Moreover, there are concerns that the current framework for teacher professional development is not responding adequately to teachers' needs: there is little flexibility in the current provision, it is unclear whether adequate learning opportunities for teachers are available, and incentives to engage in professional development seem to be increasingly related to salary increases and career advancement. Finally, Kazakhstan shows a clear commitment to external accountability based around school evaluation with a regular cycle of external school evaluations (school attestation) and a formal certification process for teachers (teacher attestation). However, the review team formed the impression that there is an over-emphasis on the accountability function of both teacher evaluation and school evaluation, with less attention paid to genuine professional discussions about effective teaching. The “Standard Staffing of Public Educational Organizations and List of Teaching Positions and Equal-Status Employees” (Decree no.