摘要：AbstractProblem statement: Under conditions of education globalization and society openness a problem involving comparison of educational policies practiced in different world countries is becoming more important, on the one hand, for coordination of vectors and trends of development and enrichment of education content and methods, and, on the other hand, for clearer identification, preservation of national educational values, and definition of a national development way. Issues of the research: It stimulates comparative researches of the educational policy to extend and elaborate reforms, a need for education managers and students to master methods of comparison and modeling for educational system development in an institution, region or a country. Research objective: Development of methods to be used in the comparative analysis of the educational policies practiced in various countries and definition of skills to model educational strategies focused on internationalization of education taking into account national traditions. Research methods: Methods of the research are based on a historiographic approach, systems and comprehensive approaches in education, critical analysis, and modeling. Historiographic materials of the research included:-works of Kazakhstani and foreign scientists specializing in history of pedagogy and education, comparative pedagogy, and educational policy;-laws and regulations;-statistical digests and summaries, national reports on education in Kazakhstan;-national websites;-Kazakhstani and Russian periodicals, etc.Summary: The following strategies are typical for Kazakhstan. The Soviet period: elimination of illiteracy, compulsory secondary education, popular education; a tradition of Kazakhstani people to appreciate knowledge and education is set. Educational strategies of independent Kazakhstan: “livelong learning – LLL”, continuous education, integration into world community, competitiveness of education, “triunity of languages”, computerization, variation of training, etc. A strategy map for education development in Kazakhstan is being developed starting from the 1930s to the present moment.ConclusionA peculiar feature of the research is analysis using key tools of the educational policy - “strategy”, introduction of “strategy pyramid in education” concept, principles, parameters, and criteria of evaluation. As a basis of comparative research methods a comparative tool is built up: strategies (strategy pyramid) → principles → parameters and evaluation criteria of the educational policy. A hierarchized model of educational policy and strategy influence on education content and methods is worked out.
