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Education

Kyrgyzstan Eases Licensing Rules to Expand Private School Sector

The Kyrgyz government is taking steps to simplify the licensing process for private schools in response to a growing shortage of student places in the country’s public education system, particularly in urban centers such as Bishkek and Osh. On August 4, Chairman of the Cabinet of Ministers Adylbek Kasymaliyev announced a reform initiative aimed at easing regulatory requirements for licensing private institutions offering primary education. The goal, he stated, is to expand access to quality education and alleviate pressure on the overburdened public school network. Kasymaliyev noted that rapid population growth has led to severe overcrowding in schools in major cities, where students are often taught in three shifts instead of the standard two, negatively affecting learning outcomes. “Addressing the shortage of school places is a key priority for the government,” Kasymaliyev said. While new public schools are under construction, he emphasized that the private sector plays an important role in meeting rising demand. Kyrgyzstan currently has 219 private schools, with 108 located in Bishkek and 54 in Osh. In 2024, 33 licenses were issued to private education providers, and 21 more have been granted since the beginning of 2025. “We see strong interest from the private sector in the education field, particularly in large cities,” Kasymaliyev said. “Creating real opportunities for opening high-quality private schools is one of our tasks.” The reform is part of a broader initiative to improve educational access and quality amid demographic expansion and urbanization. Class sizes in Bishkek far exceed recommended limits, according to educators. “The average class size in Bishkek is 36 to 45 students, while the sanitary norm is up to 35,” a deputy director of a public school in the capital told The Times of Central Asia. “In some popular schools, the number exceeds 50.”

Education

Tajikistan to Introduce 10-Point Grading System in Schools

Beginning September 1, secondary schools in Tajikistan will adopt a new 10-point grading system, the country’s Minister of Education and Science, Rahim Saidzoda, announced at a press conference today, according to Khovar. Saidzoda stated that preparations are already underway for the system’s implementation, including the development of new grade books. The reform is part of a broader effort to align Tajikistan’s educational standards with international practices. Experts emphasize that one of the key objectives is to standardize national grading in line with global benchmarks, making Tajik school diplomas more readily accepted abroad. This change is expected to facilitate Tajik students’ admission to universities in both neighboring and more distant countries. The ministry noted that the new 10-point scale will enhance classroom assessments and examinations by introducing clearer and more consistent evaluation criteria, aligned with advanced education systems. Multi-point grading systems are already widely used in developed nations such as Japan, South Korea, the United States, and France, where 10, 12, or even 20-point scales are standard. In contrast, neighboring Central Asian countries continue to rely on the traditional five-point grading model. For instance, Kyrgyzstan has confirmed that it will retain the five-point scale, according to 24.kg. Uzbekistan also maintains a system ranging from “5” (excellent) to “1” (poor).

Education

Frequent Textbook Revisions Cost Kazakhstan Over $32 Million, Audit Reveals

Frequent reissues of school textbooks have cost Kazakhstan’s state budget more than 16 billion KZT (over $32 million) in the past five years, according to a report by the country’s Supreme Audit Chamber (SAC). “Reforms in educational standards are being carried out unsystematically. Frequent changes in curricula have led to revisions of already issued textbooks and inefficient budget expenditures. Over the past five years, economic losses due to textbook revisions have exceeded 16 billion KZT,” the report stated. Supreme Audit Chamber head Alikhan Smailov explained that the criteria for evaluating textbooks have changed about 12 times in recent years, leading to repeated reprints of secondary school textbooks at the state’s expense. In 2023, the Ministry of Education updated textbooks for third, fifth, seventh, eighth, ninth, tenth, and eleventh grades, affecting 14 subjects as well as curricula for children with special educational needs. As a result, budget funds were allocated for the purchase of nearly 20 new textbooks aligned with the revised program. Since 2023, a regulation has been in place requiring publishers to cover the cost of reprinting textbooks but only in cases of printing defects or deviations from the approved version reviewed by the expert commission. When changes are made to school curricula, the government remains responsible for financing new textbook editions. The Supreme Audit Chamber believes that many of these revisions stem from deficiencies in the initial expert review of textbooks. Moreover, the expertise process is still not conducted through the public service monitoring system, which would allow for better oversight of its effectiveness. The audit revealed further inefficiencies in budget planning for schools, identifying: 62.4 billion KZT ($126 million) in misallocated funds 1.1 billion KZT ($2.2 million) in financial violations 3.2 billion KZT ($6.4 million) in misuse of public funds One example cited was discrepancies between the Ministry of Labor’s teacher demand forecasts and the actual needs of the education system when allocating funding for teacher training programs. Auditors also found that 66 schools across Kazakhstan, both public and private, were operating without valid licenses for educational activities. Additionally, only 18.2% of schools pass their certification on the first attempt, highlighting systemic weaknesses in school administration. The report also noted serious deficiencies in teacher training, retraining programs, and methodological support for educators. “We have increased financing for secondary education more than threefold in recent years. Given this, the state expects better outcomes from these investments,” said SAC head Smailov. As The Times of Central Asia previously reported, one in ten Kazakh emigrants cites the pursuit of better education, both for themselves and their children, as a key reason for leaving the country.