PROJECT
Education Policy Analysis Center
Research to inform policy
Research to inform policy
Education Policy Analysis Center (EPAC) was established in 2017, with its mission to bring to Kazakhstan the culture of research in education, and the culture of education policy evaluation and analysis, as an essential part of that research.
The major idea of founding EPAC is based on our very fundamental position that research must serve as a strong foundation for education policy development. We advocate for evidence-based decision making in education.
We totally believe that there are no small steps in education policy, whether it is introducing a new program, initiating a reform, or an immediate decision to increase the number of grants for higher education. And prior to making any step, as the key prerequisite, comprehensive analysis must be done.
At EPAC we consider research as a crucial and basic component of education policy development, and we intend to work hard to ensure the excellent quality of this research.
EPAC ultimate intention is to reconsider the role of research in education, and to transform it from a supplement of education policy development to its major prerequisite. EPAC is advocating for the fundamental role of research in education policy development: research to inform policy.
To achieve its goals, EPAC includes the following two top priorities to its agenda:
1) promoting educational research in Kazakhstan through providing high-quality independent expertise in education,
2) developing local capacity for educational research.
Our activity is aimed at Government of the Republic of Kazakhstan, Ministry of Education and Science of the country and its subsidiary organizations, international and local agencies and non-governmental institutions, as well as scholars, policy makers, academicians, researchers and experts in the fields of education, economics, and public policy.
The major idea of founding EPAC is based on our very fundamental position that research must serve as a strong foundation for education policy development. We advocate for evidence-based decision making in education.
We totally believe that there are no small steps in education policy, whether it is introducing a new program, initiating a reform, or an immediate decision to increase the number of grants for higher education. And prior to making any step, as the key prerequisite, comprehensive analysis must be done.
At EPAC we consider research as a crucial and basic component of education policy development, and we intend to work hard to ensure the excellent quality of this research.
EPAC ultimate intention is to reconsider the role of research in education, and to transform it from a supplement of education policy development to its major prerequisite. EPAC is advocating for the fundamental role of research in education policy development: research to inform policy.
To achieve its goals, EPAC includes the following two top priorities to its agenda:
1) promoting educational research in Kazakhstan through providing high-quality independent expertise in education,
2) developing local capacity for educational research.
Our activity is aimed at Government of the Republic of Kazakhstan, Ministry of Education and Science of the country and its subsidiary organizations, international and local agencies and non-governmental institutions, as well as scholars, policy makers, academicians, researchers and experts in the fields of education, economics, and public policy.
EPAC functions are entirely targeted towards achieving its mission - bringing to Kazakhstan the culture of research in education through:
1) providing professional expertise and
2) developing local capacity.
1) providing professional expertise and
2) developing local capacity.
Educational research: PROFESSIONAL EXPERTISE
Independent expertise
New concept of research in education
Advocacy
Database
of education
specialists
in Kazakhstan
of education
specialists
in Kazakhstan
Educational research: LOCAL CAPACITY DEVELOPMENT
"My Voice”
discussion platform
discussion platform
Dissemination of education research results
Trainings for researchers in education
Education research annual
grant
grant
EPAC team consists of international advisers, national advisers, and the team of experienced interdisciplinary experts.
EPAC director is defining the functions of the Center, it's mission, it's goal, and the directions for further development. The director is also deeply involved in research activity of the Center and serves as a member of the research team
The role of the national and international advisors is to provide recommendations in terms of strategic directions of research and effective ways of collaboration with the national officials, as well as to advise on long-term development of the Center.
EPAC is very proud to have the national and international advisors who are the top experts in their fields in Kazakhstan and globally. Our advisors are the best specialists in education policy in general, and in education policy evaluation and analysis in particular.
EPAC director is defining the functions of the Center, it's mission, it's goal, and the directions for further development. The director is also deeply involved in research activity of the Center and serves as a member of the research team
The role of the national and international advisors is to provide recommendations in terms of strategic directions of research and effective ways of collaboration with the national officials, as well as to advise on long-term development of the Center.
EPAC is very proud to have the national and international advisors who are the top experts in their fields in Kazakhstan and globally. Our advisors are the best specialists in education policy in general, and in education policy evaluation and analysis in particular.
EPAC highly appreciates the assistance and consultancy provided by national and international advisors who kindly took the invitation from EPAC to become advisors, supported the concept, the idea, and the inspirations of the Center, and cordially agreed to support EPAC with their experience and advisory.
Both international and national advisers have extensive experience of working in Central Asian region or\and in developing countries. The Center trusts and heavily relies on professional expertise of its national and international advisors.
The team of EPAC experts is now being formed, and we aim to build a strong team of high-skilled professionals who are passionate about education and education policy analysis, and who will be contributing to the mission and goals of the Center.
Both international and national advisers have extensive experience of working in Central Asian region or\and in developing countries. The Center trusts and heavily relies on professional expertise of its national and international advisors.
The team of EPAC experts is now being formed, and we aim to build a strong team of high-skilled professionals who are passionate about education and education policy analysis, and who will be contributing to the mission and goals of the Center.
Zhanna Sagyndуkova
Initiator, Founder
Initiator, Founder
John Rosslyn Clark
International Advisor
International Advisor
International Advisor 2
Coming soon
Coming soon
National Advisor
Coming soon
Coming soon
National Advisor 2
Coming soon
Coming soon
Expert 1
Coming soon
Coming soon
Expert 2
Coming soon
Coming soon
Expert 3
Coming soon
Coming soon
Address: Kazakhstan, Nur-Sultan
Email: zhanna.sagyndykova@alumni.harvard.edu
Website: www.epac.kz
Email: zhanna.sagyndykova@alumni.harvard.edu
Website: www.epac.kz
© Copyright 2017-2021 | www.epac.kz | All Rights Reserved | Developed by NEWMAN AGENCY
One of the important roles of EPAC in local research capacity development is to offer trainings for specialists working in education.
We are planning to organize and provide a very narrow and specific range of trainings aimed at developing the skills and competencies needed for education policy evaluation and analysis: these trainings will include statistics for education policy analysis, critical thinking development, working with big data, writing policy briefs, and others.
We are going to collaborate extensively with our international partners in terms of organization of trainings on the topics mentioned above, and we are planning to invite top world specialists from our partner organizations as well as independent experts in these fields.
We are planning to organize and provide a very narrow and specific range of trainings aimed at developing the skills and competencies needed for education policy evaluation and analysis: these trainings will include statistics for education policy analysis, critical thinking development, working with big data, writing policy briefs, and others.
We are going to collaborate extensively with our international partners in terms of organization of trainings on the topics mentioned above, and we are planning to invite top world specialists from our partner organizations as well as independent experts in these fields.
EPAC is advocating for educational research in the Republic of Kazakhstan by means of assisting the Government and the Ministry of Education and Science of Kazakhstan with the following analytical support:
EPAC is fully committed to using its potential to advocate for the fundamental role of research in education policy development: research to inform policy.
- providing strong research foundation for evidence-based decision making in education;
- consulting on education policy and program evaluation;
- conducting data collection and its analysis, as the basis for education policy development;
- preparing policy briefs.
EPAC is fully committed to using its potential to advocate for the fundamental role of research in education policy development: research to inform policy.
The annual “Education Research Grant” was established with the aim to support young people who demonstrate their interest in educational research, and are devoted to development of education both in Kazakhstan and globally.
This annual grant was established in 2017, and was announced among KIMEP (the oldest and the largest North American-styled University in Central Asia that was founded in 1992 by a decree of Nursultan Nazarbayev, President of the Republic of Kazakhstan) students studying at undergraduate and graduate programs of the College of Social Sciences.
This Grant is not related to gender, age, place of birth, program of study, etc., and the only criteria for award are 1) dedication to educational issues, and 2) willingness to contribute.
This annual grant was established in 2017, and was announced among KIMEP (the oldest and the largest North American-styled University in Central Asia that was founded in 1992 by a decree of Nursultan Nazarbayev, President of the Republic of Kazakhstan) students studying at undergraduate and graduate programs of the College of Social Sciences.
This Grant is not related to gender, age, place of birth, program of study, etc., and the only criteria for award are 1) dedication to educational issues, and 2) willingness to contribute.
Creating the “My Voice” discussion platform at EPAC came from the belief that participation of all the groups of stakeholders is important in education policy development. Policy in such field as education should take into account opinions of all the involved stakeholders – professional community, non-governmental organizations, children’s parents, students, school and university administration, etc. We therefore advocate for including all the groups of stakeholders into the research that we do at EPAC.
“My Voice” is a platform for professional discussion: any educational issues that are topical, challenging, urgent or important for the professional and civil community are to be discussed at EPAC.
“My Voice” discussions will be held quarterly – four times per year. This platform will be joining the researchers working in education, as well as all the interested groups, and will serve as the basis for professional communication and networking.
Through establishing this platform, EPAC is advocating for more inclusivity and for engaging all the groups of stakeholders in education policy development.
Our intention is to make the voices of all the groups of the stakeholders in education to be heard.
“My Voice” is a platform for professional discussion: any educational issues that are topical, challenging, urgent or important for the professional and civil community are to be discussed at EPAC.
“My Voice” discussions will be held quarterly – four times per year. This platform will be joining the researchers working in education, as well as all the interested groups, and will serve as the basis for professional communication and networking.
Through establishing this platform, EPAC is advocating for more inclusivity and for engaging all the groups of stakeholders in education policy development.
Our intention is to make the voices of all the groups of the stakeholders in education to be heard.
EPAC will develop and update on a constant basis the complete database of the specialists working in the education sector of Kazakhstan. Those may include both independent researchers and specialists, and the professionals currently employed in various organizations.
The database will include the special expertise and the skills that each of the specialists possesses, their qualifications, education, professional background and any specific knowledge. This database will be helpful to select the specialists for different educational projects and programs implemented by the Government, Ministry of Education and Science, and other organizations.
The database will include the special expertise and the skills that each of the specialists possesses, their qualifications, education, professional background and any specific knowledge. This database will be helpful to select the specialists for different educational projects and programs implemented by the Government, Ministry of Education and Science, and other organizations.
Zhanna received her Ed.M. degree from Harvard University where she was specializing in
international education policy. She also holds MPA degree from KIMEP – top university in
Central Asia which was the first institution in the region to operate according to the North
American academic standards. Zhanna’s research interests include education policy evaluation
and analysis, monitoring and evaluation of education reforms, comparative education.
Zhanna has about twenty years of professional experience in education and education policy. She
was the initiator, founder and author of the first weekly column devoted to education issues in
the country - “Education in Kazakhstan” published in English in “The Almaty Herald”
newspaper.
As a specialist of the Human Development Department at the National Analytical Center of the
Government and the National Bank of Kazakhstan, she was involved in research projects on
education development to provide the Government and the Ministry of Education and Science of
Kazakhstan with analytical support for policy decisions in human capital and education policy
development. These projects were focused on development of the following education policies
and programs in Kazakhstan: pre-school education, 12-year model of schooling, methodology of
defining labor market demands, improving the methods for education quality assurance, and
others. She also participated in development of the following strategic state documents: “State
Program on Education Development in the Republic of Kazakhstan-2015” and “Strategy on
Education Policy Development in the Republic of Kazakhstan-2020.”
In 2014 Zhanna initiated the first national project in Kazakhstan “Monitoring and Evaluation of
Education Reforms,” which was implemented with the team of local and international experts. In
2013-2014, as a specialist of Nazarbayev University, she participated in the roadmap project
“Development of Strategic Directions for Education Reforms in Kazakhstan for 2015-2020.”
international education policy. She also holds MPA degree from KIMEP – top university in
Central Asia which was the first institution in the region to operate according to the North
American academic standards. Zhanna’s research interests include education policy evaluation
and analysis, monitoring and evaluation of education reforms, comparative education.
Zhanna has about twenty years of professional experience in education and education policy. She
was the initiator, founder and author of the first weekly column devoted to education issues in
the country - “Education in Kazakhstan” published in English in “The Almaty Herald”
newspaper.
As a specialist of the Human Development Department at the National Analytical Center of the
Government and the National Bank of Kazakhstan, she was involved in research projects on
education development to provide the Government and the Ministry of Education and Science of
Kazakhstan with analytical support for policy decisions in human capital and education policy
development. These projects were focused on development of the following education policies
and programs in Kazakhstan: pre-school education, 12-year model of schooling, methodology of
defining labor market demands, improving the methods for education quality assurance, and
others. She also participated in development of the following strategic state documents: “State
Program on Education Development in the Republic of Kazakhstan-2015” and “Strategy on
Education Policy Development in the Republic of Kazakhstan-2020.”
In 2014 Zhanna initiated the first national project in Kazakhstan “Monitoring and Evaluation of
Education Reforms,” which was implemented with the team of local and international experts. In
2013-2014, as a specialist of Nazarbayev University, she participated in the roadmap project
“Development of Strategic Directions for Education Reforms in Kazakhstan for 2015-2020.”
EPAC believes that together with doing quality research in education, it is also important to disseminate the results of the research.
The Center will be doing this through publishing the results of its work on a regular basis, and sharing them with all the interest groups: Government and Ministry of Education and Science of Kazakhstan, universities, schools, international agencies and local institutions, non-governmental agencies, and others.
EPAC is also planning to issue the “Education Research” journal where the research works and analytics of the experts doing research in education will be published.
The Center will be doing this through publishing the results of its work on a regular basis, and sharing them with all the interest groups: Government and Ministry of Education and Science of Kazakhstan, universities, schools, international agencies and local institutions, non-governmental agencies, and others.
EPAC is also planning to issue the “Education Research” journal where the research works and analytics of the experts doing research in education will be published.
Professor John Rosslyn Clark received his Bachelor’s degree in Social Anthropology of the Middle East from Harvard University (1964). Later he obtained the Master’s degree in Cultural Geography from the University of Michigan (1970) and PhD in Cultural and Urban Geography of the Middle East from the University of Michigan (1974). Dr Clark has since worked at top world universities such as Harvard, Columbia, Georgetown, and University of California at Los Angeles.
Professor Clark has extensive professional experience in the field of education in the Central Asian region and has an excellent understanding of the internal culture and specifics of the post- Soviet countries.
Dr Clark started his work in the region more than twenty years ago as a Fulbright Professor at Osh State University. He then worked on the development of the American University in Kyrgyzstan (now AUCA) and was its first President. He was then Dean for Student Affairs at KIMEP - the oldest and the largest North American-styled University in Central Asia that was founded in 1992 by a decree of Nursultan Nazarbayev, President of the Republic of Kazakhstan. In that role, Professor Clark developed student life and introduced the concept of need-based financial aid for students. Later, he was Professor of History and acting Dean of Social Sciences at KIMEP.
Professor Clark was Advisor to the Minister of Education of the Republic of Kyrgyzstan and played a key role in the development of the ORT national test in Kyrgyzstan.
Dr Clark in recent years (since 2011) has been President of the International University in Central Asia, in Kyrgyzstan, and continues in that role at present.
Professor Clark has extensive professional experience in the field of education in the Central Asian region and has an excellent understanding of the internal culture and specifics of the post- Soviet countries.
Dr Clark started his work in the region more than twenty years ago as a Fulbright Professor at Osh State University. He then worked on the development of the American University in Kyrgyzstan (now AUCA) and was its first President. He was then Dean for Student Affairs at KIMEP - the oldest and the largest North American-styled University in Central Asia that was founded in 1992 by a decree of Nursultan Nazarbayev, President of the Republic of Kazakhstan. In that role, Professor Clark developed student life and introduced the concept of need-based financial aid for students. Later, he was Professor of History and acting Dean of Social Sciences at KIMEP.
Professor Clark was Advisor to the Minister of Education of the Republic of Kyrgyzstan and played a key role in the development of the ORT national test in Kyrgyzstan.
Dr Clark in recent years (since 2011) has been President of the International University in Central Asia, in Kyrgyzstan, and continues in that role at present.
EPAC is devoted to conducting research on broad range of issues in education offering high-quality independent expertise in education policy analysis and evaluation.
By “independent expertise” we mean unbiased professional point of view not related to the opinion of any involved groups of stakeholders. There is absolutely no way of how the EPAC research and its quality, the EPAC data, the conclusions or recommendations made by EPAC can be influenced by any of the interest groups.
By “high-quality expertise” we mean the most excellent professional standards which EPAC follows in its research. All EPAC experts have solid academic background and professional experience, as well as excellent training in education policy, statistics, economics and other related fields. Both national and international EPAC advisors have extensive professional experience in education policy, accordingly - at national level and globally.
By “independent expertise” we mean unbiased professional point of view not related to the opinion of any involved groups of stakeholders. There is absolutely no way of how the EPAC research and its quality, the EPAC data, the conclusions or recommendations made by EPAC can be influenced by any of the interest groups.
By “high-quality expertise” we mean the most excellent professional standards which EPAC follows in its research. All EPAC experts have solid academic background and professional experience, as well as excellent training in education policy, statistics, economics and other related fields. Both national and international EPAC advisors have extensive professional experience in education policy, accordingly - at national level and globally.
Since both education policy analysis and education policy development cover various fields (economics, public policy, public administration), in doing our research in education, we are using a new concept which is based on an interdisciplinary approach. For our research we invite interdisciplinary experts, and we also use new methods of analysis.
At EPAC we believe that in modern world it is not enough for a researcher in education to be a specialist in education only. Today, research in education requires many more of professional skills, as well as personal competencies.
First of all, a researcher should not be limiting his\her professional concentration by only one particular sector in education, but must be able to do analysis related to any of the various strands, whether it is primary education, secondary education, vocational education and training (TVET), whether it is internationalization issues, unequal access, and others. Second, in modern world, a researcher in education must be a quick learner, must be able to grasp information effectively and be able to use it purposefully. Besides, a researcher in education often times needs to be a good negotiator since at EPAC we are planning to work very closely with the official governmental agencies, and this certainly requires the ability to negotiate effectively, and to persuade if necessary.
At EPAC we believe that in modern world it is not enough for a researcher in education to be a specialist in education only. Today, research in education requires many more of professional skills, as well as personal competencies.
First of all, a researcher should not be limiting his\her professional concentration by only one particular sector in education, but must be able to do analysis related to any of the various strands, whether it is primary education, secondary education, vocational education and training (TVET), whether it is internationalization issues, unequal access, and others. Second, in modern world, a researcher in education must be a quick learner, must be able to grasp information effectively and be able to use it purposefully. Besides, a researcher in education often times needs to be a good negotiator since at EPAC we are planning to work very closely with the official governmental agencies, and this certainly requires the ability to negotiate effectively, and to persuade if necessary.