Author: Gulbarshyn Nurkhan
Mentor: Zhanibek Nurysh
The article delves into the story of Inkär, a ninth-grade student, and the broader challenges of teaching English in rural schools. Inkär dreams of building a career in the tourism industry and understands that fluency in English is essential to achieving this goal. However, at her school, lessons are limited to memorizing vocabulary and translating texts, with almost no opportunity for speaking practice. Despite teachers’ dedication, a lack of time and resources hampers progress. Slow internet speeds prevent the use of online learning platforms, creating a major barrier to comprehensive language acquisition.
This issue affects thousands of rural students like Inkär. The Ministry of Education of the Republic of Kazakhstan acknowledges the problem and states that rural schools follow the official state methodology. To address the situation, the Ministry is implementing distance learning, introducing textbooks from international publishers, and launching professional development programs for teachers such as Örleu and With a Diploma – to the Village. Volunteer initiatives are also being expanded, alongside planned cooperation with Nazarbayev Intellectual Schools (NIS) and the introduction of new educational resources.
However, results remain modest. According to the EF English Proficiency Index 2024, Kazakhstan ranks 103rd out of 116 countries in English proficiency.
The article outlines specific recommendations:
- Attract foreign specialists;
- Continue volunteer-based projects;
- Improve internet infrastructure;
Provide systematic support for rural teachers.
Implementing these steps could significantly raise the standard of English language teaching in rural schools and contribute to improving the overall quality of education in the country.
*The original article was written in Kazakh
You can read the full article prepared by the project resident by following the link: https://kz.kursiv.media/kk/2025-07-10/glbr-auyl-mektebinde/