The globalization of the economy and the uneven socio-economic development of countries have led to the fact that the migration of the population has acquired unprecedented importance in the modern world. The Republic of Kazakhstan became an active participant of the world migration processes for the years of independence. Social and economic stability, sustainable economic growth and rising living standards, the absence of interethnic conflicts, a large territory and an advantageous geopolitical position have turned Kazakhstan into one of the centers of attraction of migration flows.
In the traditional Kazakh culture, the provision of education for children was the main stimulus for the development of the family, since the status of an educated person in society was immeasurably high. In many ways, this explains the desire of modern Kazakhs to provide access to higher education for the younger generation. Ethnic repatriates - compatriots, face many difficulties along this path, the overcoming of which requires not only state intervention, but also their cryptic comprehension from the point of view of modern theoretical and methodological approaches [1].
Families of compatriots, as the main motivation for moving to their historical homeland, indicate the creation of favorable conditions for the development of their children’s abilities in their native cultural environment and further social advancement. It is through obtaining the necessary professional skills and a cherished document on the completion of higher education that they can apply for a job. The government of Kazakhstan, in its own way, views education as one of the channels and tools for “leveling” their opportunities for progress in the socio-economic space, with an “unequal” start [2].
Under the “unequal”:
- Differences in the systems and content of education in the countries of the outcome of compatriots (China, Mongolia, Uzbekistan, Russia, ). Migrants from the countries of the former USSR - Uzbekistan, Russia, and Turkmenistan - have for a long time passed through the Soviet education system and, with a few exceptions, have a sufficient command of the Russian language, and are familiar with post-Soviet difficulties. Compatriots from Mongolia have some similar features - the Kazakh language in Cyrillic, as well as many components of the education system. The greatest difficulties should be experienced by Kazakhs from China because of difficulties in writing and reading Kazakh texts (in the PRC, Arabic graphics are used- this jazz), and innovations in the structure of written Kazakh language (phonetics, syntax, spelling, morphology, vocabulary, semantics). However, the fact that they demonstrate great adaptive opportunities in the economic sphere (private business, trade) proves their high ability to assimilate new knowledge. In general, the majority of compatriots demonstrate the high social and cultural capital accumulated by several generations.
- peculiarities of the cultural background and forms of the educational process - language, font, specifics and duration of teaching subjects that are necessary for successful passing exams / tests and enrolling in a university: Kazakh language and literature, history of Kazakhstan, a foreign language, world history for the further stages in the process of education (some compatriots enter the quota, but “gaps” in knowledge from the educational base of the secondary school do not give them the opportunity to fully absorb special subjects in the university). Many of our young respondents noted that they received low UNT points for the Kazakh language and the history of Kazakhstan, since they did not fully study them in Mongolia and China, and one year of education in preparatory courses is, in their view, small for quality preparation for The introduction of testing at the reception stage in the educational institutions for oralmans for the identification of their “weak” sides - the language competence, the ability to do this or that, will allow them to build a system for their preparation for school and higher education institutions, and to orient them when choosing a particular profession. There is no need to create a special educational institution for compatriots [3], which is not practiced in any country in the world (there are no special educational institutions for migrants, regardless of their ethnic origin) [4], where migrants are gradually integrated into the educational program. on a general basis with the help of preparatory courses and self-preparation. Rules for admission to educational institutions also do not provide for special examinations for migrants and foreign students. Exam questions and assignments are the same for everyone.
The only exception is the United States and Canada, which set special criteria for assessing knowledge for the indigenous population and financial benefits for some groups of migrants. In Kazakhstan, oralmans, when obtaining quotas for higher education, are equated with orphans and invalids, which implies their weak opportunities for access to education primarily by physical and socioeconomic factors, but not by intellectually.
- the unsettled legal status of most of the young people who come to Kazakhstan beyond the quota do not have citizenship, and thus are exposed to various kinds of risks, the interpretation of which also requires a certain “social and intellectual baggage” acquired during various stages of educational socialization;
- “Cultural shock” from the difference between the “imaginary” land of ancestors and the modern realities of Kazakhstan The cultural capital of the older generation of compatriots, accumulated outside Kazakhstan (since the time of the first repatriates, the second generation has already grown), forms the cultural capital of their children and this affects cognitive assimilation with new Kazakhstan realities, social assimilation and assimilation of (The temporary coexistence of several border identities and the development of a new one - the Kazakh one). Compatriots consider them culturally self-sufficient; are carriers of traditional / primordial Kazakh culture. They come to the country with an already formed worldview and a system of values (material and spiritual) both in relation to the country and people, culture, and to the country of origin, and always compare where it is best for them and their children and what is more or less evil after move and before it. After moving, they realize that language competence (good Kazakh language) is not an urgent necessity for survival in the country after arrival, since Russian is the working language for communication. The process of adaptation and subsequent assimilation consists of several cognitive stages-the acquisition of knowledge about the receiving society and it’s institutional, but if most of the professional knowledge in Kazakh universities of knowledge is transmitted in Russian, then it is necessary to help the compatriots in their assimilation.
- Generational gap - the majority of young compatriots live far from their parents, their control and the necessary social and moral support, and young people are forced to solve complex tasks to “tie” the torn strands of the past and present into a single logically glued canvas, sometimes without the need for this necessary life experience and
- Compatriots do not represent a monolithic community, since they came from different countries; have different socio-economic resources, and social network systems for successful “integration” in Kazakhstan’s realities. But compatriots from Mongolia and China are considered the most organized in terms of preparing for relocation, organizing assistance through social networks to each other (members of their families and friends / fellow tribesmen), advice and assistance in organizing their business, as well as other forms of social interaction. The most prepared for a competitive environment and ambitious are considered to be compatriots from China who have passed a good school of political education within the framework of the constructed autonomy and the system of competing identities in the XUAR. Familiarization with the mechanism of the educational process in China, for example, will help to build and a system of balanced and effective training of young compatriots for universities in our country. If the first wave of migrants was in a state of euphoria about the prospects of the future on the historic homeland that had opened its embrace, then subsequent compatriots were already aware of the upcoming difficulties and using “smart” strategies - only a few or even one family member, and the older generation helps them emotionally and In addition, social networks are involved - blood relations and community relations.
- Compatriots are a unique socio-cultural product of two worlds - Kazakh, preserved by their ancestors in a foreign culture environment in the hope of returning to their historical homeland, and unwillingness / fear of losing their identity due to the need for adaptation and possibly subsequent assimilation with other ethnic groups in the host country, through the adoption of elements of their culture (most often several cultures) in the host country, and the dominant culture in society is Mongolian / Chinese / Turkish / Russian / Karakalpak. Living in an inocultural environment crystallized the ethnic component of identity, and with the necessity formed the need for every minute work on oneself - behavioral control, sifting and filtering of incoming information, building a decision-making scheme. The young generation of compatriots carries features of both the country of origin and the transitional features of new migrants (transnational repatriates), which can lead to the formation of hybrid identities and cultural practices, if not to integrate the components of the modern education system into the processes of their adaptation.
The new reality in Kazakhstan, which has grown since the collapse of the Soviet Union, largely derived from the Soviet past, does not coincide with the expectations of young compatriots. Since 1991, there is a process of modification of old models of life, but not radical transformation. The most severe faults in the minds and behavior of people were experienced by the mid-1990s, largely due to accumulated life experience, proven survival practices, common sense and cultural forms of understanding reality. Without Soviet baggage, the population would not have been able to cope with the burden, sometimes overwhelming for many, of the problems that hit them. For most of Kazakhstan’s people, independence (for ethnic Kazakhs, first of all) all the obstacles were justified by a single statement: “But now we have independence, our state.” Entry into the cultural and intellectual field of modern Kazakhstan for young compatriots is possible in the educational process through the division of value orientations and moral and ethical norms, even a joint hostel (sanitary and hygienic standards, value scale of motivations and judgments) [5].
Education as an open system in the form of communicating vessels (society and its challenges - young people through the interpretation of knowledge) is designed to help young compatriots to rethink a different vision of the past through “acquaintance and assimilation” of universally valid social / political cultural symbols, to assess their “unequal opportunities” in present as temporary to create a foundation for a joint future in the process of a managed competitive educational process.
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