Reading literacy in Kazakhstan and lifelong learning from the perspectives of different ages

DOI 10.51955/2312-1327_2021_2_203

Gaysha E. Imambayeva

Aigul B. Akhmetova 

Abstract. The article considers the importance of reading literacy as a part of lifelong learning. The significance of reading process in lifelong learning is recognized as a necessary factor for further development of human beings, which should be practiced and experienced throughout life. Moreover, the statement of lifelong learning in Kazakhstan is represented as an example, where reading literacy level and the reviews of international survey assessment should be taken into account. The measurement of reading literacy among Kazakhstani young adolescents demonstrated poor results, which may be considered as worrisome for further literacy development. As literacy level is a pivotal and beneficial issue in lifelong learning, a brief review of various life-learning strategies in well-developed countries represents that people of different ages may start learning process voluntary at any age of their adulthood.  The learning process is considered to be of high quality, it is in high demand and may be far from traditional education.  The analysis  of specific features in educational experience of well-developed countries contributes to the widespread use and implementation of lifelong education in the structure of education in Kazakhstan, which is represented in the form of a “mind map” framework as  a  way of promoting reading literacy level throughout life.

Keywords: lifelong learning, perspectives, teachers, learners, adults, literacy, reading skills, abilities, comprehension, assessment.

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