creexpCrede Experto: транспорт, общество, образование, языкCrede Experto: transport, society, education, language2312-1327Иркутский филиал ФГБОУ ВО «МГТУ ГА»10.51955/2312-1327_2021_2_203creexp-345Research ArticleСРАВНИТЕЛЬНАЯ ПЕДАГОГИКАComparative PedagogicsЧитательская грамотность в Казахстане и непрерывное обучение у людей разных возрастовReading literacy in Kazakhstan and lifelong learning from the perspectives of different ageshttps://orcid.org/0000-0002-6726-2940ИмамбаеваГайша ЕртаевнаImambayevaGaysha E.

доктор филологических наук, профессор 

Doctor of philology, professor

lady.gaysha@mail.ruhttps://orcid.org/0000-0002-5183-6962АхметоваАйгуль БулатовнаAkhmetovaAigul B.

докторант PhD 

PhD candidate, 

aigul0884@mail.ruИнновационный Евразийский университет,  ул. Ломова, 45 Павлодар, 140000Innovative Eurasian University, 45 Lomov, Pavlodar, 140000Сегедский университет, Сегед, 6720University of Szeged, Szeged, 672020210107202602203213Copyright © Имамбаева Г.Е., Ахметова А.Б., 20262026Имамбаева Г.Е., Ахметова А.Б.Imambayeva G.E., Akhmetova A.B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://ce.if-mstuca.ru/jour/article/view/345

В статье рассматривается читательская грамотность как фактор непрерывного процесса образования. Значение чтения в процессе непрерывного обучения определяется как необходимый фактор для дальнейшего развития человека на протяжении всей его жизни. Исходя из вышеизложенного, читательская грамотность является основным фактором непрерывного образования в Казахстане. В представленных примерах уровень читательской грамотности и результаты оценок международных исследований приняты нами за основу, и данные показатели, по нашему мнению, требуют дальнейшего развития и улучшения. Анализ читательской грамотности среди 15-летних школьников выявил слабые результаты, что послужило основной причиной внедрения новых методик для положительного решения данной проблемы. Поскольку уровень грамотности человека является основным ключевым вопросом в обучении на протяжении всей его жизни, считаем необходимым провести краткий обзор образовательных методов по улучшению читательской грамотности на примере развитых стран, в которых обучение на протяжении всей жизни человека, независимо от возраста, является добровольным делом каждого, считается качественным, пользуется повышенным спросом и может быть далеко не традиционным. Изучение опыта образования развитых стран способствует, с учетом специфических особенностей, широкому применению и внедрению непрерывного образования в структуру образования Казахстана для повышения уровня читательской грамотности, представленной в виде «интеллектуальной карты» - «mind map», у учащихся средних классов и на протяжении всей жизни

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

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