Kyrgyzstan

Compulsory Education & Age Limits: In 1996 Kyrgyzstan had a school age population of 674,000, which was up from 651,000 just 6 years earlier. Education is compulsory for 9 years, comprising 4 years in a primary school from age 6 through 10, followed by secondary school for 5 years up to the age of 15. At this point students can leave school or continue their studies in either an upper secondary school, a specialized secondary school, or a technical/vocational school. At 18 years of age, further education is conducted within the university system.

Academic Year: The academic year begins 1 September or as close to it as possible, and end of year exams are usually over by early June. Attestats (the graduation transcripts) are issued on 22 June and is usually the final event of the school year. The university year usually ends in May.

Enrollment: In 1995 enrollment in primary schools was 97 percent of the relevant age group; enrollment figures for compulsory secondary school are unknown, but in 1996 the gross enrollment percentage was 79 percent, which was down from a reported 100 percent in 1990. Thus it appears that as children get older they are increasingly not attending school but working to offset economic hardship in the family. Testament to this fact is that in 1996 enrollment for males (75 percent) was less than for females (83 percent). This suggests that the collapse of the Soviet Union has affected school enrollments.

Females & Minority Enrollments: Unlike many nations, Kyrgyzstan has full equality in education as a legacy of both the Soviet system and the new Kyrgyz constitution. In fact, the need for boys to assist in farm labor and periodic markets (bazaars) means girls have a better attendance record than boys. Females make up 51 percent of primary school children, 55 percent of secondary school children, and 52 percent of university students Females also have a dominant role in the management of the educational system in Kyrgyzstan. The majority of teachers are female. Indeed, in 2001 Kyrgyzstan had an ethnic Kyrgyz female Minister of Education, Camilla Sharshekeeva. Similarly, the compulsory and universal access to education has meant that education for ethnic minorities has not been an issue at the primary and secondary level. The imposition of Kyrgyz nationalism within the educational system was a major driving force behind the establishment of a Slavonic University in 1993 to cater to the ethnic Slavic population in Kyrgyzstan.

Language of Instruction: In 1998, a total of 65.7 percent of primary and secondary schools taught in Kyrgyz, 6.9 percent in Russian, 20.1 percent mixed (Russian and Kyrgyz), 7.2 percent in Uzbek, and 0.3 percent in Tadjik. These figures indicate a rise in Kyrgyz instruction and a significant diminution (down 15 percent) in Russian in a 5 year period. In addition, of the 207 schools built between 1993 and 1998, some 138 were schools in which instruction is only in the Kyrgyz language. These percentages also reflect regional distribution of the ethnic groups within Kyrgyzstan, with most rural schools in the north and east teaching in Kyrgyz, while in the south, in the Fergana Valley, Uzbek and Tadjik are the preferred languages of instruction. The fact that prospective teachers attend and graduate from regional institutions of higher education in their own ethnic regions would seem to perpetrate this distribution.

In contrast, at institutes of higher education, Russian predominates as the language of instruction. This is due in part to the ready availability of Russian texts as opposed to Kyrgyz language texts. In 1993-1994, 64.6 percent of university students were taught in Russian, 34.7 percent in Kyrgyz, and 0.7 percent in Uzbek.

Examinations: Students are examined at the end of every semester with the summer examination determining whether the student advances to the next grade. Examinations at the end of secondary school are partly used as university entrance examinations. These are in conjunction with examinations set by the individual university for the field of study that the aspiring student wishes to enter. A national testing system was also introduced in 1993, but suspicion and distrust of the motives behind it has hampered its use as a barometer of success.

Grading System: Grading is done by individual teachers and professors. They enter grades into an official book, called unofficially by its Russian name of Zachotka, which the student will carry to prospective employers. It is common practice in Kyrgyzstan and throughout the former Soviet Union for teachers and university professors to accept payment to inflate student grades. This is directly attributable to the low salaries of the teaching staff. In addition, the institution is usually prepared to change student grades in order to place students in employment positions that will reflect favorably on the institution.

Private Schools: A large number of private schools commenced teaching in Kyrgyzstan following the breakup of the Soviet Union. All operate on a fee basis but often with outside sources subsidizing the institution. The most numerous are so-called gymnasiums, lyceums, innovation schools, and the purely private institutions. The 94 gymnasiums cater to 46,000 pupils, the 70 Lyceums to 19,700 pupils, and the 344 innovative schools to 109,000 pupils. The latter primarily target gifted children. In 1999, there were approximately 25 institutions totally supported by private funds. Most (20) are aimed at secondary school students and reflect efforts by ethnic minorities to preserve their culture. Hence Korean, Jewish, and Tatar associations provide some private schooling for their ethnic minorities, while evangelical church groups have been active in establishing church schools in Kyrgyzstan. Most visible have been privately funded Turkish educational establishments, particularly in higher education where the establishment in 1998 of a Turkish university was a major addition to higher education options.

Religious Schools: The revival of Islam in a formerly avowed atheist state has been marked by a rise, albeit small, in religious schools. At present, theological students study in such countries as Saudi Arabia and Turkey and return to small institutions attached to the mosque (Medressahs). The curriculum is heavily dependant on learning from the Koran as opposed to general theological studies.

Instructional Technology (Computers): There is a serious lack of computers not only in the schools of Kyrgyzstan but also the country as a whole. It is estimated that fewer than 10 percent of the schools have computers. Most of the specialized institutions of higher education have computer labs working with donated and purchased computers, but state institutions, particularly in the outlying cities, have a serious lack of computers for instructional technology. In addition, the computers that are in existence are often dated and unable to accommodate technological advancements. In particular, the Internet is highly restricted and difficult to access consistently.

Textbooks—Publication & Adoption: Severe budget difficulties have meant that new textbooks have not been produced or purchased. Moreover, most of the textbooks in Kyrgyzstan originated in Russia and are therefore in the Russian language. Kyrgyz educational authorities are aware that textbooks that reflect the change in the political and economic spheres are available, but access is highly problematic because of their cost. For example, in 1998, of 72 books that were to be published, only 25 were produced, with a circulation of 553,000 copies. Ministry data indicate a set of texts for the first year of schooling cost 160 soms per student, 220 soms for fifth year students, and 430 soms for the graduating class—more than a teacher's monthly salary (US$10 equals approximately 500 soms). Thus, access to English language texts is even more restricted. Most libraries have some donated English language texts, but relevance to the curriculum is coincidental if at all.

Audiovisuals: There is a serious deficiency in audiovisual services in classrooms at all levels. In large part this is a legacy of the Soviet pedagogical method of instruction by lecture. The severe budget restrictions since the collapse of the Soviet Union has further limited the use of audiovisual materials as modern teaching aids.

Curriculum—Development: There have been attempts to change the school curriculum since the fall of the Soviet Union to reflect new political and educational philosophies. At the primary level there has been a strong movement to introduce more Kyrgyz culture into the school curriculum, particularly Kyrgyz language study and a focus on Kyrgyz history and culture (art, music, and literature). At higher levels there is continued emphasis on Kyrgyz subjects with more intensive mathematics and the sciences. In addition, health awareness and sex education have entered the curriculum. A major impediment to the application of new curriculum materials is the slow movement away from the former Marxist-Leninist rubric, which is in large part owing to an aging teacher population unfamiliar with western educational subjects and systems. Thus one will still find economics classes that use statist and interventionist models as opposed to models of free market economics, private entrepreneurship, and western management systems. Teacher retraining has been a major focus of the state, and in 1992 the Kyrgyz Institute of Education, a major training institution, opened a retraining department. In Osh, the second largest city, a Skills Improvement Institute for practicing teachers has also enjoyed some success.

Foreign Influences on Educational System: Kyrgyzstan has been the recipient of significant foreign aid since the collapse of the Soviet Union, and education has been the beneficiary of much of this aid. The United States, through U.S. AID programs and U.S. Information Agency programs, has contributed significantly to educational development. Peace Corps volunteers have been especially active in teaching English in both urban and rural schools. Fulbright and MacArthur fellows, through the U.S. Department of Education, have been active in exchanges in higher education, particularly in the Kyrgyz-American School in Bishkek. Universities in the United States and Europe have established affiliations with a number of Kyrgyz universities. For example, Portland State University in Oregon established a link with Osh State University in the early years of independence; this has expanded to create a number of centers, including one for business. The Kyrgyz-American University has links with a consortium of Indiana universities, George Washington University, and Brown University. Private sector assistance through the Soros Foundation has been active in Bishkek, and those western businesses with a significant presence in Kyrgyzstan have generously supported Kyrgyz students and institutions. Turkish aid, in the form of a new university, has also been a marked part of foreign influence on education.

Role of Education in Development: More than 1.1 million persons are employed in Kyrgzy education, making it the most significant employer in the country. Moreover, education has been touted as a major path to bring Kyrgyzstan into the world economy. However, the educational system has regressed considerably since the days of high literacy rates and technological achievements of the Soviet era. The reasons for this are readily apparent: lack of funding for teachers, equipment, and buildings; a movement out of the country of the best and brightest graduates; and corruption at all levels.