Send message to Author

Paper abstract:

This abstract examines the stages of development of the structure of higher education in the Kyrgyz Republic since the day of independence. The means and goals of education in almost all higher educational institutions in the post-Soviet republics of Central Asia were created by the USSR. After gaining independence, the republics of Kazakhstan, Tajikistan, Turkmenistan, Uzbekistan, including Kyrgyzstan, faced many questions and problems that either previously attracted the attention of former Soviet teachers, or were themselves created by the Soviet model of higher education, or arose as a result of economic and political difficulties "transitional" period. In this article, I first look at the Soviet historical background and its powerful legacy. I then turn to an analysis of various post-independence educational issues in Central Asia, and then turn my attention to the Kyrgyz Republic.

Based on the analysis of laws in education that regulate the development of Kyrgyzstan as a sovereign state. The post-independence policy of the government of Kyrgyzstan included the improvement and expansion of higher education as an important strategy for successfully entering the international market economy. Young people were to become a resource for economic growth and prosperity. However, after independence in the country, the number of higher education institutions and the number of students increased dramatically. These factors create problems for the organization of higher education and the quality of universities.

It also describes and discusses these dynamics observed in a larger case study on universities such as AUCA and university reform in Bishkek, Kyrgyzstan, between 1991 and 2021.

Key words: Higher education in Kyrgyzstan, International higher education, Education in the post-Soviet period.