THE CURRENT SCHOOL EDUCATION SYSTEM IN THE KYRGYZ REPUBLIC: DEVELOPMENT PROSPECTS AND CHALLENGES IN TRANSITIONING TO 12-YEAR SCHOOLING

Abstract

This article aims to examine the state of the modern school education system in the Kyrgyz Republic over the period from 2014 to 2026. The study identifies the challenges facing schools, outlines potential solutions, and explores prospects for the development of the educational sector. Findings indicate that public schools continue to dominate the general education system, accounting for approximately 90% of all educational institutions in the country. Concurrently, a growing trend is observed in private general education institutions, which now constitute 10% and have played a vital role in diversifying national educational services.  An analysis of the regional distribution of educational institutions across Kyrgyzstan revealed regional disparities driven by demographic and economic factors. Amid the phased transition to a 12-year school education model, various projects are being implemented, digital technologies and electronic gradebooks are being adopted, and multimedia classrooms as well as the "Tunguch" online school are emerging. These initiatives have enhanced the accessibility of Kyrgyz education for children residing abroad or those with special educational needs, bringing the system closer to international quality standards. The research demonstrates that despite state-led measures—such as the construction of new schools and the digitalization of educational management, the education system faces severe structural issues. These include uneven infrastructure development, exceeding sanitary limits for class sizes, a shortage of qualified teaching personnel, and limited access to modern educational resources in remote regions. The authors emphasize the imperative to address these challenges to ensure equal opportunities for quality education for all students nationwide, while highlighting the critical need to strengthen the role of specialized university departments responsible for pedagogical training.