On April 3rd, Dr. Marcelo Lopez, an alumnus of Nazarbayev University Graduate School of Education (NUGSE), delivered a webinar titled "Teaching Mixed Age Groups in Rural, Ungraded Kazakhstani Schools: A Teacher’s Perspective" to the research community of Nazarbayev University. The webinar addressed various challenges encountered in rural contexts, including the migration of populations to urban areas and curriculum misalignment.
In ungraded schools, where teachers are expected to cater to mixed-age groups, the existing curriculum designed for single-age groups poses difficulties. This discrepancy highlights the need for a curriculum that acknowledges the unique skills and circumstances prevalent in rural areas. Despite efforts from stakeholders, such as students and teachers, tensions persist due to stagnant living conditions.
Teachers aspire to witness improvements in teaching quality within ungraded schools. However, they require training and resources to effectively implement a curriculum tailored for mixed-age groups while considering the rural context. Currently, the government has yet to explore international models from other countries as potential solutions. The rural education setting remains a seldom-researched area, demanding further attention and investigation.
In ungraded schools, where teachers are expected to cater to mixed-age groups, the existing curriculum designed for single-age groups poses difficulties. This discrepancy highlights the need for a curriculum that acknowledges the unique skills and circumstances prevalent in rural areas. Despite efforts from stakeholders, such as students and teachers, tensions persist due to stagnant living conditions.
Teachers aspire to witness improvements in teaching quality within ungraded schools. However, they require training and resources to effectively implement a curriculum tailored for mixed-age groups while considering the rural context. Currently, the government has yet to explore international models from other countries as potential solutions. The rural education setting remains a seldom-researched area, demanding further attention and investigation.
