Assessing gender differences in managerial roles, wages, education, and soft skills in Kazakhstan
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Author(s)Yerkezhan KenzhealiLink to ORCID Index: https://orcid.org/0000-0002-1447-1298
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Gaukhar KenzhegulovaLink to ORCID Index: https://orcid.org/0000-0002-1232-4788
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Anel KireyevaLink to ORCID Index: https://orcid.org/0000-0003-3412-3706
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Nazym Ainakul
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DOIhttp://dx.doi.org/10.21511/ppm.22(3).2024.27
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Article InfoVolume 22 2024, Issue #3, pp. 341-357
- 174 Views
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35 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
Gender disparities affect employment, education, social interactions, and managerial roles. Therefore, this study aimed to conduct a complex analysis of differences based on representation in managerial positions, wage levels, educational opportunities, and soft skills. The analysis combines both qualitative and quantitative data. Quantitative data were collected from 2009 to 2022 from the Bureau of National Statistics of the Republic of Kazakhstan, the National Bank, and the World Bank. Qualitative data were obtained through surveys of 652 respondents filtered based on their correct understanding of the soft skills concept. Further, the Index for Stereotypes in Women’s Employment (ISWE) was developed by identifying key indicators and gathering relevant data, followed by assigning weight coefficients based on their significance and ultimately combining these weighted impacts to compute the total index. The most significant impact on gender disparities was shown by the assessment of soft skills, contributing 13.1115, highlighting the need for their recognition in the labor market. Educational opportunities had a significant impact, contributing 2.1945, emphasizing equal opportunities for women and men. Differences in wages contributed to 1.394, indicating the pay gap. The low representation of women in managerial positions in state financial institutions (including second-tier banks) contributed 0.685, while barriers for women in managerial positions in state holdings across various sectors contributed 1.485. The findings offer actionable insights for policymakers and stakeholders committed to promoting gender equity.
Acknowledgments
This study has been funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan Grant No. BR18574240.
- Keywords
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JEL Classification (Paper profile tab)J16, J71, M12
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References34
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Tables2
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Figures8
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- Figure 1. Research stages
- Figure 2. The ratio of wages by gender
- Figure 3. The dynamic in managerial positions by gender
- Figure 4. The ratio of educational opportunity realization
- Figure 5. Impact of various factors on soft skills
- Figure 6. General regression tree
- Figure 7. The impact of three environments on the formation and perception of soft skills for women
- Figure 8. The impact of three environments on the formation and perception of soft skills for men
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- Table 1. Soft skills assessment
- Table 2. ISWE calculation
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Factors influencing the legal regulation and management of education system in Kazakhstan: a review and analysis
Zulfiya Movkebayeva ,
Dana Khamitova ,
Aibarsha Zholtayeva ,
Venera Balmagambetova ,
Kairat Balabiyev
doi: http://dx.doi.org/10.21511/ppm.18(4).2020.02
Problems and Perspectives in Management Volume 18, 2020 Issue #4 pp. 14-24 Views: 1583 Downloads: 203 TO CITE АНОТАЦІЯNowadays, the modernization of the education system is the basis of dynamic sustainable economic development and citizens’ well-being. The key agent for the implementation of educational policy and the developer of the legal framework governing the functioning of the educational sphere is the state and its bodies. The Kazakhstani state policy’s main priorities in the field of education are formulated in several strategic documents. Using the review approach, this article examines the current state of public policy and legal regulation in Kazakhstan’s education sector. The article analyzes key documents that define the contours and content of the main directions of public policy and legal regulation. This article attempts to identify, review, and analyze the legal characteristics of the key process and factors existing in the legal field of Kazakhstani education, such as “Bologna factor,” “soviet legacy,” “provision of quality,” etc. The article concludes that the existing legal tools do not fully comply with law enforcement practice. The interpretations of some legal acts are somewhat different, which causes difficulties for actors providing educational services. Based on the result of the analysis, the article provides the main recommendations for improving legislation in education.
Acknowledgment
This article was written under grant from Kazakhstan Ministry of Education and Science No. АР05135081 “Student with disabilities and distance education learning environment: socio-practical and legal dimensions” coordinated by Prof. Dr Zulfiya Movkebayeva (Abai Kazakh National Pedagogical University). -
The role of Kazakhstan’s oil policy in foreign policy
Vladyslav Khvostenko ,
Marziye Memmedli ,
Stanislav Milevskyi
doi: http://dx.doi.org/10.21511/dm.17(4).2019.05
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Modern trends of Kazakhstan’s internal state audit: the US and UK experience
Zarina Igibayeva ,
Assem Kazhmukhametova ,
Lyazzat Beisenova ,
Elena Nikiforova
doi: http://dx.doi.org/10.21511/ppm.18(2).2020.01
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