Paper abstract:

Enhancing girls’ education and empowering women are one of the main targets of the modern world. So that educated women achieve all kinds of milestones and assist in developing any society. Not a secret that literate, empowered, and motivated women can change the world for a better place. Girls’ education was one of the main topics at the end of the XX century, becoming even more actual after Malala Yousafzai’s tragedy in 2010.

Since its independence in 1991, Azerbaijan, like other post-soviet countries, adopted international laws on gender equality, implemented a series of gender-based projects, joined women empowering policies, and ratified almost all essential documents on protecting women’s rights. The most critical adopted policies are the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in 1995 and The Joint Plan of Action on the Prevention of Domestic Violence (2016–2018).

Azerbaijan and Türkiye consider being the two closest countries, tied in history, heritage, religion, traditions, and politics. The two countries have kept tight political, financial, and institutional approaches for over thirty years. Therefore, Azerbaijan adopted almost all educational policies and laws regarding education from Türkiye’s experience. Thus, we want to compare the literacy rate of women of two countries from once post-colonial (Azerbaijan) and colonial (Türkiye) perspectives as traces still remain.

Drawing on the idea that the best equality in education will lead to economic participation and opportunity, health and survival, and political empowerment, I focused on the latest national and international documents in search of female education levels in K-12 and Higher Education. I explored annual reports published by Azerbaijan and Türkiye, world institutions, organizations, and the united nations. In places, I made comparisons with previous years, male education level, and other neighboring countries.

So far, research has resulted that the gender gap index in educational attainment is lower in Türkiye than in Azerbaijan. Compared to previous years, girls’ education in Azerbaijan has almost reached male counterparts in many fields, still backing out to other post-soviet countries. However, international documents and reports analysis show decreasing results for Türkiye. Finally, the comparison shows that both countries have the highest literacy rate and girls’ equality since their existence, but still, much work is needed in rural areas.

Paper abstract:

The paper examines the contemporary language situation and multilingual/ trilingual education implementation at universities and secondary schools in Kazakhstan. It highlights the relevant foreign and national comparative research in this thematic area, providing the theoretical analysis of scholarly approaches, as well as practical implications.

The analysis is conducted on the present complicated language situation characterized by contradictory policy of Kazakhstani authorities and certain tensions with Russia on the grounds of the use of both languages - Russian and Kazakh. That is the constant militant criticism on the part of Russian ideologists towards the situation with the limitation of the Russian language use in the country.

In the 90s, Russian has been designated as the language of inter-ethnic communication and its status is officially on a par with the state language, Kazakh. Then, the language shift towards Kazakh was delayed for political reasons. Now, in modern Kazakhstan the language situation, as well as the dynamics of language shift are changing dramatically and at a rapid rate as the number of ethnic Kazakhs has increased which has resulted in positive reforms in favor of the Kazakh language. And this obviously has multiple effects on the education, both secondary and higher which have been implementing the governmental policy of multilingual / trilingual training since 2000-s.

The paper focuses on the conflicts between languages and possible ways to overcome them, as well as the development of the state trilingual trajectory. The accent is given to the conceptualization of multilingual education i.e. simultaneous teaching in three languages - Kazakh, Russian and English in the context of the existing language policy. Different arguments, historical comments and analysis from language and education studies are used in the paper to illustrate the research objectives.

Paper abstract:

The present paper examines the challenges of foresight format in Kazakhstan’s higher education in general and English language training in particular. Training with the help of forecasting techniques plays an important role in realizing the goals of sustainable development. Nowadays one of the priority tasks of higher education is ability to train experts with professional, communicative, informational, and English language skills.

The paper focuses on the analysis of the problems hindering the development of the educational organization, predicting the future development of higher education institution and to providing educational services that are needed now and in the future.

The analysis is conducted on the basis of forecasting technology in training, particularly in English language teaching, which includes is the cooperation of the participants, the so-called on timeline, in the development and operation of digital learning, in order to quickly obtain a reliable map of the development of education by identifying the initial trends and the best development ideas, which are evaluated and placed on the timeline by experts.

One of the methodological difficulties in implementing sustainable development education is closely related to its frontline, advanced and predictable characteristics. Therefore, the application of predictive techniques in the planning of English language teaching in the future integrates innovative learning technologies.

Educating anticipatory technology through digital learning in English classrooms requires young people to build and develop 'future literacies' alongside a similar concept of 'literacy sustainability', which opens up digital opportunities.The core of predictive technology in English language education is the research and application of new meta-scientific and interdisciplinary approaches. With the new digital innovation, the challenges of forecasting technology, related to transformative changes will have a valuable place, especially in foreign language training.