

In total, 6927 foreign scientists and consultants were invited from 2009 to 2014.

In order to develop academic mobility, in 2014, 805 students were sent to study abroad for at least 1 semester, of which 740 people went to Europe, 52 to the United States, 12 to East Asia, and 1 to the Russian Federation. 616 bachelor's and 189 master's students have trained abroad at the expense of the state budget in 2014.

In general, during the implementation of the academic mobility program since 2011, 1,520 undergraduate students and 1,043 undergraduates have completed their studies abroad in various specialties.

6. In order to promote European cooperation in quality assurance in order to develop comparable criteria and methodologies, the Ministry of Education and Science of the Republic of Kazakhstan has created a National Register of Accreditation Agencies, which, together with the Independent Agency for Quality Assurance in Education (IQAA), includes one more national and 8 foreign agencies. In the period from 2009 to 2015, NAOKO conducted institutional accreditation of 50 universities and more than 1,100 programs, attracted 153 foreign experts from 25 countries, about 1,100 national experts, including 190 students and more than 200 employers. The Agency is working on the harmonization of accreditation standards with standards and guidelines for ensuring the quality of higher education in the European Higher Education Area.

In general, according to the National Report, in 2014, 66 universities (57%) out of 115 civil ones passed the national institutional accreditation.

22 Kazakhstani universities (19%) have passed international specialized accreditation in 139 specialties of higher and postgraduate education.

In accordance with the standards of institutional and program accreditation, intra-university systems for ensuring the quality of education are being implemented and students and employers are being involved in external evaluation of the activities of universities, and a broad base of experts from among employers and students is being created.

MAIN DOCUMENTS OF THE BOLOGNA PROCESS

The Magna Carta of Universities is a document that was originally signed by 388 rectors and university leaders from across Europe and beyond on 18 September 1988, the 900th anniversary of the University of Bologna.

It contains the principles of academic freedom and institutional autonomy as a guide for the proper governance of universities.

Resource: http://www.aic.lv/bolona/Bologna/maindoc/magna_carta_univ_.pdf

Short version: The Magna Carta of Universities

Website: www.magna-charta.org

The Sorbonne Declaration was signed in 1998 by the ministers of four countries: France, Germany, Great Britain and Italy. The aim of the Declaration was to create a common system within the European Higher Education Area, where mobility should be encouraged for both students and graduates, as well as for teaching staff. It should also provide professional development in the labor market.

Resource: The Sorbonne Declaration

Short version: The Sorbonne Declaration (1998)

Website: www.ehea.info

The goals of the Sorbonne Declaration were confirmed in 1999 by the Bologna Declaration, in which 29 countries expressed their readiness to commit themselves to improving the competitiveness of the European Higher Education Area, emphasizing the need to further strengthen the independence and autonomy of all higher education institutions. All the provisions of the Bologna Declaration were formulated as measures of a voluntary harmonization process, and not as provisions of a binding treaty.

Resource: The Bologna Declaration (1999)

Short version: The Bologna Declaration (1999)

Website: www.ehea.info

Two years after the signing of the Bologna Declaration and three years after the Sorbonne Declaration, the European ministers responsible for higher education, representing the 32 signatories, met in Prague to review the progress made and set directions and priorities for the coming years.

The Ministers reaffirmed their commitment to the goal of establishing a European Higher Education Area by 2010. The choice of Prague to host this meeting is a symbol of their will to involve the whole of Europe in this process in the light of the enlargement of the European Union.

Resource: Ministerial Communique (Prague, 2001)

Short version: Ministerial Communique (Prague, 2001)

Website: www.ehea.info

On 19 September 2003, ministers from 33 European countries responsible for higher education met in Berlin to review the progress made and set priorities and new goals for the coming years with a view to accelerating the implementation of the European Higher Education Area.

Resource: Ministerial Communique (Berlin, 2003)

Short version: Ministerial Communique (Berlin, 2003)

Website: www.ehea.info

Bucharest Declaration on Ethical Values and Principles of Higher Education in the European Region

The Bucharest Declaration on ethical values and principles of higher education in the Europe region

2-5 September 2004, Bucharest, Romania.

Resource: https://www.google.ru/Bucharest+Declaration+2004+information

Short version: Bucharest Declaration (2004)

European Higher Education Area-Achieving the set goals.

Communique of the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005.

Resource: Ministerial communique (Bergen, 2005)

Short version: Ministerial communique (Bergen, 2005)

Website: www.ehea.info

London Communique of Ministers of Higher Education "Towards a European Higher Education Area: Responding to the challenges of a globalized World" (London, 18 May 2007)

Conference of European Higher Education Ministers (London, 17–18 May 2007)

London, 18 May 2007

Resource:Ministerial Communique (London, 2007)

Short version: Ministerial Communique (London, 2007)

Website: www.ehea.info

On 28 and 29 April 2009, the ministers responsible for higher education in the 46 countries of the Bologna Process met in Leuven and Louvain-la-Neuve to determine the priorities of the European Higher Education Area until 2020. They stressed, in particular, the importance of lifelong learning, increased access to higher education and mobility. By 2020, at least 20% of graduates of the European Higher Education Area should have completed training or internships abroad.

Ресурс: Ministerial Communique (Leuven, 2009)

Short version: Ministerial Communique (Leuven, 2009)

Website: www.ehea.info

On March 12, 2010, the Ministers of the 47 countries participating in the Bologna Process adopted the Budapest-Vienna Declaration and officially launched the European Higher Education Area.

The Conference of Ministers of the European Higher Education Area was followed by a meeting with ministers from different parts of the world within the framework of the Second Bologna Policy Forum on the theme "Building a Global Knowledge Society: Systemic and institutional Changes in Higher Education", which ended with a Statement by the Vienna Bologna Policy Forum.

Resource: Budapest-Vienna Declaration (2010)

Short version: Budapest-Vienna Declaration (2010)

Website: www.ehea.info

На The 2012 Bucharest Ministerial Conference brought together 47 ministerial delegations from the European Higher Education Area, the European Commission, as well as the Bologna Process consultative members and the Bologna Group partners. The meeting provided an opportunity to take stock of the progress of the Bologna process and outline key policy issues for the future. The EHEA ministers jointly adopted the Bucharest Ministerial Communique, committing themselves to advancing the Bologna Goals until 2020.

Resource: Bucharest Communique (2012)

Short version: Bucharest Communique (2012)

The events at the ministerial level were attended by 47 delegations from the EHEA, the European Commission, as well as the consultative members and partners of the Bologna process. As a result of 16 years of intensive work, the EHEA has become a reality and proved that in this globalized and competitive environment, education is the key to the sustainable development of European societies.

Among other issues, the 2015 Ministerial Conference in Yerevan attempted to identify the best ways to strengthen the Bologna Process in the future and beyond 2020, while at the same time strengthening the dialogue within and outside the European Higher Education Area.

Resource: Ministerial Communique (Yerevan, 2015)

Short version: Ministerial Communique (Yerevan, 2015)

Website: ehea.info

This ministerial conference was held in Paris on 24-25 May 2018. It was open to the delegations of the European Higher Education Area (EHEA) and included a Forum on the Bologna Policy, which provided an opportunity to continue the dialogue between the countries that are and are not members of the EHEA.

Paris Communique 2018

Rome ministrerial communique was held online on 19 November 2020 to celebrate the achievements of the 21 years since the signing of the Bologna Declaration. The Ministers reaffirmed the commitment to developing a more inclusive, innovative, interconnected and resilient European Higher Education Area (EHEA) by 2030. The Ministers adopted three appendices: a statement on academic freedom, principles and guidelines on the social dimension of higher education, and recommendations for the engancement of higher education learning and teaching. They also welcomed San Marino as the 49th member of the EHEA.

Rome Communique 2020

Website: ehea2020rome.it

THE TORINO PROCESS IN KAZAKHSTAN

The European Training Foundation in Kazakhstan Cooperation between the Ministry of Education and Science of the Republic of Kazakhstan (hereinafter - the Ministry of Education and Science of the Republic of Kazakhstan) and the European Training Foundation in Kazakhstan (hereinafter-ETF) is carried out within the framework of the signed Declaration of Intent of Cooperation between the Ministry of Education and Science of the Republic of Kazakhstan (dated September 27, 2010) and the Protocol of Cooperation between the Ministry of Education and Science of the Republic of Kazakhstan (dated October 1, 2011).

Within the framework of the Torino Process, the Ministry of Education and Science of the Republic of Kazakhstan jointly with the ETF hold international, national, and regional events to discuss issues of partnership in the fields of education and business, the qualifications of employees of the vocational education and training system (hereinafter referred to as VET) for cooperative training, as well as the role of the information and analytical base in the modernization of the VET system.

Within the framework of the Protocol of cooperation between the Ministry of Education and Science of the Republic of Kazakhstan and the ETF, it is planned to implement:
1. The Torino Process on the Review of Cooperation Between Education and Business.
2. Cross-country project "Training", which includes three components:
- "On-the-job Training" analysis;
- analysis of practical examples on "formal and informal apprenticeship";
- "a network of teachers and masters of industrial labor engaged in on-the-job training".

  • The Torino Process in Kazakhstan is an interactive process involving evidence-based policy analysis in vocational education and training.

    The main goal of the VET policy is a comprehensive modernization of the system in accordance with global development so that the VET system meets international standards and expectations.

    • Large-scale improvement of the quality of VET provision;
    • Improving cooperation between education and business with a focus on economic areas dominated by small and medium-sized enterprises;
    • Improving the professional development of VET personnel.
  • The implementation of a comprehensive policy on technical and vocational education is based on the close relationship between the policy of education and programs to support economic development, as well as the program of sectoral or regional development and is based on strategic documents:
    • The State Program for the Development of Education for 2011-2020, which is aimed at updating the content of TVET, developing infrastructure, material, and technical base, independent assessment of professional readiness, corporate governance, etc.;
    • The State Program for Accelerated Industrial and Innovative Development 2011-2014, which is aimed at providing personnel for industrial projects;
    • Employment Program 2020. The advantage of this program is the professional training of the unemployed population.
  • Professional development of teachers / specialists of VET
    • regional centers;
    • 4-year modular training;
    • teacher training system;
    • teachers ' salaries;
    • career development of teachers.

     

    Quality initiatives
    • social partnership;
    • updating the structure / content of the VET;
    • infrastructure;
    • managing the VET system;
    • e-learning.

     

    Cooperation between business and education
    • The cooperative form of training with the participation of business;
    • National Council for the Development of Technical and Vocational Education and Training;
    • 14 industry councils;
    • 16 regional councils;
    • 432 boards of trustees;
    • Kasipkor Holding;
    • A local partnership between employers and educational institutions.

     

    Socio-economic context
    • Growth of the working-age population;
    • Economic growth;
    • Service sector growth;
    • Migration / unemployment;
    • Development of small and medium-sized businesses, informal economy.
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