Abstract:
Introduction. After the collapse of the Soviet Union, new independent states began to develop their own approaches to education based on national and confessional traditions. It was reflected in new norms, regulating
their educational systems. The study of these norms and the process of their creation, the role of teachers and other
stakeholders in this process help to evaluate educational activities at secondary schools.
Materials and Methods. The expert survey of practicing teachers who work in general education organizations was conducted between December 2020 and May 2021. 268 educators from Russia, Kazakhstan and Kyrgyzstan answered the questions of the survey. The materials of the study were the norms of the Constitutions,
laws on education of Russia, Kazakhstan and Kyrgyzstan; methodological recommendations on education
issues, developed by national academies of education; codes of pedagogical ethics; regulatory documents of
religious organizations.
Results. Experts in Kyrgyzstan and Kazakhstan have demonstrated the need for legal norms governing the organization of the upbringing process. The assessment by Russian experts of the existing norms of national legislation showed that they generate excessive bureaucratization of the process, limiting the creative potential
of teachers. Most experts in all three countries question the validity of professional codes of ethics. Assessing
the norm-making potential of various stakeholders, Russian respondents put the state to the first place along
with the pedagogical community, while Kazakh and Kyrgyz experts give priority to the pedagogical community
and educational organizations. However, only teachers of Kazakhstan see real opportunities for participation in
rule-making processes.
Discussion and Conclusion. There are cross-country differences in assessing the quality of specific norms and
the norm-making potential of school teachers. The main problems faced by experts in the implementation of educational activities (bureaucratization, limitation of creative potential, absence of time) are outlined.
