The Republic of Kazakstan--the world's ninth largest country--is one of five central Asian nations created in 1991 upon the demise of the former Soviet Union. Never a separate political state in the past, Kazakstan now faces a myriad of curricular and educational organization problems related to contemporary economic and political developments, as well as to its particular history and culture. Ethnic Kazaks are trying to construct a national identity and sense of history for ideological and political socialization purposes. At the same time, however, their hoped-for "transition to a market economy" has the nation in a severe fiscal tailspin. This essay reviews Kazakstan's political and economic dynamics, effects on secondary education, and the emerging role of secondary education in social stratification. Following a description of Kazakstan's colonial legacy and the structure of schooling under Soviet control, educational reform movements of the late 1980s are described. These reform efforts have been disrupted by severe economic crisis and other factors, including the need for new curricular materials and teacher training; absence of experience in educational planning and administration; lack of computers, textbooks, and other resources; and lack of fluent speakers of the Kazak language. The new market economy has brought poverty and its attendant problems with it. Rural schools (80 percent of total) are particularly disadvantaged. Corruption and bribery are widespread, guaranteeing success in secondary school and admission to higher education; wealthier parents send their children to private schools; and no government policies address educational inequalities. At higher levels, political leaders are allowing schools to deteriorate, seemingly as a concession to private sector development. Contains references. (Author/SV)