Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan

Naureen Durrani (), Gulmira Qanay, Ghazala Mir, Janet Helmer, Filiz Polat, Nazerke Karimova and Assel Temirbekova
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Naureen Durrani: Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Astana 010000, Kazakhstan
Gulmira Qanay: Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Astana 010000, Kazakhstan
Ghazala Mir: School of Medicine, University of Leeds, Woodhouse, Leeds LS2 9JT, UK
Janet Helmer: Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Astana 010000, Kazakhstan
Filiz Polat: Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Astana 010000, Kazakhstan
Nazerke Karimova: Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Astana 010000, Kazakhstan
Assel Temirbekova: Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Astana 010000, Kazakhstan

Sustainability, 2023, vol. 15, issue 20, 1-23

Abstract: This study investigates the impact of two years of emergency distance schooling on achieving Sustainable Development Goal (SDG) 4—equitable quality education, both globally and in Kazakhstan. The study used a qualitative research design. Individual semi-structured interviews were conducted with 30 teachers and 30 parents, while focus group discussions (FGDs) were utilised to gather the perspective of 28 students. The conceptual framework developed puts effective pedagogy at the heart of quality distance education, nested within four supportive factors—digital infrastructure; policy guidelines about pedagogy; curriculum and assessments; professional development in digital pedagogy; and the home environment. The study found that distance schooling in Kazakhstan has undermined progress on SDG 4 and worsened inequalities in access to quality education despite the distribution of digital devices to disadvantaged children and teachers. While mainstream public school teachers transitioned to distance school without any systematic preparation, provision of digital resources or clear policy guidelines, schoolteachers at elite public institutions received meticulous guidance and support. Despite later receiving professional development in digital pedagogy and access to digital resources and platforms, public school teachers in rural and deprived urban areas still faced challenges due to fragmented internet connectivity. This limited interactive and communicative pedagogy, particularly in rural and public schools, and hindered teachers’ ability to assess the impact of their teaching on student outcomes. Policy initiatives failed to mitigate disadvantages in the home environment for low-income families, parents with limited education and working parents, especially mothers, who primarily supported homeschooling. Recommendations are offered for adapting education provision and envisioning more robust education quality to achieve SDG 4 and address historical inequities in a post-pandemic world.

Keywords: Sustainable Development Goal 4; intersectional disadvantage; Kazakhstan; pedagogy; quality; distance education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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