Reform to the test: How Kyrgyzstan's schools fared in their first year of 12-year education

Kyrgyzstan's move to a 12-year education system faced its first year of practical implementation, a period described as "difficult but manageable" by the Kyrgyz Academy of Education (KAO). This transition, affecting first, second, fifth, and seventh grades, served as a crucial real-world test for students, teachers, administrators, and parents, moving beyond theoretical planning.

The KAO's assessment, based on surveys of 8,200 teachers, classroom observations, and analysis of educational materials, indicated that the system as a whole endured the shift. However, the diagnostic year also exposed weaknesses, including problems with textbooks and workbooks, insufficient teacher training, issues with digital platforms, and overcrowded classrooms. Concerns were also raised about the readiness of younger children, aged 5.5 and 6, for school.

While most teachers did not reject the reform and many adapted to new standards, the KAO identified key areas for improvement. These include refining the content of primary school programs, providing timely, practice-oriented professional development for educators, and enhancing learning conditions. The academy also stressed the importance of timely delivery of educational materials and ensuring teachers are proficient in using them.

School readiness varied significantly across Kyrgyzstan. Factors such as teacher qualifications, textbook availability, internet access, the presence of effective methodological support, infrastructure, and local administrative organization played a crucial role. Schools with strong administrative support and active teacher collaboration adapted more quickly, while others struggled with late material deliveries, insufficient resources, and inadequate digital infrastructure.