INTERNATIONAL ORGANIZATIONS AND THE IMPLEMENTATION OF SDG 4 IN KAZAKHSTAN: POLICIES, PARTNERSHIPS, AND CHALLENGES

Abstract

This article explores the role of international organizations in implementing Sustainable Development Goal 4 (Quality Education) in Kazakhstan. The relevance of the study lies in the strategic importance of education as a foundation for human capital development, social equity, and economic growth in the 21st century. In the context of globalization, quality education is a key determinant of national competitiveness and sustainable development. Kazakhstan, as an active member of the international community, closely collaborates with organizations such as UNESCO, the World Bank, the OECD, and UNICEF, whose initiatives have significantly shaped national educational reforms.

The main objective of the study is to assess the contribution of these organizations to the modernization of Kazakhstan’s education system, analyzing their financial, methodological, and expert support, while identifying existing challenges in achieving SDG 4.

The methodology combines systemic, comparative, content, and historical-analytical approaches. Sources include Kazakhstan’s state programs, official reports of international organizations, and scholarly works in comparative education. This methodological framework enables a holistic view of how global practices are integrated into national policies.

The scientific significance of the study lies in highlighting the necessity of adapting international practices to Kazakhstan’s socio-cultural and economic context. The practical significance is reflected in recommendations for improving education policy, reducing the urban–rural gap, strengthening inclusive education, and advancing digital transformation.

The findings demonstrate that Kazakhstan has achieved considerable progress with international support: universal access to primary and secondary education has been largely ensured, digitalization initiatives have accelerated, and a legislative basis for inclusive education has been established. Nonetheless, persistent challenges remain, including regional inequality, teacher shortages, and risks of over-dependence on external models. For sustainable progress, Kazakhstan must balance global standards with national priorities, relying on the development of domestic expertise and research capacity.

This research is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AR19577392).