caerCentral Asian Economic ReviewCentral Asian Economic Review2789-43982789-4401Университет Нархоз10.52821/2789-4401-2025-4-68-83caer-1552Research ArticleГОСУДАРСТВО И БИЗНЕС: ТЕОРИЯ И ПРАКТИКА УПРАВЛЕНИЯSTATE AND BUSINESS: THEORY AND PRACTICE OF MANAGEMENTПроблемы и механизмы реализации государственной политики инклюзивного образования в системе среднего образования КазахстанаProblems and mechanisms for implementing the state policy of inclusive education in the secondary education system of Kazakhstanhttps://orcid.org/0000-0003-0782-4435ОрынбасаровД.OrynbassarovD.

Алматы; Каскелен

Orynbassarov Darkhan – PhD Candidate; Senior Lecturer

Almaty; Kaskelen

darkhan.orynbassarov@sdu.edu.kzhttps://orcid.org/0009-0004-2458-5530АбдідауытқожаМ.AbdidauitkozhaM.

Алматы

Abdidauitkozha Maulen – PhD Candidate

Narxoz University

maulen.abdidauitkozha@narxoz.kzhttps://orcid.org/0000-0002-8651-2204ОскенбаевЕ.OskenbayevY.

Алматы

Oskenbayev Yessengali – PhD, associate Professor, School of Economics and Management

Almaty

yessengali.oskenbayev@narxoz.kzУниверситет Нархоз; Университет SDUКазахстанNarxoz University; SDU UniversityKazakhstanУниверситет НархозКазахстанNarxoz UniversityKazakhstan202502112025046883Copyright © Орынбасаров Д., Абдідауытқожа М., Оскенбаев Е., 20252025Орынбасаров Д., Абдідауытқожа М., Оскенбаев Е.Orynbassarov D., Abdidauitkozha M., Oskenbayev Y.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://caer.narxoz.kz/jour/article/view/1552

Цель исследования – выявить ключевые барьеры и изучить механизмы государственного управления, влияющие на реализацию инклюзивного образования в средних школах Казахстана, сосредоточив внимание на примере Алматинской области.

Методология

Методология. Исследование основано на качественном подходе. Были использованы методы анализа документов и онлайн-опроса с элементами полуструктурированных интервью. В исследовании приняли участие директора, координаторы по инклюзии и учителя из 40 школ Алматинской области и Каскелена.

Оригинальность / ценность исследования. Статья посвящена управленческим и экономическим аспектам инклюзивного образования, которые остаются недостаточно изученными в казахстанском контексте. Проведенное эмпирическое исследование впервые систематизирует восприятие барьеров и условий инклюзии самими участниками образовательного процесса.

Результаты исследования

Результаты исследования. Были выявлены пять ключевых групп барьеров: инфраструктурные ограничения, нехватка персонала, недостаточное финансирование, слабая административная поддержка и низкая социальная готовность. Полученные результаты подтверждают необходимость модернизации механизмов государственного управления и устойчивого бюджетного планирования для обеспечения равного доступа к качественному образованию для всех учащихся.

Purpose of the research is to identify key barriers and examine the mechanisms of public administration influencing the implementation of inclusive education in secondary schools in Kazakhstan, focusing on the case of the Almaty region.

Methodology

Methodology. The study is based on a qualitative approach. Documentary analysis and online survey methods with elements of semi-structured interviews were used. Principals, inclusion coordinators and teachers from 40 schools in the Almaty region and Kaskelen took part in the study.

Originality / value of the research. The article focuses on the managerial and economic aspects of inclusive education, which remain understudied in the Kazakhstani context. The conducted empirical study for the first time systematizes the perception of barriers and conditions of inclusion by the participants in the educational process themselves.

Findings

Findings. Five key groups of barriers were identified: infrastructural limitations, staff shortages, insufficient funding, weak administrative support and low social preparedness. The findings confirm the need to modernize public administration mechanisms and sustainable budget planning to ensure equal access to quality education for all students.

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The authors declare that there are no conflicts of interest present.