Kazakhstan, having joined the Bologna Declaration in 2010, committed itself to modernize the higher education in general and make a fundamental change in the approach to the development of regulations, in particular, the educational programs. The article describes the basic concepts of the problem, provides an overview of the regulatory frame-work and grounds modern approaches and the design algorithm of educational training programs. The purpose of this paper is to provide information about the current reform of higher education in Kazakhstan, about the problems and deficits occurring in this area, and about ways to correct unwelcome developments. The paper provides a review of appropriate programmatic documents, on the one hand, and of the results of relevant empirical studies on the other. On this basis deficits and risks of the Kazakhstan higher education policy are identified and feasible solutions discussed.

Adam, S. (2008). Learning outcomes current developments in Europe. Bologna Seminar Learning outcomes based higher education: the Scottish experience, 21-22 February, 2008. Edinburg: Heriot-Watt University. Scotland.

Adelman, C. (2009). The Bologna Process for US Eyes: Re-learning Higher Education in the Age of Convergence. Institute for Higher Education Policy.

BFUG. (2004). Recommendations to the authorities of the European Bologna follow-up group. Strasburg: Capitale européenne.

Bologna Process. (2005). From Bologna to Bergen. Bologna Conference. Policy Statement on the Bologna Process in the Bergen Round, Brussels.

Bologna Process. (2007). Bologna Process Stocktaking Report. London: DfES.

ECTS Users’ Guide. (2005). European Credit Transfer and Accumulation System and the Diploma Supplement. Brussels: Education and Culture DG of the European Commission.

European Universities Association EUA. (2007). Trends V – Universities Shaping the European higher Educations Area. Brussels: EUA Publications.

European University Association. (2005). EUA’s Position on the Development of a European Qualifications Framework for Lifelong Learning. Retrieved from http://www.eua.be/ Libraries/policypositions/EUA_position_paper_on_modernisation_of_DIR_2005_36_EC_January_2012.pdf

Goldschmid, B., & Goldschmid, M. L. (1973). Modular instruction in higher education. Higher Education, 2(1), 15-32.

Guth, J. (2006). The bologna process: The impact of higher education reform on the structure and organisation of doctoral programmes in Germany. Higher education in Europe, 31(3), 327-338.

Joint Quality Initiative. (2004). Dublin descriptors. JQI.-The Joint Quality Initiative Working document. Dublin.

Moon, J. (2002). The module and programme development handbook. Routledge: First edition.

Ravinet, P. (2008). From Voluntary Participation to Monitored Coordination. European Journal of Education, 43(3), 353-367.

Rules of the organization of the educational process for credit technology of training. (2011). Approved as the order of the Ministry of Education and Science of the Republic of Kazakhstan, 152p.

Salamanca Convention. (2001). Formar las competencies professionals. Boletin Educaweb, 71. European University Association.

State obligatory standard of formation of the Republic of Kazakhstan. (2012). The higher education. Bachelor degree, 1080. The basic provisions approved by the resolution of the government of the Republic of Kazakhstan on August 23.

The Bologna Declaration of 19 June 1999. (2005). Joint declaration of the European Ministers of Education. Retrieved from http://www.bologna-bergen

Tuning Educational Structures in Europe. (2006). Phase 4: Curricular Reform Taking Shape. Learning Outcomes and Competencies in Higher Education. Brussels: EUA Publications.

Williams, Peter. (2002). Transparency for European Higher Education. Madrid: Council of Universities.