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Social entrepreneurship project · Kazakhstan

A new type of inclusive school — not a single school, but a standard for the country

A systemic model that can be replicated across Kazakhstan as a franchise or partnership platform

Go to StagesFor Investors and Partners
Problem

There Was No Third Way

Inclusion exists only on paper, teachers are overloaded, and there is a critical shortage of specialized remedial schools. Parents face an impossible choice — a mainstream school where the child struggles, or a special school where the child is isolated. There is no third way. This project creates exactly that third way.

Solution

Social entrepreneurship, 

not charity

The model is legally embedded in the legislation of the Republic of Kazakhstan, financially sustainable without full dependence on the state, and does not shift the entire cost burden onto families. A commercially viable social project.

Main Idea

We are not creating a school — we are creating a standard

A legal model, operating system, methodology, and financial architecture that any private investor or region can take and replicate. That is what scale means.

Roadmap

Four Stages to Scale

The project moves from research (120–140 million ₸) through methodology development and staff training (80–150 million ₸) and building design (100–250 million ₸) to the construction and launch of the first school (1.5–4 billion ₸). 

Each stage delivers an independent result.

STAGE 1

RESEARCH AND MODEL DEVELOPMENT (2026–2027)

Goal
Develop a scientifically, legally, and financially grounded model of a new type of inclusive school.


Key activities

  • Analysis of the legislation of the Republic of Kazakhstan and international experience in inclusive education.
  • Research into the needs of children with special educational needs, parents, teachers, and investors.
  • Development of a legal model for the school as a social entrepreneurship entity.
  • Creation of a financial sustainability model for the project.
  • Development of the organizational structure and management system.
  • Formation of the educational concept and remedial support model.
  • Establishment of the project's expert council.
  • Preparation of scientific publications and proposals for improving legislation.

Stage outcomes
  • A comprehensive model of the inclusive school has been developed.
  • Proposals for legislative reform have been prepared.
  • The project's financial and organizational architecture has been created.
  • A pool of partners and experts has been formed.
  • Scientific articles have been published and research results presented.

STAGE 2

DESIGN AND PREPARATION FOR LAUNCH (2027–2029)

Goal
Prepare all necessary conditions for opening the pilot school.

Key activities
  • Development of the architectural concept and design-and-estimate documentation.
  • Selection and legal registration of the land plot.
  • Development of educational programs and teaching methods.
  • Creation of a digital platform for individual educational pathways.
  • Recruitment and training of teachers, special education specialists, speech therapists, psychologists, and tutors.
  • Development of internal regulations and quality standards.
  • Continued work on improving legislation.

Stage outcomes
  • The school project has been approved.
  • A team of specialists has been prepared.
  • The project's digital infrastructure has been created.
  • The operating model of the future school has been formed.
  • A complete set of documents for launch has been prepared.

STAGE 3

CREATION AND LAUNCH OF THE PILOT SCHOOL (2029–2031)

Goal
Open the first pilot inclusive school of the new type in Kazakhstan.

Key activities
  • Construction or adaptation of the building.
  • Equipping classrooms and remedial rooms.
  • Implementation of the educational and remedial model.
  • Student enrollment and launch of the educational process.
  • Monitoring the quality of education and children's social adaptation.
  • Assessment of the model's financial sustainability.

Stage outcomes
  • The first pilot inclusive school has opened.
  • A safe and accessible educational environment has been created.
  • At least 60 children with special educational needs have gained the opportunity to study alongside their peers.
  • The effectiveness of the educational and financial model has been confirmed.
  • Initial data for further scaling has been obtained.

STAGE 4

SCALING AND SYSTEMIC CHANGE (2031–2035)

Goal
Extend the model to other regions of Kazakhstan and secure its institutional consolidation.

Key activities
  • Refinement of the model based on pilot results.
  • Development of a franchise and partnership model.
  • Creation of a network of inclusive schools across regions.
  • Integration of best practices into the state education system.
  • Advancement of legislative initiatives.
  • Formation of a national expert center for inclusive education.

Stage outcomes
  • 3–5 schools opened in various regions of Kazakhstan.
  • National recommendations on inclusive education developed.
  • Amendments made to legislation and regulatory acts.
  • A sustainable network of partners formed.
  • A scalable model created, ready for nationwide implementation.

Team and Partners

Expertise at Every Layer of the Project

  • The initiator is a practicing lawyer with 27 years of experience, responsible for the legal architecture.
  • The team includes a corporate psychologist experienced in working with children with special educational needs/disabilities, a project office, and the consortium's IT partner.
  • Institutional partners: MIRAI Development.