The article is devoted to cooperation between Kazakhstan and the USA in the field of education and science. It is not without reason that subject of the article is related to education, because education is the priority direction of social policy in developed countries. The importance of education for the entire population of the state and society has been recognized in many countries for a long time. And example for that is the education system in the United States because it is a leading country in this field. Education policy has a number of basic principles: the ability and responsibility in the field of education, highly qualified staff, continuing investment in education. According to the basic principles we can say that the US education system is integrity – «education - the society». The author emphasizes that the education policy of the USA in Kazakhstan was launched in 1992 in accordance with the Act of the US government. During the years of cooperation a solid legal framework has been formed between States. Much attention is paid to the academic exchange programs - FLEX, UGRAD, TEA, JFDP, FULBRIGHT, IREX, ADA, BOLASHAK. Cooperation in the field of science was carried out with the support of the Soros Foundation. The author believes that the above-mentioned programs have made an enormous contribution to the development of the Kazakh-American relations in the field of education and science.
Introduction
Since gaining independence, Kazakhstan has been actively involved in the globalization process. Consequently, the state felt the need to introduce reforms in various spheres of life, because it faced unprecedented problems in almost all areas, among which education was allocated in a special way. The collapse of the social status of science and education entailed the outflow of cadres from the scientific sphere and a reduction in the number of scientists. Hence the modernization of the educational system through cooperation with developed countries and the introduction of new foreign experience was the first task set by the Kazakh government.
All this became the reason for appealing for help to foreign states, in particular the USA, in order to improve the educational sector. In turn, the United States, wishing to establish its influence in the countries of Central Asia, could not release from its control such an important sphere as education [1, p.65].
The state promoted the creation of private higher educational institutions, implemented international educational cooperation, and also initiated the financing of research centers. This situation was due to socio- economic changes, the transition to market relations, which entailed the need to recruit new people with knowledge that meet international standards.
Thus, Kazakhstan began to negotiate and establish a relationship in the educational sphere with such world leaders as the USA, Canada, countries of Western Europe, Japan, etc. Multifaceted cooperation between Kazakhstan and the United States was an important factor in the development of education, as various educational programs were adopted during the negotiations, within the framework of which the training of highly qualified specialists was actively conducted.
Discussion
In the era of the bipolar system, higher education in the Soviet Union was subordinated to the requirements of various ministries and departments, and it prevented the formation of unemployment in the state creating a state order. At the same time, the problem of professional personnel shortage was solved, as the migration of working population occurred throughout the territory of the USSR - depending on professional demand and educational proposals. However, after the collapse of the Union, states formed on the post-Soviet space began to implement their educational policies, create specialized ministries of education and science, and form an educational base, taking into account the specificities and needs of own countries.
The sphere of education includes some activities of educational institutions for the implementation ofinternational experiencein the education and science of Kazakhstan. In the significantly strengthened Kazakhstan in comparison with the period of the 1990 s, the problem of education is still a topical issue today. At the early stage of independence, the republic required highly skilled personnel, who would carry out important reforms and adequately represent national interests on the world stage.
In 1992, the US Congress adopted the Freedom Support Act, which dealt with educational policy in the area of the former Soviet Union. This document was aimed at improving mutual understanding between the peoples of the United States and other countries [2]. The educational policy of the USA in Kazakhstan began to be realized in 1992 in accordance with the adopted Act of American Government. Initially, the contractual base was developed between the Kazakh-American government, conditions were negotiated, certain requirements were specified for participating contestants.
In this period of relations, Kazakh-American educational cooperation is carried out on the basis of the Agreement between the Ministry of Education and Science of the Republic of Kazakhstan and the Peace Corps of the United States of May 3, 2000, as well as the Memorandum of Understanding between the Ministry of Education and Science of the Republic of Kazakhstan and the Peace Corps in Kazakhstan from 5 November, 2008.
Academic Programs
Academic programs were introduced for teachers, students, schoolchildren, as well as representatives of public organizations. The first non-profit FLEX program for high school students was initiated by Senator Bill Bradley. This initiative was approved by the US Congress and was seen as a tool for establishing mutual understanding between the American and Kazakh cultures.
Particular attention should be paid to the fact that FLEX was funded by the US government through the US State Department. All participants in this program live in American families and study in American secondary schools for one academic year. This program gives high school students a unique opportunity to learn more about American culture and tell more about their culture. Finalists of the program are selected according to the "open competition" system, which consists of three rounds. The first and second testing tours are held in many regional centers from the beginning of September till October. The first selection round is a fifteen-minute English test, the second round is a two-hour English test and the composition, the third round is an interview in English and filling out the questionnaire [3, p.53-54].
The FLEX exchange program for the period of its existence provided more than 2,000 grants to schoolchildren from Kazakhstan. In the FLEX program for the 2017-2018 academic years one hundred grants were allocated for Kazakhstan to participate in program. The administration of the program is the responsibility of the American Council for International Education ASPRYAL / ACCELS with the support of the Ministry of Education and Science of the Republic of Kazakhstan. The purpose of this program is the generation of new generations of leaders. At the end of the program, the graduates return home with purposes and being motivated to develop a trusting relationship between Kazakhstan and the United States. In addition to FLEX within the framework of Kazakh-American educational cooperation, there are also exchange and academic programs. For example, the Eurasian Student Exchange Program - UGRAD, the Teacher Development Improvement Program for Teachers of Secondary Schools - TEA, the Internship Fellowship Program for Professors from Eurasia and Southeast Europe - JFDP, the Fulbright Program, the Inclusive Education Scholarship Program Americans with Disabilities Act.
The UGRAD program is aimed a student exchange, in which students are given the opportunity to complete one academic semester without obtaining a degree in US educational institutions. This program is supervised by the Bureau of Educational and Cultural Programs of the US Department of State, administered by the American Council for International Research and Exchanges, Iyrrix. The TEA program is a program to improve teaching excellence, providing a unique opportunity for secondary school teachers for the benefit of continuing education in the subject taught. TEA consists of a six-week advanced training program at US universities. This program includes courses and intensive trainings on the methodology of teaching, the creation of curricula, the use of computers in the learning process as tools in the learning process. JFDP is aimed an internship at American universities. Also, this program gives them the opportunity to introduce alternative methods of teaching strategy. Today the FULBRIGHT program is one of the most recognized and prestigious programs in the world. More than hundreds of graduates who have studied under this program hold high positions in politics, education and journalism. The American International Council for Research and Exchanges IREX annually provides citizens of Kazakhstan with training in US universities through two programs: under the MUSKIE program, university graduates, as well as teachers can study in master’s, under the Global UGRAD program, students study for 2 academic semesters. The ADA Inclusive Education Scholarship Program enables participants from countries such as Kazakhstan, Ukraine, India and Armenia to participate in a 6-week intensive program of a wide range.
In addition, in the first period of cooperation, the Center for Kazakh Studies at the University of Kentucky was opened, where the history, language and traditions of Kazakh people were studied. The task of the center was to organize joint round tables and conferences. The United States, in turn, sent teachers and scholars in various fields to Kazakhstani universities. For example, the sent teachers opened the Kazakh-American College at the East Kazakhstan State University.
By the time and the rapprochement between the two countries, the number of students that were sent to the United States in the framework of international educational programs was gradually increasing. Due to the fact that Kazakhstan chose the path of a market economy based on the model of competitive and sustainable development of the country, the need for specialists in the field of industrial-innovative development, information technologies, as well as humanitarian education and science was constantly growing.
Therefore, for the specialties associated with the above directions, the countries of training that apply advanced technologies in the sectors of economy have been identified. So, the United States came to the forefront of cooperation. According to world experts in the field of education, Kazakhstan remains the leader among the countries of Central Asia in terms of the number of students enrolled in American higher education institutions.
Summarizing the above, it should be noted that these programs contribute to the strengthening of mutual understanding between the US and Kazakhstan. According to the Ministry of Education and Science of the Republic of Kazakhstan, today more than 1,000 Kazakhstanis study in the United States. This number includes students who receive education through the programs of the US government, as well as those whose training is fully funded by Kazakhstan's state scholarship programs.
The Bolashak program
Kazakhstan carries out foreign education mainly in the framework of the Bolashak scholarship program. For the first time in history, after the disintegration of the bipolar system Kazakhstan's talented youth were given an opportunity to study abroad. First of all, we are talking about the scholarship program "Bolashak", which was established on November 5, 1993 by the Decree of the Head of State N.A. Nazarbayev. Over time, the program has actively developed and adapted to the implementation of public tasks. The first years the fellows were trained in four countries - the United States, Britain, Germany and France. Subsequently, the number of countries of training increased in connection with the development of partnership with foreign universities. According to the strategic program, promulgated in 1997, the first challenge was the preparation of the younger generation for a new labor market equipped with innovative technologies. Because of this need, in 2000, with the decree of the President of the Republic of Kazakhstan, applicants with engineering and technical education were granted the privilege to take part in the competition without taking into account the requirement for free possession of one of the foreign languages.
As a result, hundreds of Kazakhstanis at that time received knowledge in the leading educational institutions of the world, among which American universities were given a significant place.
The fact that after the completion of academic activity, Kazakhstani students are obliged to work in Kazakhstan for five years was well-known. According to the analysis of the survey conducted on the situation of Kazakhstani students in the United States, many scholars say that they are better supported by the government, the Consulate and the Embassy of the Republic of Kazakhstan. In turn, American higher education institutions, positioning themselves in the educational market of the world, provide quality knowledge on the basis of an effective educational process.
Experience of the USA for Kazakhstan
Creating conditions for full-fledged disclosure of potential and spiritual aspirations of students, as well as the creative abilities of the younger generation, is a priority task of American universities. This positioning fixes a positive image for the university and the country, which can contribute to the growth of foreign students who wish to study in the US. From the point of view of Kazakhstan's national interests, the provision of an intellectual learning environment for Kazakhstani citizens in America contributes to the growth of the country as a whole, as the implementation of foreign experience in various spheres of life of the state is being realized.
In 1999, Kazakhstan passed the Education Law, article 12 of which regulated the functioning of foreign and foreign educational institutions on the territory of Kazakhstan in accordance with the procedure established by this law. [4] The reason for this was an increase in the demand of Kazakhstan citizens for higher education abroad, both inside the country and abroad. Such a mass phenomenon was closely connected with the task of socio- economic character - the correspondence of the qualifications of specialists to the knowledge of the international standard.
After the establishment of laws on the functioning of foreign educational institutions, a foreign style of teaching began to be implemented in Kazakhstan. For example, one can mention the academic activities of the KIMEP University in Almaty, the Kazakh-American Free University in Ust-Kamenogorsk, where classes are conducted in analogy with higher educational institutions of the United States. All scientific researches conducted under the auspices of the Kazakh-American Free University are aimed primarily at raising the social status of the Kazakh-American Free University, updating the content and structure of scientific and scientific industrial research on the basis of national traditions and modern experience, ensuring multidimensionality and Integration of research, research and production processes.
Scientific research work at the Kazakh-American Free University is realized through scientific conferences, international student scientific-practical conferences, scientific seminars [5, p.6].
The American Peace Corps also participated in educational programs in Kazakhstan. In December 1992, in Washington, Ambassador Extraordinary and Plenipotentiary of Kazakhstan to the United States and the leadership of the Peace Corps entered into an agreement on the activities of this voluntary organization in Kazakhstan. Peace Corps began its work in the republic in 1993. His specialists taught English in high schools and universities of the republic. Representatives of this organization visited a number of secondary schools and higher educational institutions in Almaty, Shymkent, Kostanay, Kokshetau and Taldykorgan. In September 1993, they began teaching English in these cities. In 1994, 100 volunteers from the Peace Corps worked in Kazakhstan [6]. On the general background of unemployment, foreign education gave a certain advantage that could provide the young generation with a future. If we pay attention to the correlation observed between the level of education and the size of wages, then it is clear that it is material. For example, in the United States, young professionals with baccalaureate status earn twice as many ordinary workers with a high school diploma.
Each year, the Embassy of the United States of America announces a competition in Kazakhstan to participate in educational programs and cultural exchanges between the two states. All programs conducted by the USA are implemented under the auspices of the Bureau of Educational and Cultural Programs of the US Department of State.
Kazakh-American cooperation in the field of education is mainly divided into the following areas: providing support for the American side in equipping the educational institutions of Kazakhstan, inviting for internships of Kazakhstan's faculty, granting grants for higher education, consulting for the adoption of regulations In the sphere of education, sending special personnel to raise the level of qualification, etc.
The American education sector can serve as an example of carrying out educational reforms for Kazakhstan. So, for example, in 1993 in the United States was published a government document "The nation is in danger: the need for educational reform", which was not limited to ascertaining negative trends in school education, but also outlined ways out of the crisis. In 1999, the Administration of the US President George W. Bush initiated the development of a school education strategy, reflected in the document "America 2000" under Bill Clinton. This document was taken as a basis and conducted through Congress as the Law on National Priorities in the Field of School Education. As a result of such works, the quality of the US school education was raised to a new level.
A significant event in the educational system of Kazakhstan was the country's accession to the Bologna Declaration and the development of close cooperation with European educational institutions, along with American universities. Despite the accession of Kazakhstan to the Bologna Declaration and the active cooperation with Europe in the field of education, the American vector still remained a priority because of the significant advantage in the scientific personnel of the highest qualifications and experience of teaching foreign students [7].
At present, Kazakh-American relations are an example of a pragmatic and strategic partnership. The traditions of national tolerance and respect for all religious communities, actively supported by the government of Kazakhstan, are the main factor ensuring both political stability and economic development of the country.
In general, when speaking about the education system, it is necessary to follow the experts' opinion that it includes many different subsystems. Thus, in order to raise the quality of the education system, it is necessary to raise the quality of all its subsystems. If we follow the world standard of education, then we can distinguish the following types of subsystems:
- training programs and standards;
- educational literature;
- quality of professionalism of pedagogical staff;
- Assessment of the quality of education;
- Spiritually-moral and patriotic education;
- research works;
- control system;
- material and technical
If the quality of the above components is high, then, respectively, the quality of education in Kazakhstan will be at a high level. Therefore, in order to raise all subsystems of Kazakhstan's educational sphere, exchanges and academic programs are being implemented to introduce foreign experience, where cooperation with the United States occupies a significant place.
Since the establishment of bilateral relations, cooperation in the field of science has been intensively developing. Cooperation was carried out by the Academy of Sciences of Kazakhstan and the University of California. In 1994, with the support of the Soros Foundation, a scientific research was organized in the amount of $ 118645. Then the cooperation continued within the framework of the USAID program, which provided material resources for joint implementation of scientific programs of Kazakhstan and Israeli scientists in the field of agricultural modernization.
Also, within the framework of the Soros Foundation, programs were implemented to support Kazakhstani scientists and educational institutions. In particular, the Soros Foundation has established a number of grants for the publication of educational literature and for supporting interesting initiatives in the field of school education. Also within USAID, a number of training programs were implemented. For the first time in 1996, 369 Kazakhstanis were retrained according to the project "Exchange and training in the newly independent states". Such specialists included, in particular, English language teachers.
USAID's joint funding program Chevron and Baker Hughes are implementing a small business development project in Kazakhstan, which is known as "Getting to know business", developed for teachers of economic disciplines in Kazakhstan. This course "CAV - Acquaintance with Business" was successfully implemented in many cities of Kazakhstan. To date, the program has trained more than 300 teachers of economic disciplines.
Today, in the academic field, the passage of a foreign scientific internship is becoming more urgent. Therefore, within the framework of Kazakh-American scientific cooperation, the American side recommended about 20 scientific organizations of the United States to Kazakhstani young scientists for a scientific internship. In connection with the development of Russian science on April 11, 2010, an agreement was signed between the governments of the United States and Kazakhstan on scientific and technical support of the parties. On the basis of this agreement, the leadership of the Ministry of Education and Science of the Republic of Kazakhstan met with the delegation of the United States led by the Deputy Minister of Defense of the United States under the Nuclear, Chemical, Biological Protection Program. During the negotiations, topical issues of scientific and technical partnership were discussed in the framework of the biological threat prevention program.
Negotiations in the sphere of science are conducted not only within the framework of programs or projects, but also Kazakhstan scientific research centers have stepped up their activity. For example, the Kazakhstan Institute for Strategic Studies under the President of the Republic of Kazakhstan maintains scientific links with world renowned research centers, among which are the following American scientific institutions: the James Baker Institute, the Center for the Study of Economic Growth, the Center for the Study of Central Asia, the American Association for the Advancement of Development The Institute for Strategic Studies of the US Army, the Center for the Study of Eurasia, Russia and Eastern Europe. With all listed scientific and analytical structures, KISI has a legal basis. The signed documents provide the basis for expanding cooperation in Kazakh-American research activities, contributing to the improvement of the educational process and facilitating the realization of the country's scientific potential. The growing interest of the American colleagues in the Institute speaks about the international authority of the Kazakh analytical structure. All this contributes to the rapprochement of Kazakh- American cooperation and stimulates further deepening of relations.
Conclusion
In general, the expansion of mutually beneficial cooperation with the United States in many aspects is one of the priorities of Kazakhstan's foreign policy for several reasons. First, the development of trade and economic cooperation with the United States is seen as one of the factors contributing to the development of the country. We are talking about Kazakhstan's implementation of the largest modernization project, and in this respect, interaction with the US can be extremely useful. Secondly, the energy partnership with the US is an important aspect of the development of Kazakhstan's oil and gas sector. In Washington, Kazakhstan is assigned an important role in ensuring global energy security. Third, Kazakhstan-US cooperation in the field of national and regional security [8, p. 8-9].
Summarizing the relationship between Kazakhstan and the United States in the field of science and education, it should be noted that the Kazakhstani direction is currently moving along the right path, pursuing a multi-vector policy. Today, humanity is witnessing that globalization necessarily involves any state in the union and cooperation. Since international relations in the 21st century are such that no country can unilaterally implement its national strategy, it is necessary to recognize the special importance of the American vector in Kazakhstan's foreign policy.
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