1) Training and teaching at the University are carried out based on the credit technology of training, following the choice of learning track (compiling an individual education plan) applying credit as standardized unit of volume of academic work of a student and instructor. The primary objectives of the organization of the educational process are unification/standardization of the content knowledge; enabling ultimate individualization of education; increasing the role and efficiency of students’ individual work; determining academic achievements of students based on efficient and transparent procedure of their control.

2) Organization of the educational process within one academic year is carried out based on the academic calendar, which is approved by the Chairman of the Board – Rector of the “KMU” NCJSC in accordance with the charter and internal regulatory documents. The academic year consists of academic periods, periods of midterm assessment, holidays and practice/internship. Orientation week is included in the first year of the academic year, at the final year – the period of the final assessment, and for students of the military department – training period.

1) The university holds an orientation week for first-year students of all educational programs, which aims to facilitate the successful social and psychological adaptation of first-year students and their integration into the new educational environment.

2) During the orientation week, first-year students are introduced to the rights and responsibilities of students at KMU, the history and traditions of the university, the principles of credit-based learning (including the procedure for enrolling in courses and selecting a professor), and the prospects for future professional activities, as well as the university's charter, academic policies, code of academic integrity, and internal regulations. They also meet with their advisors/curators.

3) The organization of the orientation week and the development of the program are entrusted to specialized schools. Objectives of the orientation week:

1. meeting of school deans with first-year students (introduction to the school principal, heads of educational programs, and advisors);
2. familiarization of students with the new educational environment (with other students, with the university's structural units (library, schools/deaneries, career development center, simulation and educational technology center, laboratories, security service, etc.);
3. presentation of the university's academic policies, including the code of academic integrity;
4. providing students with information about the university's information systems: corporate email, Platonus AIS, including the Platonus AIS mobile app, MOODLE, and Session AC;
5. meeting with representatives of the student government and the youth department;
6. appointment of group and stream leaders;
7. providing students with information on academic mobility and admission to military departments;
8. providing foreign students with the necessary information on immigration, medical insurance, and orientation in the city; assistance in solving various organizational issues, such as settling in a dormitory, filling out necessary migration documents, questionnaires, etc.
9. developing positive learning motives among first-year students;
10. preventing and alleviating psychological and physical discomfort among first-year students caused by the new educational environment.

4) The dates of the orientation week are reflected in the academic calendar.

1) The procedure for developing a student's individual learning plan is established in accordance with the Rules for organizing educational process on credit technology of training.

2) The Individual Learning Plan (thereinafter – ILP) determines the individual educational pathway of each student.

3) The ILP is set up by the student, whether independently or with the assistance of an adviser, based on the educational program, catalog of elective courses (for TVET, based on the working curriculum), and academic calendar for each academic year. First-year students set up the ILP after the issue of the order for admission.

4) The student portal is where schools post their elective course catalogs. Advisors inform students assigned to them on the volume of compulsory and elective courses to be mastered for the following (or current - for first-year students) academic year, organize and have consultations on the formation of ILP and the choice of educational pathway, guide students in the selection of current elective courses in accordance with the requirements of the educational program, and familiarize with the conditions of refusal of the selected course.

5) Advisors are responsible for providing qualified assistance in the selection of courses.

6) When selecting courses, a student additionally has the option of selecting an instructor. Schools create a list of academic teaching staff based on courses from the working curriculum and submit it to the Department of Academic Work's Registrar's Office for entering into "Platonus" AIS.

7) When determining an individualized course of study, the student in the framework of the university component and elective component chooses:

1. modules on the basic educational program (Major);
2. modules on an additional educational program (Minor), with credits for Minor modules are included in the volume of the main program.

8) Minor modules are chosen and mastered in order to gain additional skills in related or specialized EP, and additionally to fulfill the student's individual needs. The component of choice in basic and vocation-related subjects should be structured into several Minors. During the second year of bachelor's studies, the student selects only one Minor program.

9) The student selects modules based on the instructions presented on the portal. The student is responsible for creating the ILP and ensuring that the course of study meets the standards of the working curriculum of the specialty/educational program. The developed ILP, approved by the dean of the school/faculty, is available in the student's personal account in "Platonus" AIS.

1) The procedure for enrolling to course units for students of all years includes the following steps:

1. meeting with an advisor;
2. attending presentations by instructors and elective courses.
3. supervision with an advisor, selecting and discussing elective courses from the elective course catalog, and, if required, drawing up projects of personal curricula;
4. enrolment for course units as required;
5. re-registering after unprofitable courses have been closed.

2) The enrollment procedure for first-year students' course units takes place during orientation week.

3) The date and time of enrollment for elective courses are determined by the academic calendar.

4) Schools establish the minimum number of students required to study a course and the maximum number of students per batch for each instructor. If the number of students enrolled in a given course within the established time frame is less than the minimum required, the course will not be offered and will not be included in the working curriculum. Students who have enrolled in a closed course must re-register within the established time frame.

1) The university creates conditions for the introduction of innovative teaching methods and the use of advanced learning technologies. Faculty members collectively select teaching methods, approaches, and formats for organizing and conducting classes based on the curriculum and syllabus, while taking into account feedback from students.

2) The teaching methods and forms employed are proposed by course instructors and methodologists, and are discussed at department meetings, School Council sessions, and meetings of the School Quality Assurance Committees (hereinafter – SQAC). Faculty members have the right to propose new innovative teaching methods, subject to subsequent evaluation of their effectiveness. The introduction of new teaching methods is accompanied by the development and approval of methodological guidelines for their implementation. Faculty and SQACs obtain feedback on student satisfaction with the applied teaching methods through surveys (questionnaires, focus groups, etc.).

3) The overall supervision of the academic and methodological work of structural units is carried out by the Vice-Rector for Academic Affairs, while the direct management of the implementation of educational programs is exercised by program directors and deans

4) The approved formats for delivering lectures, practical and laboratory classes, as well as self-directed and independent work, are reflected in the course syllabi. The unit responsible for coordinating the introduction and implementation of new teaching methods is the Center for Simulation and Educational Technologies (CSET).

5) The University may employ the following forms of organizing the educational process and teaching methods

1. Lecture – a form of organizing the educational process aimed at providing framework for students’ subsequent assimilation of the learning material. The primary purpose of a lecture is to establish the theoretical foundation of instruction, foster interest in the learning process and the specific academic discipline, and guide students in their independent work with the course. The choice of lecture formats, methods, and techniques largely depends on the specifics of the discipline being taught and the composition of the academic audience

Forms of lectures:

- Introductory lecture – provides students with an initial holistic understanding of the discipline and guides them in organizing their work within the course. The lecturer introduces the purpose and objectives of the discipline, its role and place within the system of academic subjects and in the overall professional training of a specialist. A brief overview of the discipline is given, including milestones in the development of the science and the names of prominent scholars. Prospects for the further development of the field and its contribution to practice are outlined. The theoretical material is connected with the practical aspects of the future professional work. This lecture may also address methodological and organizational features of working within the discipline, as well as include an analysis of the recommended academic literature, clarification of reporting requirements, and deadlines.

- Overview lecture – represents a systematization of scientific knowledge at an advanced level, allowing for a wide range of associative connections in the process of comprehending the material presented, with an emphasis on intra- and interdisciplinary relationships while avoiding excessive detail and specificity. As a rule, the core of the theoretical content delivered in such a lecture is formed by the conceptual and scientific foundations of the entire discipline or its major sections.

- Problem-based lecture – in this type of lecture, new knowledge is introduced through the formulation of a problem, task, or situation. The process of learning, carried out in cooperation and dialogue with the lecturer, approaches research activity. The content of the problem is revealed by organizing the search for its solution or by summarizing and analyzing both traditional and contemporary perspectives.

- Visualization lecture – represents a visual form of delivering lecture material through the use of technical teaching aids or audiovisual equipment (e.g., video lectures). The delivery of such a lecture is reduced to providing detailed or brief commentary on the visual materials being presented.

- Press-conference lecture – conducted as a scientific-practical session with a pre-defined problem and a system of reports lasting 5–10 minutes each. Every presentation constitutes a logically complete text, prepared in advance within the framework of a program proposed by the instructor. Collectively, the presented texts provide a comprehensive coverage of the problem. At the end of the lecture, the instructor summarizes the outcomes of the students’ independent work and presentations, supplementing or clarifying the information provided, and formulates the key conclusions.

- Dual (binary) lecture – a form of lecture delivered in dialogue by two instructors (for example, representing two scientific schools, or as a theorist and a practitioner). Essential conditions include demonstrating a culture of academic discussion and engaging students in the debate.

- Lecture with pre-planned errors – designed to stimulate students to consistently monitor the accuracy of the information provided (by identifying errors of content, methodology, or behavior). At the end of the lecture, students perform self-assessment and analyze the errors detected.

- Consultation lecture – may follow different scenarios. The first variant is conducted in a “question-and-answer” format, where the lecturer responds during the lecture session to students’ questions across a section or the entire course. The second variant, “question–answer–discussion,” combines three elements: presentation of new learning material by the lecturer, formulation of questions, and organization of a discussion in search of answers

- Informative lecture – oriented toward the presentation and explanation of scientific information to be comprehended and memorized by students. At present, this is considered an outdated form and is used in higher education practice only to a limited extent.

2. Practical class – one of the main forms of organizing the educational process, aimed at deepening, expanding, and consolidating students’ knowledge, as well as developing skills and competencies. Practical classes foster students’ clinical and scientific thinking, as well as academic communication, while also allowing for assessment and evaluation of their knowledge. In the traditional method of conducting practical classes, the main focus is placed on the subject matter, and the instructor primarily acts as the provider of information



Active methods of conducting practical sessions

- Interactive learning – a method based on continuous monitoring of students’ progress in mastering the educational program, ongoing assessment, and interactive engagement between the instructor and the student throughout the entire learning process.

- Case-based learning (situational problem solving) – the instructor presents students with a specific situation within the topic of the class, which they must analyze, identify the underlying problem, propose possible solutions, and select the most appropriate one. The use of case studies contributes to the development of students’ clinical thinking, encourages constructive debate, significantly stimulates engagement, and provides a sense of satisfaction with the learning process.”

Types of case studies

- Tasks with insufficient initial data – require students to obtain additional information from the patient’s medical history, instrumental or laboratory studies, etc. Only after collecting these significant data on their own can students make a diagnosis and prescribe treatment.

- Tasks with excessive or irrelevant data – contain information that is unnecessary for diagnosis and treatment. In medical practice, physicians often need to filter out a large volume of insignificant data from the perspective of differential diagnosis. The student must consistently exclude irrelevant information to reach the correct answer.

- Tasks with ambiguity in the problem formulation – require additional reasoning to identify causes and effects, arguments and justifications, phenomena and symptoms at different stages of the disease. In such tasks, the student must clarify the conditions and actively request the data necessary for solving the problem. These tasks are among the most common in professional medical practice.

- Tasks with contradictory (partially incorrect) data – for example, results obtained by different research methods, indicators collected at various stages of disease progression, or data related to comorbid conditions. Students must decide which information to prioritize or request additional data, treating the available information as insufficiently reliable.

- Tasks allowing only probabilistic solutions – typical in medicine, which is not a purely exact science. In such cases, students reconstruct chains of reasoning, establish logical connections, and justify conclusions based on interdependent statements.

- Tasks with limited time for decision-making – simulate emergency medical situations aimed at training students to make rapid diagnoses and carry out urgent therapeutic interventions.

- Tasks requiring the unconventional use of objects – for example, using a spoon for throat examination or a branch as an improvised splint. Such tasks help develop “clinical ingenuity” in atypical situations and train students to quickly find solutions under unusual conditions.

- Chains of pseudo-homogeneous tasks – occur when students are presented with a series of seemingly similar problems. The instructor demonstrates that one of the tasks cannot be solved, even though students possess sufficient knowledge. In such cases, the ability to notice similarities may hinder problem-solving, since one task in the chain is fundamentally different from the others.

- Error-detection tasks – provide students with a ready-made solution that must be critically assessed for plausibility, with the aim of identifying hidden mistakes.

- Tasks with false givens (illusory assumptions) – require students to recognize and eliminate misleading or “parasitic assumptions” that may interfere with correct problem-solving.

Interactive forms of conducting practical classes

- Business (simulation, operational, didactic) game – a teaching method based on the imitation of work, educational, or other processes or situations that model professional or academic activity through gameplay according to predefined rules and scenarios. The aim is to reach optimal decisions and to develop the most effective algorithm of actions to achieve the goal.

- Snowball method – students are first given individual time to reflect, after which discussion begins in pairs, then in groups of four, eight, and so on, until the entire class participates. The method ensures that each member has the opportunity to express their viewpoint and, by pooling the knowledge and experience of the group, produces a rich mixture of information and commentary.

- Pen in the center method – designed to engage all participants in group work, focusing attention and activating students. The group is tasked with solving a problem collaboratively (e.g., questions of etiology, clinical presentation, treatment). Each student writes down one possible answer on a shared sheet and passes it on, placing their pen in the center of the table. If a student cannot provide an answer, their pen remains with them. At the end, all answers are jointly discussed, with correct and incorrect responses analyzed. Reviewing correct answers reinforces knowledge retention.

- Each one teaches one – this strategy allows students to take part in teaching and sharing their knowledge with peers. It provides learners with a general overview of key concepts and facts to be studied during the session, while also generating questions and stimulating interest.

- Student as teacher – one student studies a section of the material in advance and then explains it to the entire group, effectively “teaching” peers and answering their questions.

- Brainstorming – an effective method of solving problems through stimulating creative activity, in which participants are encouraged to generate as many ideas as possible, including unconventional ones. From the pool of ideas, the most promising are selected for practical application.

- Discussion – an exchange of views on a specific problem. This active method teaches students to defend their opinions, listen to others, and fosters conscious assimilation of learning material through critical thinking, helping to structure and consolidate knowledge.

- Debates – a form of structured discussion conducted according to specific rules, framed as a competitive learning technology. Debates introduce students to the norms and values of civic, scientific, or professional communities, train them in argumentation, competition, and defending their interests within the context of modern society, markets, and professional practice.

- Problem-Based Learning (PBL) – an educational approach in which students acquire new knowledge and skills through solving open-ended, often interdisciplinary problems. Learners act as investigators: formulating hypotheses, planning actions, seeking resources, drawing conclusions, and presenting results.

- Team-Based Learning (TBL) – a structured active learning method focused on communication skills, using small groups. Students first study the material independently, then apply their knowledge and skills in class through a sequence of phases: individual work, teamwork, and immediate feedback.

- Case-Based Learning (CBL) – a teaching method in which students study and analyze real or simulated clinical cases to develop problem-solving and decision-making skills. Working with specific examples (clinical cases or social problems), learners apply theoretical knowledge to analyze and resolve the situation.

- Research-Based Learning (RBL) – a form of active learning that uses research as an educational tool. The aim is to teach students to identify problems requiring solutions, evaluate available resources, choose optimal strategies using critical thinking and analytical skills, and develop decision-making abilities.

- Direct Observation of Procedural Skills (DOPS) – a workplace-based assessment tool for evaluating a resident’s performance of a specific procedure or skill. It involves direct observation by a supervisor (clinical mentor) who provides immediate structured feedback, crucial for skills development and identifying areas for improvement.

- SNAPPS – a learner-centered model for teaching interns and residents through clinical case analysis. The acronym represents six steps: Summarize (the history and findings), Narrow (the differential diagnosis to 2–3 possibilities), Analyze (by comparing and contrasting the differential diagnoses), Probe (ask the preceptor about uncertainties, difficulties, or alternatives), Plan (management plan for the patient), and Select (a case-based topic for self-directed learning). SNAPPS shifts the focus from teacher explanations to encouraging learners to generate their own questions, thus promoting problem-solving and independent learning.

3. Virtual patient – an interactive program designed to reproduce clinical cases with realistic 3D patient models. The program includes simulated dialogue with a virtual patient, as well as simulations of physical examination, inspection, diagnosis, and treatment. Only clinically valid dialogues are incorporated. The software trains learners by allowing them to influence the outcome of the consultation, provides testing in conditions close to real practice, and helps identify the learner’s strengths and weaknesses.
4. Standardized patient – a specially trained individual who participates in teaching and assessment of learner competencies. The standardized patient enacts or simulates a clinical case according to a given clinical scenario..
5. Simulation-based learning – the acquisition of professional competencies and practical skills in a safe educational environment through the use of mannequins, simulators, and specialized equipment under the guidance of trained instructors. This approach enables learners to develop and refine practical skills before applying them in real clinical practice, without potential risks to patients..
6. Seminar – one of the core forms of the educational process, consisting of a collective discussion of theoretical issues by students under the guidance of an instructor..
7. Laboratory (practical) class – student performance of a set of academic tasks under the instructor’s supervision, aimed at mastering the scientific and theoretical foundations of the discipline, acquiring creative skills and experience, and developing competence in modern practical methods with the use of technical tools..
8. Practicum (clinical placement/internship) – a special form of educational activity conducted in clinical, industrial, or simulation settings, designed to consolidate the theoretical knowledge acquired in academic learning and to develop the knowledge, skills, and abilities necessary for professional practice..
9. Military training camp – the final stage of military education, aimed at consolidating the practical skills acquired by students during military and military-medical courses, and at conducting final assessment..
10. Independent student work under instructor supervision (ISWIS) – independent work by a student on a set list of topics designated for self-study, carried out according to the instructor’s office hours schedule. The forms of ISWIS and attendance requirements are defined in the course syllabus..
11. Independent student work (ISW) – student work on a set list of topics designated for self-study, supported by educational and methodological literature and recommendations. The full scope of ISW is verified through assignments requiring consistent daily independent work..

The main types of independent student work include the preparation of term papers, coursework, graduation theses, and projects:

- Term paper – a type of independent student work aimed at assessing the level of mastery of educational material on a specific topic within a particular discipline over a given period of study. A term paper is assigned after studying a certain section of a discipline and consists of extended written answers by students to questions provided in advance by the instructor. Deadlines for submission are specified in the course syllabus.

- Coursework – a type of independent student work aimed at consolidating, deepening, and generalizing knowledge in professional disciplines, mastering methods of scientific research, and developing skills for solving creative or practical tasks during the research process. While completing coursework, students acquire and develop significant competencies, abilities, and skills of both a professional-research and general intellectual nature. They also gain the opportunity to demonstrate creativity and problem-solving skills, attempting to address professional tasks already during their studies. The primary goal of coursework is the development of abilities and skills in independent research activity.

- Academic project – an independent, comprehensive solution by a student, or a group of students, to a scientific-research or practical problem.

- Graduation thesis – one of the main forms of independent student work of a research nature; a final qualifying paper that represents a synthesis of the results of the student’s independent study of a relevant problem within the field of the educational program.

- Graduation project – a final qualifying work representing an independent solution of applied tasks relevant to the profile of the educational program. It is carried out using project-based approaches and may take the form of a business project, a model, or other applied projects.

12. Independent Work of a Resident (IWR) is a type of academic activity that involves the resident’s independent work within each module or discipline included in the curriculum. During this process, the resident master’s theoretical material, consolidates theoretical knowledge through practical activities such as on-call duties, patient management, and acquisition of practical skills, and applies acquired knowledge and skills to analyze situations and develop appropriate solutions through group discussions, business games, case analysis, and project development. Independent work also allows the resident to apply knowledge and skills to form personal viewpoints, theories, or models through participation in scientific research. The monitoring and assessment of independent work are organized as a combination of self-control and self-assessment, as well as evaluation and feedback provided by instructors or supervisors.
13. Independent work of a resident under the supervision of a clinical mentor is carried out in specialized departments of the university’s clinical bases under the guidance of a mentor and constitutes 70% of the total academic workload of a discipline or module, with regular assessment and feedback.
14. Independent work of a master’s student under the supervision of a professor is an extracurricular form of academic activity carried out according to an individual schedule outside of the general timetable of classes. This includes consultations on the most complex issues of the curriculum, support with homework, term projects or papers, and monitoring of independent assignments.
15. A portfolio is a collection of a student’s personal achievements, in which progress and accomplishments in various areas of activity—academic, creative, social, communicative, and others—are recorded, accumulated, and evaluated. The portfolio reflects the student’s level of academic preparation as well as their involvement in extracurricular activities within and outside the university.



6) The university encourages the introduction of other innovative teaching methods.

1) In order to foster students’ responsibility for their own learning, as well as to develop independent and critical thinking during the educational process, the University organizes independent student work, which constitutes an extracurricular form of activity carried out both individually (SIW) and in consultation with a faculty member (SIWT).

2) The University organizes independent student work based on the intended learning outcomes and the students’ readiness for self-directed learning. The role of independent student work, as a rule, increases as students’ progress in their studies. The University determines the forms and methods of independent learning, ensures the timely provision of feedback from the teaching staff to students during the completion of independent assignments, and establishes the criteria for their assessment.

3) All types of independent work are specified in the syllabus and the curriculum, with an indication of specific tasks, assessment criteria, and deadlines for submission.

1) Comprehensive assessment of academic achievements of students of the University is regulated by the “Rules of rating system for evaluating the academic performance of students”, compliance with which is compulsory for all students and structural divisions of the University – participants of the educational process.

2) Academic achievements (knowledge, skills, abilities and competencies) of students are graded in points on a 100-point scale, corresponding to the internationally accepted letter system of assessment with a numeric equivalent (positive grades, in descending order, from A to D, and “unsatisfactory” – FX, F) and grades in the traditional system.

Letter-based assessment system for students' academic achievements

3) Students are required to attend all forms of classes – lectures, practical and seminar classes, laboratory work, and to complete all assignments, including SIWT and SIW.

4) Technical and professional education students work off the classes for a valid and insufficient reason.

5) Students of other levels of education complete practical exercises and laboratory work, missed only for a valid reason within two weeks after receiving admission, but no later than the last week of the semester. Classes that are missed for a disrespectful reason are not fulfilled. If the number of hours missed for a disrespectful reason is 50% or more of the total number of hours allocated for practical exercises and lectures related to this assignment, the student is not allowed to submit the assignment and a "0" is placed in the electronic journal.

6) To take admittance to practice classes, a student submits an application in the personal account of Platonus no later than the next business day after receiving a document confirming a valid reason for missing classes.

7) Certification of students’ attendance is carried out by schools according to the data of Platonus monthly by the 25th day of the month.

8) The rules for taking admittance to missed practice classes are determined by the policy reflected in the syllabus.

9) If a student missed classes in the last two weeks of the term for a valid reason, the Dean of the School/Faculty allows the student to work off classes and, if necessary, exams on an individual schedule. The Dean's order is provided to the chief specialist of the Student Service Center on the same day.

10) If more than 1/3 of the total number of semester days are missed due to illness, the student has the right to apply to the medical institution at the place of attachment to obtain the conclusion of the medical advisory commission – the grounds for granting academic leave.

11) The monitoring the current progress, SIWT and SIW on the discipline is carried out by the teacher, who conducts classes in the group. The policy of grading for the assessment with the indication of its components, content, criteria and timing of assessment of assignments for disciplines are defined in the syllabus. Test questions of assignments include questions on lecture materials.

12) The teacher is required to evaluate any work of the student in an unbiased manner according to predetermined criteria indicated in the syllabus of the discipline. The teacher is not authorized to evaluate any additional criteria not specified in the syllabus. Assessment criteria cannot include social, community, religious, ethnic and gender status of a student. When evaluating the academic achievements, the teacher does not consider the opinions and requests of outside parties, including the student, other teachers and the university administration.

13) The student is required to request the teacher to make an assessment using all of the above-mentioned principles.

14) The teacher is personally responsible for the timeliness and correctness of filling in the electronic logs. Filling of grades in the electronic logs is done weekly, according to the policy of assessment of disciplines by level of training of students. It is not allowed to transfer the responsibilities of filling in the electronic log to another person.

15) Current assessments of the student is assigned by the teacher for each completed assignment (including integrated task, which may include several topics) in the electronic log. When assigning a current assessment for the task, all types of academic work (classroom and extracurricular) should be taken into account, including for clinical disciplines – mastering practical skills using simulation technologies and duty on clinical bases. Academic achievements of students in languages (Kazakh, Russian, foreign) are evaluated in accordance with the level model of their study.

16) A student's Academic Rating (SAR) (ARS) consists of the access rating (AR), which is determined by calculating the simple average of all current grades, and the exam's rating (ER) or final control rating (FCR):

17. The access rating for the discipline must be at least 50%.

18. Current assessments are not assigned for training and production, work practices, pedagogical and research practices.

19. For all kinds of practices, the SAR is equal to the FCR. When two practice supervisors are appointed, the final grade is assigned taking into account the assessment of the practice supervisor from the base of practice, the share of which is 40% of the final grade, and the assessment of the practice supervisor from the University, based on the defense of the submitted report, the share of which is 60% of the final grade.

20. All forms of written papers of students are tested for plagiarism. In case of plagiarism in the work, the results of such work will be canceled.

21. Academic achievements are available in the student's personal account in Platonus. All academic disciplines and (or) modules studied by a student with the indication of the final grade, including grades FX and F, are recorded in the transcript.

22. The relevance of the teacher's assessment of the student's academic achievements is conducted by the bell curve of distribution of the grades assigned by the teacher in accordance with a normal distribution according to the approved criteria for evaluating students’ learning outcomes based on the general principles of the Academic Integrity League ( https://adaldyq.kz/documents).

23) Bell curve of distribution is based on the level of a student in a particular assessment and is used to analyze their performance in the discipline with reference to other students.

24) Within a week after the end of the academic period, the SQAC conducts an assessment quality analysis using a normal distribution diagram. If the number of excellent grades exceeds 15%, the Senate Academic Committee conducts a critical analysis and makes recommendations to interested departments.

1) The conducting intermediate certification of students is carried out in accordance with the academic calendar, working curriculum and syllabuses of disciplines. Each academic period ends with a period of intermediate certification of students.

2) Intermediate certification of students is conducted in the form of final control of disciplines and reports on professional practice, and serves as a form of verification of learning outcomes of students for the academic period of the educational program, including joint educational programs. The form of the final control is determined by the working curriculum.

3) The final control may consist of one or several stages. The weight of each stage of the final control is specified in the syllabus.

4) Acceptable forms of final control or its stages include:

1. computer-based testing based on clinical cases and/or situational tasks;
2. project/coursework defense;
3. written examination (WE);
4. OSCE (GOSCE)/OSPE;
5. assessment of practical/clinical skills (APS/ACS) using a standardized checklist;
6. portfolio defense;
7. academic attestation;
8. practice report;
9. passing of standards;
10. student self-assessment of acquired practical skills.

5) The organization of the Intermediate certification (preparation of the draft schedule, coordination with structural divisions, and publication of the approved schedule on the University student portal) is entrusted to the Registrar’s Office Block.

6) For the conduct of intermediate certification, the department/school carries out preparatory work in accordance with established deadlines and requirements for examination materials. The examination assignment for a discipline/module must include at least two tasks. Examination materials for all disciplines are revised by 30% for each intermediate certification. The responsible teacher for the discipline/module coordinator uploads examples of examination assignments and the specification of the final control to the student portal in the discipline section two weeks prior to the start of the intermediate certification. The responsible teacher/module coordinator imports the examination materials into Platonus or Session one week prior to the start of the intermediate certification.

7) The Registrar’s office monitors compliance with the deadlines for the submission of examination materials by departments/schools and provides information to the Dean two days prior to the final control in the module/discipline.

8) To ensure transparency and objectivity of the intermediate certification, the Registrar’s office forms a pool of proctors from among teaching staff without a conflict of interest during the assessment period. The Registrar’s office conducts a briefing for proctors before the start of the intermediate certification and establishes a proctor duty schedule.

9) For conducting and evaluating of the final control, examiners are appointed from among faculty members with qualifications corresponding to the profile of the. When the final control requires direct student interaction, examiners are, where possible, appointed from faculty who did not conduct teaching in the academic group/stream. The list of examiners is approved at a meeting of the department/center/school. The final control in a form that does not involve direct student interaction is conducted using double “blind” coding.

10) Access of students to the intermediate certification or approval of an individual procedure for final control due to valid reasons (e.g., academic difference, academic debt, illness, business trips, participation in international student exchange programs, etc.) is carried out by the school/faculty responsible for the educational program. Access or the decision on an individual procedure is formalized by an order of the Dean. The Dean’s order is submitted the same day to the Chief Specialist of the Registrar’s office.

11) Students are not admitted to the intermediate certification if they have tuition fee arrears, academic debts in prerequisites, are on academic leave, or on long-term medical leave.

12) In the case of receiving a grade of “Unsatisfactory” corresponding to the mark FX (percentage range 25–49%) in the final assessment, a student of higher or postgraduate education programs is entitled to retake the final assessment once without re-taking the program of the academic discipline/module/practice.

13) In the case of receiving a grade of “Unsatisfactory” corresponding to the mark F, a student of higher or postgraduate education programs is required to re-register through the personal account of Platonus for the given academic discipline/ module/ practice, attends all types of classes, performs all types of educational work according to the program, passes all types of current control and, if there is an appropriate access rating, passes the final control again.

14) For students of TVE, who have no more than one "satisfactory" grade according to the results of the intermediate certification, retake is allowed in order to increase the grade on the basis of a student's application in any form addressed to the Chairman of the Board – Rector. Repeated retake of the exam (test) is issued by the order of the Chairman of the Board – Rector.

15) The deadline for retaking the exam (credit) upon receipt of the "unsatisfactory" grade is determined by the schedule of the intermediate certification of the TVE.

16) A student who has more than three "unsatisfactory" grades according to the results of the intermediate certification is expelled for academic failure with the issuance of a transcript to him (her).

17) All final grades of the student, including positive results of re-examinations, are recorded in the transcript.

18) In case of absence at the final control, “absent” is recorded in the examination sheet against the student’s name.

19) If a valid reason is documented, an individual exam schedule is established by the Dean’s order. The Dean’s order is submitted the same day to the Chief Specialist of the Registrar’s office.

20) If no valid reason is provided, absence from the exam is equated to an “unsatisfactory” grade equivalent to F (percentage range 0%).

21. The main documents confirming interim assessment results are:

1. examination record sheet;
2. examination paper;
3. consolidated reports (including electronic records from Platonus).

22. To ensure compliance with uniform requirements and resolve disputes in assessment of exam papers, during the interim assessment period the Dean establishes an Appeals committee consisting of faculty whose qualifications correspond to the appealed disciplines.

23. The Appeals committee:

1. accepts and considers student appeals;
2. verifies the compliance of assigned grades with assessment requirements;
3. makes a reasoned decision to reject or uphold the appeal;
4. records the decision in minutes, informs the applicant, and submits a copy to the Registrar’s Office Block on the same day.

24. To perform its functions, the committee may review materials of final control conducted in written exam or testing formats, as well as protocols of answer verification, lists of persons present at the exam, compliance with exam procedures, etc.

25. A student who disagrees with exam results may file an appeal (depending on the form of final control: in Platonus, Session, or to the school) by 13:00 of the next day following publication of exam results.

26. Appeals are allowed in the following cases:

1. exam tasks or questions contain technical errors (missing questions, missing images, unreadable symbols, etc.);
2. tasks lack a correct answer;
3. tasks contain multiple correct answers while requiring a single choice;
4. tasks or exam content go beyond the scope of the syllabus.

27. When conducting the final control in the form of OSCE/GOSKE/OSPE, the student submits an appeal in the following cases:

1. power outage occurs in the CSET for an indefinite time;
2. technical malfunction of simulators.

28. The Appeals committee reviews the appeal without the applicant’s participation within one working day of submission. The decision of the Appeals committee is valid if at least two-thirds of its members are present. Decisions are made by majority vote of members present. In case of a tie, the Chair’s vote is decisive. Committee proceedings are documented in minutes signed by the Chair and all members. The decision is communicated to the applicant on the same day and provided to the chief specialist of the Registrar’s office.

29. The teacher enters the student’s final control grade into the Platonus electronic journal on the day of receiving the “Record sheet without appeals” from the Registrar’s Office Block specialist. After appeals are processed, the specialist reopens access for grade adjustment, and the teacher updates the grade in accordance with the Appeals committee’s decision on the same day of receiving the “Record sheet with appeals.”

30. For individually scheduled final controls based on the Dean’s order, the school specialist issues an examination paper to the teacher, registering it in the “Examination paper issue and return log”. The examination paper is valid for three days from the date of issuance. Upon completion of intermediate certification according to the individual schedule, the teacher submits a copy of the exam paper to the Registrar’s office and the original to the school.

31. Upon completion of intermediate certification, schools prepare a final report on assessment results for review at the SQAC in order to make decisions on improving evaluation mechanisms.

32. The Registrar’s office conducts continuous monitoring and analysis of interim assessment results in accordance with an evaluation table reflecting the actual percentage distribution of grades above the passing threshold.

1) According to the Rules of the organization of the educational process on credit technology of education at the University summer term is organized to meet the needs for additional education, providing students with the opportunity to eliminate academic debts or the difference in the curriculum, the study of disciplines to increase the grade point average (GPA), mastering a related or additional educational program, including within the framework of double-degree education, on a paid basis.

2) For graduate students and residents, in connection to the peculiarities of the organization of the educational process, the summer term is not organized.

3) The duration of the summer term depends on the academic calendar.

4) During the summer term, students can study disciplines with a total volume of no more than 15 ECTS. The disciplines are completed for a fee, both for students under a state educational grant/ order, and for students on a fee basis. The cost of one credit of the discipline is determined by the price list of paid services approved by the university for the current academic year.

5) Monitoring the summer term is the responsibility of the School/Faculty.

6) Students are allowed to enroll in the summer term disciplines:

1. not admitted to the examination session according to the term rating results;
2. who received an unsatisfactory evaluation in the final control during the intermediate certification period;
3. who has an academic difference upon reinstatement, transfer or after the academic leave;
4. students who have expressed their wish to improve their academic rating (students who have completed the course program completely and want to increase their GPA);
5. who study under international programs, double degree programs;
6. students transferred from one specialty/educational program to another;
7. mastering of the disciplines of the additional educational program (Minor);
8. students who have expressed their wish to undergo additional education.

7) The student submits an application for the summer term to the dean in the Platonus AIS, and attaches a payment receipt to the application. The student attends all types of classes within the prescribed period, passes all types of current control of summer semester disciplines, and, if there is an appropriate access rating, passes the final control.

8) If the student has not completed the summer term courses within the specified time due to absence from classes for a valid reason, the student may be extended the duration of the summer term courses by order of the Dean.

9) At the end of the summer term, upon the recommendation of the dean, an order is issued to transfer the student from course to course or an order to expel him for academic failure.

1. Repassing disciplines

1) Rules for repassing disciplines at the University have been developed in accordance with the Rules of organization of the educational process on credit technology education.

2) Repassing disciplines is carried out on a paid basis as for students on the state educational grant/ order, and for students on a fee basis. The cost of the one credit of discipline is defined by the price list of the paid services, approved at the University for the academic year.

3) Repassing the discipline is allowed no more than once.

4) In case of an academic debt (F “Unsatisfactory” assessment or access rating below 50% on discipline/module) with a total volume not exceeding 12 credits, a student reenrolls to this subject/module in the personal account of Platonus, attends all types of classes, performs all types of educational work according to syllabus, passes all types of current control and, with the corresponding access rating, passes the final control.

5) The dean of the school/ faculty, based on the requirements for the maximum academic workload of students, sets a deadline for submitting applications for the elimination of academic debt, which is approved by the order of the dean of the school/ faculty. The dean’s order is submitted to the chief specialist of the SSC on the same day.

6) Academic debt in a discipline-prerequisite from the winter intermediate certification must be eliminated in the spring semester, prior to the beginning of the summer intermediate certification. If the discipline of academic debt from the winter interim assessment is not a prerequisite, the given discipline may be re-passed until the end of the current academic year, including the summer term.

7) Academic debt from the summer intermediate certification shall be eliminated by the student during the summer term, and the student may be transferred to the next year of study only after its elimination.

8) A student who has not started the procedure for eliminating academic debt within the specified period is expelled from the university for academic failure.

2. Elimination of academic difference

9) Academic difference in the disciplines in curriculum is determined when transferring or reinstating students, as well as after from academic leave. The procedure and terms of elimination of academic difference are approved by the order of the Dean of the School/Faculty. The dean’s order is submitted to the chief specialist of the SSC on the same day.

10) Elimination of academic difference is carried out on a paid basis as for students on the state educational grant/ order, and for students on a fee basis. The cost of the one credit of discipline is defined by the price list of the paid services, approved at the University for the academic year

11) The academic difference is determined by the comparing academic results, passed by the students at the previous stage, with the results of the declared educational program, based on the submitted documents and, if necessary, interviews to determine the level of learning, skills and abilities.

12) The deadline for the elimination of academic differences in the disciplines of "Kazakh/The Russian language" and "History of Kazakhstan" when transferring or reinstating a student from a foreign educational organization can be determined by the duration of up to two courses, including taking into account the summer term.

13) Individual curriculum is formed for a student taking into account the discipline of the academic difference and transfer of formal and non-formal education outcomes.

14) To eliminate the academic difference in the disciplines of the working curriculum, a student enrolls in this academic discipline/module in the personal account of Platonus, attends all types of classes, passes all types of current control on time and, with the corresponding access rating, passes the final control.

15) Academic difference in the disciplines of the working curriculum, not eliminated on time, is further considered as an academic debt.

1) Regulations on preparation of diploma works define the procedure for preparation of graduation works of students studying in educational programs of higher education of the NCJSC “KMU”.

1. Preparation of a diploma work

2) Diploma work is a graduation work, which is a summary of the results of the student's self-study of the topical issue corresponding to the specialization of the educational program; thesis/diploma project is the student's graduation work, which is an independent solution of applied problems corresponding to the specialization of the educational program, completed with the use of project approaches and (or) in the form of preparation of business projects, models, as well as creative projects and other projects.

3) The preparation of the final thesis should be carried out by the student independently during the final period of theoretical training, under the guidance of a qualified supervisor – a teacher of the appropriate profile and (or) a specialist engaged in professional activity in the field of training with at least 10 years of work experience. The supervisor and the topics of the thesis (project) are approved at a meeting of the graduating department/school during the first two months of the final course.

4) The graduation work must contain the share of originality within the limits regulated by the Rules and Procedure for the verification of papers for the degree of originality of the NCJSC “KMU”.

5) Diploma work shows the graduate's level of mastery of theoretical knowledge and practical skills in the educational program, the level of development of students' independent work skills, the level of mastery of scientific analysis and research methods, and their application in solving specific tasks corresponding to the profile of the OP, the ability to make theoretical generalizations, informed judgments and practical conclusions in the field under study, and also allows you to establish the level of his professional competencies and his readiness for independent work in modern conditions. Materials from coursework, research papers, research in student scientific circles, reports at scientific conferences, as well as materials collected during industrial and postgraduate practice can be used for preparation.

6) The graduation work must:

1. to present the results of their own scientific research, to be creative, using general theoretical provisions, relevant statistical data and current regulatory legal acts;
2. have a practical orientation in accordance with the profile of the educational program;
3. meet the requirements of a logical and clear presentation of the material, evidence and reliability of facts, consistent presentation of information, internal unity;
4. reflect the student's ability to use rational methods of searching, selecting, processing and systematizing information, and the ability to work with regulatory legal acts;
5. reflect the relevance of the chosen topic: theoretical and practical significance, its sufficient elaboration;
6. contain a set of reasoned statements and conclusions;
7. be properly designed (clear structure, logical completeness, correct design of bibliographic references, references, accuracy of execution) in accordance with the requirements for works sent to the press.

7) The student and his scientific adviser are responsible for the accuracy of the data presented in the final graduation work.

2. Preparation of master's thesis (project)

8) The preparation of master's theses is carried out in accordance with the Regulations on the Master's Degree (Section 4 "Procedure for preparing a Master's thesis/project").

3. Preparation of doctoral dissertation

9) Doctoral dissertations are prepared in accordance with the Regulations on Doctoral Studies.

1. Procedure for conducting the State Examination on the discipline “History of Kazakhstan”

1) Students from all higher education programs pass the state examination on “History of Kazakhstan” at the end of their studies during the same academic year.

2) The organization of the state examination is held by the department conducting classes on the discipline “History of Kazakhstan” (hereinafter – the department) together with schools and the Registrar’s Office Block.

3) The department develops a single syllabus on the discipline "History of Kazakhstan" for all educational programs.

4) The form of the state examination on the discipline “History of Kazakhstan” is determined by the approved working curriculum.

5) To take the state examination on the discipline “History of Kazakhstan” on the submission of the department annually issued an order of the Chairman of the Board-Rector on the approval of the chairman and members of the State examination commission (hereinafter – SEC). The SEC meeting should not last more than six academic hours per day.

6) The Registrar’s Office Block prepares the schedule of SEC meetings in accordance with the academic calendar, which is approved by the Chairman of the Board-Rector no later than two weeks before the beginning of the state examination.

7) To conduct an appeal, the Chairman of the Board-Rector appoints an Appeals commission for the discipline “History of Kazakhstan” from among experienced teachers in the discipline.

8) A student who disagrees with the outcome of the state examination may file an appeal no later than the day after the examination is conducted by the SEC. A student who disagrees with the result of the state exam submits an application for appeal (depending on the form of the final control: in the personal account of Platonus or Session, or to the appropriate school) before 13:00 hours the next day after the publication of the exam results. The appeal in the discipline "History of Kazakhstan" is conducted in the same way as the appeal in the disciplines of intermediate certification.

9) After the end of the state examination, the chairman of the SEC prepares a report on the SEC's work, which is discussed and approved at the Senate meeting

2. Procedure for final assessment of students

10) Final assessment is a procedure used to evaluate the learning outcomes and key competencies obtained upon completion of the educational program's study, as well as to evaluate graduates' professional preparedness in accordance with the state compulsory standard of the corresponding level of education.

11) The final certification of graduates of the TVE, bachelor's degree ("Nursing", "Public Health", "Pharmacy"), internship and residency is carried out in accordance with the Rules for assessing knowledge and skills.

12) The final certification for the remaining grades and levels of education is carried out in the form approved by the work curriculum and the work program of the final certification.

13) The final certification is carried out within the time limits stipulated by the academic calendar and, if necessary, agreed with organizations accredited by the authorized body in the field of healthcare to assess the knowledge and skills of students in medical education programs.

14) The final certification of students of higher and postgraduate (master's degree, residency) education is organized by the Registrar’s Office Block. The schedule of the final attestation is drawn up by the Registrar’s Office Block, approved by the Chairman of the Board-Rector and brought to the general attention no later than two weeks before the start of the work of the attestation commission.

15) To conduct the final attestation of students, an attestation commission for educational programs or groups of educational programs is created, the composition of which is approved no later than December 31 by order of the Chairman of the Board-Rector on the basis of a decision of the Senate and is valid during the current academic year. The chairman of the final attestation commission is appointed by a person who has an academic degree, or an academic title, or an academic degree corresponding to the profile of the graduates, and who does not work at the NCJSC KMU. The commission includes an odd number of members, but not less than five. The composition of the attestation commission is formed from among persons with an academic degree, or an academic title, or an academic degree corresponding to the profile of graduates, including representatives of organizations that employ graduates and qualified practitioners corresponding to the profile of graduates. In addition, the attestation commission for medical education programs should include representatives of organizations that evaluate the knowledge and skills of students accredited by the authorized body in the field of healthcare.

16) The competence of the attestation commission includes: checking the level of compliance of the theoretical and practical training of graduates with the established requirements of educational programs; awarding the graduate with qualifications and (or) awarding the graduate with a degree in the relevant educational program; developing proposals aimed at further improving the quality of graduate training.

17) All meetings of the attestation commission are recorded in minutes. The minutes of the meetings of the attestation commission are drawn up individually for each student or for the entire academic stream. The minutes of the meetings of the attestation commission are kept in the university's archive in accordance with the requirements of the Law of the Republic of Kazakhstan dated December 22, 1998 "On the National Archival Fund and Archives" and the order of the acting The Minister of Culture and Sports of the Republic of Kazakhstan dated September 29, 2017 No. 263 "On approval of the List of standard documents generated in the activities of state and non-governmental organizations, indicating the shelf life".

18) Upon completion of the final attestation, the chairman of the attestation commission draws up a report, which is discussed and approved at a meeting of the Senate within one month from the date of completion of the work of the attestation commission.

19) A student who has passed the final certification and has confirmed the development of an educational program of TVE, higher or postgraduate education, by the decision of the attestation commission, is awarded a qualification in the relevant educational program and (or) is awarded the appropriate degree, and is issued free of charge: to a TVE, bachelor's or master's degree – a diploma with an appendix; to an internship graduate – a diploma with an appendix and certificate of completion of the internship; for the graduate of the residency – a certificate of completion of the residency.

20) Based on the results of the final certification, an order is issued by the Chairman of the Board-Rector on the graduation of specialists who have completed their studies in the relevant specialty /educational program and have successfully passed the final certification.

21) The list of graduates who have completed educational programs of secondary vocational, higher or postgraduate education, indicating their surnames, first name, patronymic (if any), educational programs and diploma numbers, is posted in the information system of the authorized body in the field of science and higher education.

22) Repeated assessment of knowledge and (or) skills, retaking a comprehensive exam, repeated defense of a thesis / master's thesis (project) in order to increase a positive assessment to a higher one is not allowed.

23) The retake of the comprehensive exam, as well as the re-defense of the thesis (project), master's thesis to persons who have received a grade of "unsatisfactory" is not allowed during this period of final certification.

24) A person who has not passed the final attestation in the next academic year, no later than one month before the start of the final attestation, writes an application addressed to the Chairman of the Board-Rector for admission to the repeated final attestation. Admission to the re-final certification is issued by the order of the Chairman of the Board-Rector. Repeated final certification is carried out on a fee basis, payment is made in accordance with the number of credits of the final certification according to the work curriculum. The cost of one credit of the final certification is determined by the price list of paid services approved by the university for the current academic year. The repeated final attestation of the student is carried out only according to those forms in which he received an unsatisfactory assessment in the previous final attestation.

25) A graduate who receives a negative result ("unsatisfactory") upon re-passing the final certification, in accordance with paragraph 6 of Article 39 of the Law "On Education", is issued a certificate of the established sample (transcript).

26) Graduate students who have not fulfilled the requirements of the work curriculum and educational programs remain for a second course of study on a fee-based basis without completing the summer term.

3. Procedure for final assessment of TVE’s students

27) Conducting the final assessment of TVE students is carried out in accordance by the Standard Rules.

28) Students of TVE who do not have academic debt and have fully mastered educational programs in accordance with the requirements of TVE’s SMSE are allowed to pass the final certification. Admission to the final assessment of students is issued by the order of the Chairman of the Board-Rector.

29) Upon completion of the final attestation, the Chairman of the Attestation commission draws up a report reflecting: compliance with the level of theoretical and practical training of students in this specialty; the actual level of knowledge, skills and practical skills of students in industrial training, general professional and special disciplines and (or) professional modules, their compliance with the requirements of curricula and qualification characteristics in the specialties; deficiencies in the training of students on certain issues of disciplines and (or) modules; recommendations for further improvement of the training of qualified personnel in the fields of technical and vocational education. Within one month of the Attestation commission's completion of its work, the report is discussed and approved at the Senate meeting.

4. Procedure for final assessment of students of higher education

30) Final assessment of the educational program is carried out in accordance with the program developed by the educational program's head on the basis of discipline curriculum and approved by School Council’s decision (in addition to the EP, which provide for the assessment of students' knowledge and skills, conducted by the organization for assessing the professional readiness of graduates of educational programs in the field of healthcare).

31) Bachelor's degree and internship students who have completed the educational process in accordance with the working curriculum and educational programs requirements are eligible for the final assessment. The main criterion for completion is that students master the required amount of theoretical training and professional practices (if any).

32) Also, for graduates of Bachelor's in Public Health, Nursing or Pharmacy and internship, the result of self-assessment within the framework of an independent examination is a permit for final certification: not lower than 50% for Bachelor's and 60% for internship, and for Bachelor's graduates with a final certification as diploma defense – the presence of a positive opinion from the scientific adviser.

33) On the last day of intermediate certification, the Dean of the School issues an order admitting students to the final assessment in the form of a list of students with the indication of educational programs, last name, first name, patronymic (if any).

34) On the first day of the Attestation commission’s work the School/Faculty submits to its chairman: the program of the final assessment; order on admission of students to the final assessment; transcripts of students with GPA for the entire period of study.

35) No later than five working days before the defense of the thesis/diploma work (project) the following are submitted to the chairman of the Attestation Commission:

1. feedback of the thesis (project) the scientific adviser, which gives a reasoned opinion “allowed for defense” or “not allowed for defense”;
2. review of the thesis (project), which gives a comprehensive characteristic of the thesis (project) submitted for defense and a reasoned opinion indicating the grade according to the scoring and rating letter system of knowledge evaluation and the possibility of awarding the “Bachelor’s” degree or awarding qualification in the relevant specialty;
3. decision of the degree granting department on the recommendation for defense (extract from the protocol of the department meeting);
4. certificate (in any form) on passing the thesis (project) check for plagiarism.

36) If necessary, materials characterizing the scientific and practical value of the completed thesis (project) are presented to the Attestation commission, such as informal feedback, written opinions of organizations engaged in practical activities in the profile of the thesis (project), certificates or acts of implementation of the results of scientific research, models, samples of materials, products, agricultural products, mineral collections, and herbaria.

37) The student defends the thesis (project) in the presence of a positive review from the scientific adviser and one review from a specialist corresponding to the profile of the protected work (project). If the scientific adviser gives a negative conclusion "not allowed to defend", the student is not allowed to defend his thesis (project) and is expelled for academic failure. The student is allowed to defend his thesis (project) both with a positive and negative conclusion of the reviewer.

38) Bachelor's degree graduates with a final attestation as diploma defense have the right to take a comprehensive exam instead of a thesis project (work) on the following grounds:

1. long-term hospital treatment for health reasons;
2. the presence of special educational needs, including childhood disability, group I or II disability;
3. pregnancy or raising a child under the age of 2 years;
4. caring for sick parents.

39) To take the comprehensive exam, the student writes an application addressed to the Vice-rector for Academic affairs of the university and submits a document confirming the existence of grounds for changing the form of the final certification.

40) The list of subjects of the comprehensive exam is approved by the decision of the School Council.

41) Decisions on the evaluation of a thesis (project), as well as on the award of a degree and/or qualification are made at a closed meeting by open voting by a simple majority of the votes of the members of the attestation commission who participated in the meeting. The decision of the attestation commission is considered valid if at least two thirds of its members are present at the meeting. If the number of votes is equal, the vote of the chairman of the commission is decisive. The results of the comprehensive exams and the defense of the thesis (project) are announced on the day of their holding after signing the minutes of the meeting of the attestation commission.

42) An appeal on the final certification of the educational program, which provides for the assessment of students' knowledge and skills, conducted by the organization for assessing the professional readiness of graduates of educational programs in the field of healthcare, is conducted in accordance with the Rules for assessing knowledge and skills.

43) Students of the other educational program who disagree with the results of the final assessment file an appeal (depending on the form of the final control: Platonus, Session, or to the appropriate school) before 13:00 hours the next day after the publication of the exam results. By order of the Chairman of the Board-Rector, an appeal commission is created from among experienced teachers whose qualifications correspond to the profile of the educational program on the recommendation of the deans of schools/faculty.

44) Students of the educational program, which provides for an assessment of students' knowledge and skills conducted by the organization for assessing the professional readiness of graduates of educational programs in the field of healthcare, who did not attend the final certification for a valid reason, take it in accordance with the Rules for assessing knowledge and skills.

45) Students of the remaining educational programs who did not attend the final attestation for a valid reason submit an application in any form addressed to the chairman of the attestation commission, submit a document confirming the valid reason, and with his permission take the exam or defend their thesis (project) on another day of the attestation commission meeting.

46) Documents of health submitted to the attestation commission after receiving an unsatisfactory assessment are not considered.

47) An undergraduate student in Public Health, Nursing or Pharmacy, or an intern who completes the educational process in accordance with the requirements of the work curriculum and scores a self-assessment result in an independent examination below 50 or 60%, respectively, is not allowed to final certification and is expelled for academic failure. During the next academic year, he can undergo a self–assessment and, if he receives a result of at least 50 or 60%, respectively, he writes an application addressed to the Chairman of the Board-Rector for admission to the final attestation no later than one month before the start of the final attestation. Admission to the final certification is issued by the order of the Chairman of the Board-Rector. The final assessment is carried out on a fee basis, payment is made in accordance with the number of credits of the final assessment according to the work curriculum. The cost of one credit of the final certification is determined by the price list of paid services approved by the university for the current academic year.

48) At the end of the final assessment, the Chairman of the Attestation Commission draws up a report that reflects: the level of training of specialists in this field; characteristics of the knowledge of students identified in complex exams, shortcomings in the training of specialists in certain disciplines; the quality of graduation papers (projects); compliance of the subject of graduation papers with the current state of science, technology, culture and production requirements; analysis of the quality of training and specific recommendations for further improvement of training specialists. The report is discussed and approved at a Senate meeting within one month after the Attestation Commission's completion of its work.

5. Procedure for the final assessment of the postgraduate education students

Magistracy

49) Master's degree students who have completed the educational process in accordance with the requirements of the work curriculum and educational programs, and who have a positive review from their supervisor, are eligible for final certification.

50) Admission to the final attestation of undergraduates is issued on the last day of the interim attestation by order of the Chairman of the board-rector on the basis of a submission from the dean of the school, in the form of a list indicating educational programs, surnames, first names, patronymics (if any) of students.

51) The undergraduate student submits the master's thesis (thesis/ project) for preliminary defense at a meeting of the graduating school / department no later than 1 month before the expected defense date. The results of the preliminary defense are formalized by the minutes of the meeting of the graduating school/ department, an extract of the protocol is submitted to the attestation commission. If the comments made during the preliminary defense are not eliminated within the prescribed period and (or) a negative review is received from the supervisor, the graduate student is not allowed to defend and is expelled for academic failure.

52) Upon completion of the final attestation, the chairman of the attestation commission draws up a report that should reflect: the level of master's degree training in this specialty; the quality of master's theses (projects); compliance of the topics of master's theses (projects) with the current state of science, technology, culture and production requirements; analysis of the quality of master's degree training in this specialty; disadvantages in the preparation of masters; compliance of the conclusion of the department, the review of the supervisor, the review with the level of protection of the master's thesis (project); specific recommendations for further improvement of master's degree training. The report is discussed and approved at a Senate meeting within one month after the Attestation Commission's completion of its work.

Residency program

53) Students of the residency program who have completed the educational process in accordance with the requirements of the work curriculum and educational programs, and who have a self-assessment result within the framework of an independent examination, not less than 70%, are admitted to the final certification.

54) Admission to the final attestation of residents is issued on the last day of the interim attestation by order of the dean of the school in the form of a list indicating the educational programs, surnames, first names, patronymics (if any) of students.

55) The appeal on the final assessment of the residency is conducted in accordance with the Rules for assessing knowledge and skills.

56) Residents who did not attend the final assessment for a valid reason, submit it in accordance with the Rules for assessing Knowledge and Skills.

57) A residency student who completes the educational process in accordance with the requirements of the work curriculum and scores a self-assessment score below 70% in an independent examination is not allowed to complete the final assessment and is expelled for academic failure. During the next academic year, he can undergo a self–assessment and, if he receives a result of at least 70%, writes an application to the Chairman of the Board-Rector for admission to the final attestation no later than one month before the start of the final attestation. Admission to the final certification is issued by the order of the Chairman of the Board-Rector. The final assessment is carried out on a fee basis, payment is made in accordance with the number of credits of the final assessment according to the work curriculum.

58) Upon completion of the final attestation, the chairman of the attestation commission draws up a report, which should reflect: characteristics of the knowledge of residents identified during the comprehensive examination; deficiencies in the training of residents on certain issues of disciplines and (or) modules; recommendations for further improvement of the training of qualified personnel in educational residency programs. The report is discussed and approved at a meeting of the Senate within a month after the completion of the work of the Attestation commission.

Doctoral studies

59) The procedure for awarding the degree of doctor of philosophy (PhD) to persons who have completed the educational program of doctoral studies and defended their doctoral dissertation is determined by the Rules for awarding Degrees.

60) A doctoral student who has completed the full course of theoretical study in the doctoral program, but has not completed his research, is given the opportunity in subsequent years to re-master academic research credits on a paid basis and defend his thesis.

61) A doctoral student who has completed a full course of theoretical study in the doctoral program, completed research, but did not defend his doctoral thesis, the results of his studies and academic credits are awarded and the opportunity is given to defend his dissertation for two years after graduation on a free basis, and in subsequent years on a paid basis in the amount of at least 4 academic credits. At the same time, after 3 years after graduation, the doctoral student is defended only after the re-approval of the scientific justification of the dissertation research (research proposal).

1) The University supports representation of students from all levels of education (vocational education and training, bachelor's degree, master's degree, residency, doctoral studies) in advisory bodies for their participation in determining the Mission of the university, development, management and evaluation of educational programs, and other issues affecting the interests of students.

2) The University supports development of student self-government, including through the organization of student unions and clubs. Student self- government contributes to the building of conscious, responsible attitude of students to the opportunities and prospects of their professional, cultural and moral self-organization. The structure and functions of student self- government are regulated by the Provisions.

3) Student self-government bodies participate in drawing up proposals to improve the quality of the educational process, and their activities are focused on consolidating the student community to carry out the Mission of the University, to achieve high quality training of students on the principles of academic integrity and social responsibility of students.

4) Based on the University's educational activity plan, the Youth Affairs Department, along with the student community and structural divisions of the University, sets the key areas of activity for the students' professional, civil, and creative growth:

1. building and developing social activism, new Kazakhstani patriotism, social responsibility, high spiritual-moral and legal awareness among students;
2. building anti-corruption culture and compliance with the principles of academic integrity;
3. building professional competences ensuring sustainable personal enhancement in a competitive environment;
4. development of aesthetic and moral qualities of a prospective specialist's personality, teamwork skills;
5. building communicative and corporate culture;
6. skill development of healthy lifestyle, developing personal qualities contributing to the exercise of professional duty;
7. development of socio-political qualities to stand against the ideas of terrorism and extremism;
8. development of volunteering;
9. development of scientific and innovative capabilities of students;
10. environmental education, and etc.