FEATURES OF THE IMPLEMENTATION OF THE CREDIT SYSTEM OF EDUCATION IN KAZAKHSTAN AND CHINA

Abstract

The credit system of education is a crucial reform in the field of higher education, aimed at enhancing its flexibility, responsiveness, and quality[1]. In Kazakhstan and China, this system is being implemented with consideration for the unique characteristics of educational processes, which presents both obstacles and possibilities for its successful operation.

The examination of the implementation of the credit system in these countries enables us to identify the strengths and weaknesses of the reforms, as well as propose ways to enhance them.

The credit education system empowers students to independently determine the pace and focus of their studies, fostering a personalized educational experience. This model is widely adopted in leading universities worldwide, as it facilitates academic mobility and international recognition of educational achievements.. For Kazakhstan and China, the implementation of this system is a part of a larger initiative to integrate into the international educational community and enhance the competitiveness of their universities.

Nevertheless, the implementation of the credit system presents a number of obstacles, including the need to revise traditional teaching methods, digitize the educational process, and prepare educators to work within the new system. It is crucial to acknowledge that the successful implementation of this model necessitates not only a regulatory framework but also the readiness of educational institutions, students, and educators to embrace the new principles of organizing the educational process.