This chapter gives an overview of the concepts of diversity, equity and inclusion in the context of Kazakhstan. It gives an exposition of developments regarding the process of implementing inclusive education in Kazakhstan. A historical policy context is mapped out. The chapter uses Ainscow’s lever of change approach to highlight how inclusion has evolved in aspects of conceptualisation, curriculum, policy development, teacher practices, beliefs and attitudes, schools, leadership, non-governmental organisations (NGOs) and communities. One of the lessons drawn from the review is that despite efforts and plans to make the system more equitable and inclusive, the conditions for inclusive education have not been met. There is a need to revise policies regarding student placement and practices in teaching and learning. While curriculum reforms were implemented, less effort seems to have been invested in preparation of pre-service teachers. The fact students with disabilities and special needs are integrated into the mainstream means more training for school leaders on managing inclusive schools is needed.

This chapter presents results of the local implementation of the Renewed Content of Education (RCE) in schools in one large urban city. In line with the focus of Part III, the authors discuss how educational policy translates through the system via regional authorities to schools, teachers, parents and students in the city. They draw on data collected in three mainstream, non-selective schools located in different districts of the city. These schools varied in terms of their numbers of pupils, and each school’s developmental history, students, parents and community composition. The main research instruments used for data collection were semi-structured interviews and focus group discussions with school principals, vice-principals, teachers, parents and students. The key purpose was to gain participants’ perspectives on the value of the RCE and their judgements and reaction to the educational innovations in their schools. The authors discuss the role of administrative support and collaboration and some unique features of the implementation process, such as work in clusters of schools and how this and other strategies fostered the implementation of these educational innovations.

Schools had started piloting the Renewed Content of Education with Grade 1 in September 2015, then moved on to Grade 2 in 2016 and to Grade 3 in September 2017. The pilot schools acted as test sites one year ahead of the full roll-out to all mainstream schools in Kazakhstan. The research evidence collected over the two-year period comprises a mixed sample of primary grade (Grades 1–4) teachers, comparing those starting their second or third year of teaching the new content with those who were yet to have direct experience of it. Interviews and/or focus groups with teachers, school principals and vice-principals were conducted in each of six schools. In addition, primary grade teachers were invited to respond to surveys. The areas of inquiry included overall opinions as well as more targeted attitudes towards the revised content of the curriculum, changes to teaching and learning, new approaches to assessment and the support afforded to implement the new curriculum. The chapter will show that piloting had been a very worthwhile step in the implementation of a new curriculum, with a growing confidence and appreciation of what this curriculum aimed to achieve.

In 2011, Kazakhstan began the wholesale reform of the educational system, that is, the curriculum, assessment, teacher development, language policy, funding mechanisms, leadership, teacher appraisal and teacher working conditions. Innovative methods of implementation were used including the use of new networks of schools. The authors were partners to the establishment of the schools of innovation (NIS), which were the experimental sites that served as models for the later translation to the whole school system that completed in 2020. Since 2016, the authors, with a team from Nazarbayev University, have systematically researched the attitudes and perceptions towards the implementation of the new curriculum so as to gain insight into the challenges on the ground and to learn about implementing such a radical transformation in mainstream schools. The case study explores the model of change, its implementation and the different perspectives of the teachers and school leaders, parents, local leaders of education, school students and the national stakeholders and policymakers.