Problematic issues of geographical education in Kazakhstan

¹ L. N. Gumilyov Eurasian National University, 2 Satpayev Str., Nur-Sultan, 010008, Republic of Kazakhstan
² Republican Physics and Mathematics School in the city Nur-Sultan, 2/1 Turkistan Str., Nur-Sultan, 010000, Republic of Kazakhstan
³ Abai Kazakh National Pedagogical University, 13 Dostyk Ave., Almaty, 050010, Republic of Kazakhstan

^* Corresponding author: arman_demeuov@mail.ru

Abstract

Geographical education in the post-Soviet countries after independence is oriented to the Western model of teaching disciplines. What positive and negative results have been obtained to date are discussed in this article. In the last four years, the educational process in schools has been focused on an updated program. As a result, an interesting question arises: how do we teach students? And this question, what subject we are studying, is moved to the background. The mass transfer of school subjects to a new model of education led to disintegration. In this article, the authors try to analyze the state of geographical education in Kazakhstan, to characterize the process of studying geographical disciplines from the seventh to the eleventh grade. As the authors of the updated textbook, we found many inconsistencies and issues that need to be addressed immediately. There is a model of geographical education, using the material of the updated program to preserve the traditions accumulated over the years of geographical education and upbringing.