|Kyrgyzstan Table of Contents
In the mid-1990s, much of the Soviet-era education system remained in Kyrgyzstan, which had made a conscientious effort to educate all of its citizens before 1991 and continued to do so after that date. Substantial structural and curriculum changes were underway by 1995, however. The 1993 constitution continues the Soviet guarantee of free basic education at state institutions to all citizens; education is compulsory through grade nine. Free education at the vocational, secondary specialized, and higher levels also continues to be offered by the state to qualified individuals. The fundamentals of post-Soviet education policy were enumerated in the 1992 law on education, which established the Ministry of Education as the central administrative body of the national system. Although Soviet-era statistics indicated that 100 percent of the people between the ages of nine and forty-nine were literate, the actual literacy rate probably is somewhat less.
Once independence was achieved, the Ministry of Education began working energetically to revamp the old Soviet course of study. The ministry is responsible for developing curriculum, setting national standards and educational policy, developing certification examinations, and awarding degrees. The ministry is divided into departments for general education, higher education, and material support. Below the ministry level, the education hierarchy includes the six provinces and the separate city of Bishkek, representatives from each of which provide input to the ministry on local conditions. The level of basic local administration is the district (rayon ), where the district education officer hires faculty and appoints school inspectors and methodology specialists.
General education is financed from district budgets, and the college preparatory and higher education programs are financed by the national budget. For the former category of expenditures, school principals negotiate their requirements with district officials, but the central government sets norms based on previous expenditures and on the relative resources of the provinces. In the last years of the Soviet period, Kyrgyzstani schools had a surplus of money, but available funds declined sharply beginning in 1992. Since that time, insufficient funds in local budgets have forced the Ministry of Education to make special requests for support from the Ministry of Economics and Finance.
General education traditionally has been accessible to nearly all children in Kyrgyzstan. In primary and secondary grades, about 51 percent of students are female; that number increases to 55 percent in higher education, with a converse majority of males in vocational programs. There is little difference in school attendance between urban and rural areas or among the provinces. Higher education, however, has been much more available to the urban and more wealthy segments of the population. Because of a shortage of schools, 37 percent of general education students attend schools operating in two or three shifts. Construction of new facilities has lagged behind enrollment growth, the rate of which has been nearly 3 percent per year.
In line with the reform of 1992, children start school at age six and are required to complete grade nine. The general education program has three stages: grades one through four, grades five through nine, and grades ten and eleven. Students completing grade nine may continue into advanced or specialized (college preparatory) secondary curricula or into a technical and vocational program. The school year is thirty-four weeks long, extending from the beginning of September until the end of May. The instruction week is twenty-five hours long for grades one through four and thirty-two hours for grades five through eleven. In 1992 about 960,000 students were enrolled in general education courses, 42,000 in specialized secondary programs, 49,000 in vocational programs, and 58,000 in institutions of higher education. About 1,800 schools were in operation in 1992. That year Kyrgyzstan's state system had about 65,000 teachers, but an estimated 8,000 teachers resigned in 1992 alone because of poor salaries and a heavy work load that included double shifts for many. Emigration also has depleted the teaching staff. In 1993 the national pupil-teacher ratio for grades one through eleven was 14.4 to 1, slightly higher in rural areas, and considerably higher in the primary grades. The city of Bishkek, however, had a ratio of almost 19 to 1.
Post-Soviet curriculum reform has aroused much controversy in Kyrgyzstan. A fundamental question is the language of instruction, which has become increasingly Kyrgyz as non-indigenous citizens leave the country and textbooks in Kyrgyz slowly become available. The Ministry of Education has held competitions, supported by foreign donations, for the design of new textbooks in Kyrgyz. Until 1992 textbook production and distribution were inefficient and costly aspects of the education system. By the mid-1990s, the single, state-supported publisher of textbooks had gradually improved the quality and availability of its products. In 1992 the first major curriculum reform provided for mandatory foreign language study (English, French, or German) beginning in grade one; computer science courses in grades eight through eleven (a program hampered by lack of funds); and the replacement of Soviet ideology with concepts of market economy and ethnic studies. The reformed curriculum requirements also leave room for elective courses, and instructional innovation is encouraged.
In 1994 Kyrgyzstan had twenty-six institutions of higher learning, all but seven of which were located in Bishkek. Seven of the institutions were private and the remainder state-funded. Approximately 4,700 faculty were employed there, of which only 150 had doctoral degrees and 1,715 were candidates, the step below the doctorate in the Soviet system. The language of instruction remained predominantly Russian in the mid-1990s, although the use of Kyrgyz increased yearly. Long-term plans call for a more Western style of university study, so that, for example, the universities would begin to offer a baccalaureate degree. In 1992 President Akayev created a Slavic University in Bishkek to help Kyrgyzstan retain its population of educated Russians, for whom the increased "Kyrgyzification" of education was a reason to emigrate. Because Russian students from outside the Russian Federation had lost their Soviet-era right to free education in Russian universities, Akayev hoped to provide a Russian-language institution for Russian-speaking students from all the Central Asian states. The shortage of education funds in Kyrgyzstan brought strong objections to a project that did not promote the education of ethnic Kyrgyz students, however.
Source: U.S. Library of Congress