This document is a thematic analysis from a series of thematic analyzes based on the WEG reports as part of the institutional accreditation of 13 universities in 2019. The reports have been carefully studied, analyzed and summarized in accordance with general trends. This publication focuses on expert comments addressed to universities according to IQAA standards.
The relevance of this thematic analysis lies in the study modern experience of Kazakhstani universities, determining their advanced practice and identify areas for improvement.
This publication will be useful for studying academic to the community, educational legislators, as well as experts from external expert groups for information and to all interested parties.

Full text in Russian Language

This document is a thematic analysis from a series of thematic analyzes based on the WEG reports as part of the institutional accreditation of 13 universities in 2019. The reports have been carefully studied, analyzed and summarized in accordance with general trends. This publication focuses on expert comments addressed to universities according to IQAA standards.
The relevance of this thematic analysis lies in the study modern experience of Kazakhstani universities, determining their advanced practice and identify areas for improvement.
This publication will be useful for studying academic to the community, educational legislators, as well as experts from external expert groups for information and to all interested parties.

Full text in Russian Language

This document is a thematic analysis from a series of thematic analyzes based on the WEG reports as part of the institutional accreditation of 13 universities in 2019. The reports have been carefully studied, analyzed and summarized in accordance with general trends. This publication focuses on expert comments addressed to universities according to IQAA standards.
The relevance of this thematic analysis lies in the study modern experience of Kazakhstani universities, determining their advanced practice and identify areas for improvement.
This publication will be useful for studying academic to the community, educational legislators, as well as experts from external expert groups for information and to all interested parties.

Full text in Russian Language

During the reporting period, the Analysis and Quality Department systematically conducted work to establish feedback with coordinators, experts and representatives of educational organizations based on the results of audits in order to ensure the quality of the external evaluation procedure.

Full text in Russian Language

This thematic analysis was prepared based on the study and analysis of reports of external expert groups on the results of accreditation in the following universities of the Republic of Kazakhstan: Kazakh National Research Technical University named after Satpayev, Karaganda State Technical University, Karaganda State University named after Academician Buketov, Kazakh National Agrarian University, Atyrau Institute of Oil and Gas, Atyrau State University named after Dosmukhamedov, Karaganda Academy "Bolashak", Kazakh Academy of Transport and Communications named after Tynyshpayev, Kostanay State University named after Baitursynov, Kazakh University of Communications, University "Bolashak" (Kyzylorda), University "Miras", Ekibastuz Engineering and Technical Institute named after Satpayev, Innovative University of Eurasia, East Kazakhstan State University named after Amanzholov, International Information Technology University, Almaty Technological University, Almaty University of Power Engineering and Telecommunications, Kostanay Social-Technical University named after Academician Aldamzhar, West Kazakhstan Agrarian-Technical University named after Zhangir Khan, International Kazakh-Turkish University named after Yasavi, Taraz State University named after Dulati.

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This thematic analysis was prepared based on the study and analysis of reports of external expert groups on the results of accreditation in the following universities of the Republic of Kazakhstan: Almaty University of Power Engineering and Telecommunications, M. Tynyshpayev Kazakh Academy of Transport and Communications, Kazakh National Agrarian University, M. Kh. Dulati Taraz State University, South-Kazakhstan State University named after M. Auezov, Ekibastuz Engineering-Technical Institute named after K.I. Satpayev, Almaty Technological University, Kazakh University of Transport Communications, Zhezkazgan University named after O. Baykonurov.

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This thematic analysis was prepared based on the study and analysis of reports of external expert groups on the results of accreditation in the following universities of the Republic of Kazakhstan: East Kazakhstan State University named after S.Amanzholov, Arkalyk State Pedagogical Institute named after Y.Altynsarin, Kostanay State Pedagogical Institute, Pavlodar State Pedagogical Institute, South Kazakhstan State Pedagogical Institute, Taraz State Pedagogical Institute, Atyrau State University named after H. Dosmukhamedov, International Kazakh-Turkish University named after H.A. Yasavi, South-Kazakhstan State University named after M. Auezov, Kyzylorda State University named after Korkyt ata, University "Bolashak" (Kyzylorda), Zhezkazgan University named after O.Baykonurov.

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This paper presents the results of a study based on a survey of doctoral students of higher educational institutions of Kazakhstan conducted in the framework of the project ‘‘Promoting internationalization of research through establishment and operationalization of Cycle 3 Quality Assurance System in line with the European Integration (C3QA)”. The purpose of the study is to study the possible problems faced by doctoral students of universities of Kazakhstan, to develop recommendations for the improvement of doctoral programs.

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The purpose of this thematic analysis is to identify the main remarks, recommendations and good practices in accreditation of doctoral programs in technical specialities. The results of this study will be used to improve and update the standards and procedures for accreditation of the Agency.

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The purpose of this thematic analysis is to identify the main remarks, recommendations and good practices in accreditation of doctoral programs in the field of education. The results of this study will be used to improve and update the standards and procedures for accreditation of the Agency.

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The purpose of this thematic analysis is to identify the main remarks, recommendations and good practices in accreditation of doctoral programs in the field of humanities. The results of this study will be used to improve and update the standards and procedures for accreditation of the Agency.

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The aim of this thematic analysis is to continue the study conducted by the IQAA last year on the topic "Higher Education and Quality Assurance of Higher Education in the Republic of Kazakhstan" and to summarize the results of state reforms in the field of quality assurance within the system of education.

At the state level, the transition period was envisaged (from 2012 to 1 January 2017), when the state attestation and independent public and professional accreditation existed in parallel. Since the beginning of 2017, Kazakhstani education system has moved to a new stage of the quality assurance system development - conduct of the independent accreditation of educational organizations, except for military and specialized educational organizations.

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This thematic analysis considers the results of conducting specialized (programme) accreditation of study programmes in "Humanities, Law and Business" study field in 2016. The aim of the research is to identify the main positive outcomes and sum up the remarks and recommendations in external review reports for a further distribution among higher education institutions.The results of this thematic analysis is a meaningful resource for improving activities of universities and their preparation for external reviews on specialized (programme) accreditation.

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This thematic analysis was aimed at identifying common trends in remarks and recommendations defined by the experts groups in the course of programme accreditation of study programmes within the field “Technical Sciences and Technologies” in 2016 according to the revised IQAA’s accreditation standards, approved after adoption of the revised Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG-2015). The analysis will show what higher education institutions should pay special attention to in the process of preparation to programme accreditation of technical study programmes, as well as will serve as empirical basis for intermediate analysis of the IQAA’s activities in this field.

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The thematic analysis aimed at systematizing, analyzing the trends of remarks and recommendations reflected in the external review reports. Additionally the purpose of the paper is to inform the public on the results of the analysis, thereby contributing to the improvement of the quality of HEIs of Kazakhstan. Further this analysis can be used by the agency in training of experts and improvement of external evaluation procedures. The thematic analysis reviews the reports of external review of HEIs, conducted by experts team of the IQAA in 2015 and 2016, in line with the standards and criteria for institutional accreditation, developed by the agency in 2015 according to a new edition of the ESG.

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This thematic analysis considers the results of conducting specialized (programme) accreditation of study programmes in "Education" for 2015-2016. The aim of the research is to identify the main positive outcomes and sum up the remarks and recommendations in external review reports for a further distribution among higher education institutions. The results of this thematic analysis is a meaningful resource for improving activities of universities and their preparation for external reviews on specialized (programme) accreditation.

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The thematic review presents the results of the study, conducted in 2015-2016 by the IQAA,aiming at identification of the effect of the accreditation on higher education institutions. For this purpose the agency surveyed representatives of the institutions accredited by the agency in the period of 2009 to 2016.

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The thematic review considers the history and current state of higher education as well as quality assurance of higher and postgraduate education in Kazakhstan.

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In order to improve the quality of external (on-site) visits and IQAA activities in general, the agency systematically conducts a cross-survey of coordinators, experts and representatives of accredited educational institutions (higher education institutions –HEIs/colleges) after each audit.

The results of the on-site visits feedback of 2015 are presented in this thematic analysis.

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There is a generally approved agreement among Bologna countries on active involvement of students in quality assurance process, which is reflected in Ministerial conferences and ESG. Thus, all agencies dealt with accreditation of institutions and programs are obliged to engage students in internal and external levels of quality assurance to be eligible to have a membership of ENQA and EQAR. In this sense, survey and/or interview the students of reviewed program or institution is one of the types of participation, which plays a vital role in the whole process of accreditation, since the level of students` satisfaction with HEI is one of indicators that is taken into account during decision making process.

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