Kyrgyzstan

General Survey: Before 1990, Kyrgyzstan had an extensive system of kindergartens that provided preschool care from the age of one year up to the time children started primary school. This system was state run and an excellent preparation for school system entry. Mass privatization and the divesting of kindergarten facilities by the state and the new private enterprises has led to a massive reduction in the number of preschool facilities. In 1990 there were 16,976 such institutions, whereas by 1996 the number had dropped to 449. Moreover, many had become private and were unable or not prepared to deliver preschool educational programs. In 1995-1996, 35,254 students were enrolled in preprimary institutions with 4,013 teachers. The Ministry of Education believes that this sector has suffered the most as a result of the change to a market economy.

In 1995-1996 there were 1,885 primary schools with 473,077 students being taught by 24,086 teachers, a ratio of 19 to 1. By 1998 the number of teachers had dropped to 19,122, of which fewer than 50 percent had a higher education. It is also believed that enrollment in primary schools is declining, particularly in rural areas where the need for child labor to help with farm and home chores to subsidize the family income is more important than schooling. Moreover, the amalgamation of some classes in primary schools as a result of unpaid teachers leaving the profession is contributing to this problem.

Urban & Rural Schools: Notwithstanding the difficulties in the school system, there were no school closures between 1990 and 2000, and enrollments increased as a result of high birth rates. By 1999 there were 1,939 schools in Kyrgyzstan, 1,614 of them in rural areas. However, as was noted above, rural primary schools seem to be suffering more than urban schools from the economic woes of the country. Class sizes are bigger than in urban schools as a result of class amalgamation, and, where high birth rates exceed capacity, schools operate in shifts. Indeed, seven schools offer evening classes to accommodate students who are unable to attend during the day. The physical condition of the schools in Kyrgyzstan is a significant problem. Many rural school buildings had no hot water or indoor toilet facilities, even in Soviet times, and since 1990 conditions have further deteriorated. Many need repair and refurbishment. City governments are wealthier than rural governments, hence urban school buildings are in better repair with utilities less disrupted and thus more conducive to teaching.

Teachers: Most rural teachers are women, usually trained at the local regional institute and teaching in a former collective school building. Teaching conditions are difficult and taxing; salaries are often absent, delayed, or only partially paid. The average monthly salary in 2001 was approximately 500 soms or US$10. Many continue to teach because, as some say, "We have nothing else to do, and it is our duty." In urban areas conditions are somewhat better, with more of a guarantee of salary and greater access to equipment and supplies.

Dropouts & Repeaters: In 1997 school authorities perceived that the decline in school attendance was becoming a serious problem. In particular it appeared that refugees from Tajikistan, as well as Kyrgyz peoples migrating from the predominantly Uzbek southern region, were moving into those regions near the capital city of Bishkek and not attending school. In 1997, a total of 8,588 children did not attend school; of these, 945 were primary school children. As a result of government action (providing school meals, clothing, and free transportation to school), the overall figure was reduced to 5,074 in 1998, but the number of primary school children not in school had risen to 2,287. The large reduction in dropouts had been achieved by reducing secondary school dropouts. The government is collecting detailed data on why these 5,074 students did not attend school, an important step in further reducing this number. The number of students repeating grades is not available, but there is anecdotal evidence that students can and do repeat. This number has been increasing as students dropout and are reinstated.