The necessity to realize women’s rights in getting higher and postgraduate education and in self-realization in the professional sphere make the study of due relevance. Moreover, the relevance is determined by the necessity to maintain women’s access to high-quality higher and postgraduate education on the basis of the unifi ed educational space of Russia and Kazakhstan. The objective of the study is to identify the advantages and disadvantages of female education models in Kazakhstan and Russia. An attempt is made to partially fi ll the historiographical gap on the basis of a comparative analysis of educational models for women in Russia and Kazakhstan. The results. Based on the analysis of statistical data, the study has revealed proportions of men and women with university and postgraduate education in Russia and Kazakhstan. It is proposed to consider models of female education in Russia and Kazakhstan as systems that include fi ve main elements: entry into the higher educational system; fi nancial opportunities for getting education; opportunities for getting postgraduate education; the level of education and job integration; the range of opportunities for subsequent employment of women with higher and postgraduate education. A number of obstacles of a non-legal, informal nature have been identifi ed for women to receive higher education in the Republic of Kazakhstan. It has been found that about half of Kazakhstan’s employed women with higher education were trained in Russian universities. The paper considers opportunities for women with higher education in fi eld of employment, professional self-realization and scientifi c career. The conclusions. The main problems hindering the development of the female education model in Kazakhstan are social stereotypes about gender roles, problems with employment, with career growth for women with higher education in Kazakhstan, as well as competition of Russian universities in the quality of higher education. Practical signifi cance. The study proposes the concept of comparative analysis of educational models of diff erent countries. The materials can serve as a ba sis for the development of a management policy strategy in the fi eld of female education.