Digitalization and new technologies are now firmly on the agendas of governments worldwide. New technological trends have not only become catalysts for economic development, but are also reshaping how the public sector works and implements its policies. Amid technological transformations, the countries of Central Asia are searching for new ways to adapt to these changes. This paper aims to assess these attempts by exploring the digitalization policies of the five Central Asian countries. By using qualitative methods and expert interviews, the article identifies key limitations and potential areas of development for the Central Asian states regarding digitalization and artificial intelligence. By providing valuable insights, the article contributes to a deeper understanding of the digitalization challenges faced by developing countries. Through the analysis of local expert opinions, the article seeks to contribute valuable insights to the distinct approaches adopted by these countries, thus enriching the understanding of the region’s trajectory in the digital era.

This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.

This study investigates the multidimensional nature of household deprivation in Kazakhstan within the broader context of poverty reduction and sustainable development. Based on a nationally representative household survey (sample size 2005), the data were analyzed using factor analysis in SPSS 25 to uncover latent dimensions of deprivation. The analysis identified six components: socio-cultural, educational, medical, children’s basic needs, food, and infrastructure, which were synthesized into three integrated indices: basic, institutional, and socio-cultural. The results reveal pronounced regional disparities, with the southern and western regions showing higher levels of deprivation, whereas major cities perform significantly better. Income level is a key determinant: households below the subsistence minimum face the highest deprivation risk, particularly in the basic and institutional dimensions of deprivation. Sociocultural deprivation was weakly associated with income. These findings underscore the urgent need for regionally differentiated, income-sensitive policies to mitigate poverty and promote equity. This study offers empirical insights into an underexplored area, contributing to the understanding of household vulnerability in Kazakhstan.

The purpose of the study is to analyze the factors that contribute to the emergence and strengthening of educational inequality between urban and rural schools in Kazakhstan.Methodology. To achieve this goal, the authors apply a systematic approach, methods of comparative analysis, generalization and systematization.Originality / value of the research. The study is devoted to the analysis of the situation in the fi eld of educational inequality in the context of the type of area in the system of secondary education in Kazakhstan. The authors conducted a review of statistical materials, a literature review, as well as systematized and structured information on the factors infl uencing the gap in the quality and accessibility of education.Findings. Based on the results of the study, the authors identifi ed areas where it is necessary to improve the approaches of state support for the secondary education system.

Gender inequality in education has changed significantly over the past decades. After all, education is the most important tool for human resource development and a universal human right, as well as an important component of women's empowerment. This study attempts to answer the question: what changes have occurred in the field of gender inequality in the international educational environment through the analysis of domestic and foreign literature on this topic. The article deals with empirical research and theoretical views on gender inequality in the education system. It explores how education reform during the last decade affected on gender equality. An analysis of the trend of gender inequality in the world was also carried out. It explains the reasons of man and woman inequality in education and analyzes how it affects the economy, demography, social sphere, and so on. Thus, gender inequality in education has a direct impact on economic growth by reducing the average quality of human capital. It impedes progress in reducing fertility and infant mortality, thereby jeopardizing progress in welfare in developing countries. While this disparity is undesirable from a social equity perspective, it can also be argued that better use of women's potential in the marketplace can lead to greater efficiency. Education reproduces rather than challenges social inequalities. In addition, in some areas of relationships related to employment, education is important. This suggests that different interests can shape effect of schooling on men's attitudes towards women, and that education can offer women resources that encourage some change in their interpretation of status. Key words: inequality, education, gender, human resource, analysis. Гендерное неравенство в сфере образования претерпела значительные изменения за последние десятилетия. Ведь образование является наиболее важным инструментом развития человеческих ресурсов и универсальным правом человека, а также важным компонентом расширения прав и возможностей женщин. В настоящем исследовании предпринята попытка ответить на вопрос: какие изменения произошли в сфере гендерного неравенства в международной образовательной среде посредством анализа отечественной и зарубежной литературы по данной тематике. В статье рассматриваются эмпирические исследования и теоретические взгляды на гендерное неравенство в системе образования. Исследуется, как реформа образования за последнее десятилетие повлияла на гендерное равенство. Проведен анализ тенденции гендерного неравенства в мире. Объясняются причины гендерного неравенства в образовании и анализируется, как гендерное неравенство в образовании влияет на экономику, демографию, социальную сферу и так далее. Так, гендерное неравенство в образовании оказывает прямое влияние на экономическую рост за счет снижения среднего качества человеческого капитала. Оно препятствует прогрессу в снижении рождаемости и детской смертности, тем самым ставит под угрозу прогресс в области благосостояния в развивающихся странах. Хотя это неравенство нежелательно с точки зрения социальной справедливости, можно также утверждать, что более эффективное использование потенциала женщин на рынке может привести к большей эффективности. Образование воспроизводит, а не бросает вызов социальному неравенству. Кроме того, в некоторых областях отношений, связанных с трудоустройством, образование имеет важное значение. Это говорит о том, что различные интересы могут формировать влияние образования на отношение мужчин к женщинам, и что образование может предложить женщинам ресурсы, которые поощряют некоторые изменения в их интерпретации статуса. Ключевые слова: неравенство, образование, гендер, человеческий ресурс, анализ. Соңғы онжылдықтарда білім берудегі гендерлік теңсіздік айтарлықтай өзгерді. Өйткені, білім – адам ресурстарын дамытудың ең маңызды құралы және жалпы адам құқығы, сондай-ақ әйелдердің мүмкіндіктерін кеңейтудің маңызды құрамдас бөлігі. Бұл зерттеу осы тақырып бойынша отандық және шетелдік әдебиеттерді...

This article aims to identify ways to reduce the inequality in education between the rural and urban populations of the Almaty region. The hypothesis is put forward that the solution to the problem of inequality in education in rural areas can be solved by applying a clustering mechanism within the framework of controlled urbanization through the creation of educational development centers based on secondary schools. The research methodology includes the methods of social statistics, methods of analysis of scientific literature, methods of factor analysis, cluster analysis, and mathematical and statistical methods. The section “results and discussions” presents the analysis of the dynamics of educational coverage of graduates of rural and urban schools of the Almaty region, which revealed a catastrophic gap that threatens the region’s sustainable development prospects. The results of a cluster analysis of nine districts of the Almaty region for opportunities for the development of education according to the criteria of the existing material and technical equipment of schools, their level of digitalization, the sufficiency of funding from the local budget, and the development of the accompanying socially significant infrastructure are also presented. According to the analysis, the concept of leveling inequality in education was proposed based on identifying potential locations for creating centers for the development of education in rural areas. In the future, this study can be used for further deployment of regional programs to reduce inequality in education in rural areas.