Reviews of National Policies for Education: Kyrgyz Republic 2010

Lessons from PISA

image of Reviews of National Policies for Education: Kyrgyz Republic 2010

The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process.

Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation. 

This report explains the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement. 

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The teaching career and teacher education

Teaching as a career in the Kyrgyz Republic is experiencing major problems which, if not addressed, will undermine other efforts at educational reform. Teacher salaries are low, amounting to about only 60% of the average wage for the country: teaching is an ageing profession and an unattractive career choice for prospective students, and retention of good teachers, especially in subjects such as mathematics, sciences, IT, languages proves to be very difficult. The chapter also discusses teacher training, the quality of which is found to vary greatly. The review team recommends attributing teachers a high priority in the reform agenda, and suggests reform steps including a re-appraisal of teacher training in terms of provision, content, methodology, evaluation and staffing.


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