The purpose of this study is to identify the problems of the quality assurance system of higher education in the Republic of Kazakhstan. To do this, the opinions of the stakeholders (students, teaching staff, employers, administrative, and managerial staff) in the process were screened. The data obtained were compared with the results of independent international ratings and other parameters. For screening, field studies were conducted using a questionnaire for students, teachers, non-academic employees of universities, and employers covering all regions of Kazakhstan in terms of quality assurance components. Based on the constructivist approach, the answers were interpreted to identify the problems of the quality assurance system in the understanding of the study participants. This study revealed that participants rate the quality of the content at a below-average level, the quality of the contingent at an average level, the quality of staff at a lower-than-average level, and the quality of infrastructure at a low level. Comparing the results of the survey and interviewing with the analysis of the results of entrance exams and ratings made it possible to identify the most pressing problems in ensuring the quality of educational programs, contingent, staff, and infrastructure of universities and draw conclusions about its improvement. The obtained results will help to customize the system of quality assurance of higher and postgraduate education, thus contributing to the training of highly competitive specialists for the country’s economy.

Considering the increased interest in ensuring the well-being of a person, lifelong learning takes a leading place in society. The purpose of this study is to build the concept of the LLL system for the Republic of Kazakhstan based on the methodology of education and international best practices, as well as global trends in the development of education. The key idea of the study is to justify the LLL system, which provides coverage of the country's population with formal, non-formal and informal learning to increase its competitiveness and basic competencies to the level of the OECD countries. To do this, we propose mechanisms that allow us to fully recognize the learning outcomes of formal, non-formal and informal education. These ideas were proposed by the authors to the Kazakhstan’s Government on the development of the Concept of Lifelong Learning.

In this article, the authors consider the quality assurance system at the national level. The normative legal acts of the Republic of Kazakhstan contributing to the development of quality assurance at the institutional level are analyzed. The structure of state management of the quality assurance system of higher education is given. The authors show the implementation of the process of external and internal quality assurance in the country. At the same time, the internal quality assurance system is based on the principles of quality assurance and on the policy and standards of internal quality assurance, which are developed by the higher education institution independently, but on the basis of ESG. The design of the national quality assurance model is presented in a three-dimensional image. The basis of the National Model of Quality assurance of Higher Education in Kazakhstan (NMQAHE) is the system of internal quality assurance. The indicator of achievement of academic quality by the internal quality assurance system is the academic reputation of a higher educational institution. The answer to the question is given due to what the successful functioning of the national quality assurance model is achieved.

This article considers the problem of assessing the recent publication productivity of scientists based on PageRank class methods and proposes to use these assessments to solve the problem of selecting scientific partners for R&D projects. The methods of PageRank, Time-Weighted PageRank, and the Time-Weighted PageRank method with Citation Intensity (TWPR-CI) were used as a basis for calculating the publication productivity of individual subjects or scientists. For verification, we used the Citation Network Dataset (Ver. 14) of more than 5 million STEM publications with 36 million citations. The dataset is based on data from ACM, DBLP, and Microsoft Academic Graph databases. Only those individual subjects who published at least two articles after 2000, with at least one of these articles cited at least once before 2023 year, were analyzed. Thus, the number of individual subjects was reduced to 1,042,122, and the number of scientific publications was reduced to 2,422,326. For each of the methods, a range of estimates of productivity is indicated, which are obtained as a result and possible options for making decisions on the selection of potential individual subjects as performers of R&D projects. One of the key advantages of the TWPR-CI method is that it gives priority to those researchers who have recently published and been cited frequently in their respective research areas. This ensures that the best potential R&D project executors are selected, which should minimize the impact of subjective factors on this choice. We believe that the proposed concept for selecting potential R&D project partners could help to reduce the risks associated with these projects and facilitate the involvement of the most suitable specialists in the relevant area of knowledge.

At present, Kazakhstan pays great attention to the development of e-learning using distance learning technologies. The practice of implementing so-called massive open online courses (MOOCs) has become widespread. MOOCs are also becoming more widespread in Kazakhstan. The article discusses the concepts of MOOCs, the areas of their implementation, the opportunities they provide, including for students, teachers and universities. Description of the development and implementation of the MOOC system in the distance learning portal

The article presents the results and analysis of an experimental study on the development of methodological competence of teachers of IT disciplines in the framework of their advanced training on the online. The purpose of the article is to disseminate certain results of the study from the point of view of theoretical and methodological aspects. The task of the experiment stage was to diagnose the level of formation of methodological competence of teachers of IT disciplines of the control and experimental groups according to four key criteria of methodological competence: didactic, design, monitoring and personal. The determination of the level of formation of methodological competence skills was made using five levels: advanced, high, medium, acceptable and low, for each key criterion of the teacher's methodological competence. The experimental part of the study was conducted with teachers of IT disciplines of universities in Kazakhstan during the 2023-2024 academic year. As a result of the experimental work, a diagnosis of the development of methodological competence of teachers of IT disciplines was developed, which is of a complex nature: substantive - in the form of tests, tests of various nature on the content of course training; activity - in the form of assessment for each type of practical work of a methodological orientation (drawing up work programs for the subject, technological map of the lesson, problem tasks, etc.) ; communicative – on the basis of questionnaires, tests, analysis and self-analysis (on the development of speech culture, behavior in society, skills to organize attention, students' activities, work in pairs and groups, etc.). In the formation of a set of diagnostic methods, the emphasis was placed on methods based on self-diagnosis, which contributes to the process of self-knowledge and self-analysis of a particular person. The authors also note that despite the variety of definitions, all studies have a common semantic basis - correlation with the labor market and social policy of society. These two parameters play an important role in determining the content of competencies, based on the psychological and biological characteristics of the individual. In the course of the study, the validity of the methods used was checked, and the results were presented, which indicate the need to develop recommendations aimed at improving the level of methodological competence of teachers of IT disciplines.