BHU Bishkek Humanities University was established on the basis of the Pedagogical Institute of the Russian Language and Literature (PIRYL) by a decree of the President of the Kyrgyz Republic in 1992. On June 17, 1992, it was transformed into the State Institute of Languages and Humanities (GILH).
Issyk-Kul State University named after K. Tynystanov Issyk-Kul University named after K. Tynystanov (IGU) was established by the Decree of the President of the Kyrgyz Republic on December 18, 1992, based on the Issyk-Kul Pedagogical Institute and is a higher educational institution with 9 faculties, 43 departments, and 2 institutes. Rectors: Yusupov, S. Toktogonov, M. Malabaev, A. Mamatyusupov, R. Ainakenov, Zh. Salamatov, B. Kasymaliev, E. Konurbaev, T. Azhimudinov, Zh. Jusaev.
Licensing and accreditation of higher education institutions. For several years now, a comprehensive system for the licensing and accreditation of educational institutions in the republic has been in development. In 1994, the State Inspection for Licensing and Accreditation of Educational Institutions of the Kyrgyz Republic was established under the Ministry of Education of the Kyrgyz Republic.
Guided by the principles of creating a unified educational space with neighboring countries, Kyrgyzstan has established contacts with 11 CIS countries and signed about 28 inter-agency and intergovernmental agreements on cooperation with the relevant ministries. The implementation of a coordinated state policy with the CIS member states received a new impetus following the signing of the agreement on cooperation to form a unified educational space of the Commonwealth of Independent States on
An important issue today is the establishment of reliable contacts between universities and potential employers. It should be noted that the information about future employment and the requirements that a particular enterprise or organization imposes on a young specialist is imperfect, which creates serious problems for quality control in education.
Today, the issues of accessibility and quality of education are at the heart of educational reforms in the Kyrgyz Republic. Thanks to the reform policy, the national education system has managed to maintain the sustainability of its development in a short time, establish a variety of educational programs at all levels of the educational ladder, offer alternative forms and new teaching technologies, achieve multi-channel funding, and carry out decentralization of the management system and its
The number of higher educational institutions in the republic has increased more than fourfold since 1991. According to census data, the number of university students per 10,000 population in 2002 was 419, which is more than three times higher than in 1991. Over a decade (1989-1999), despite a high level of emigration, the proportion of the population with higher education increased (from 94 people per 1,000 people aged 15 and older in 1989 to 105 in 1999). This was the result of a series of
At the beginning of the 2004/05 academic year, the number of teaching staff in secondary vocational educational institutions amounted to 3,019 people, which is 1.4 times more than in the 1999/2000 academic year. This includes 2,250 full-time teachers (74.5% of the total number) and 769 teachers working on a part-time basis (25.5%). With the increase in the number of students, the number of teachers is also growing, and currently, the average student-to-teacher ratio in vocational education
According to the census data, significant changes occurred in the distribution of the employed population by types of activity from 1989 to 1999. The number of people employed in industrial production decreased by 2.6 times over the decade. In the mining industry, the number of employed people fell by more than 3 times from 1998 to 1999, totaling 8,400 individuals.
Over the past 15 years, the system of general secondary education has functioned quite steadily, with an increase in the network of public schools and the number of students. According to the National Statistical Committee, in 2005, there were 2045 mass schools operating in the republic, with 1,121.6 thousand students enrolled. In the republic's schools, education is conducted in several languages: 63.9% of students are taught in Kyrgyz, 24.5% in Russian, 13.5% in Uzbek, and 0.3% in
Since 1998, the reduction in the number of preschool institutions has been halted, and a quantitative growth has been observed. As of 2004, the number of children's preschool institutions amounted to 417, with an enrollment of 46.3 thousand children. The development primarily focused on models of preschool institutions that are alternatives to state ones. A lot of attention was given to additional educational services for the population through programs for the development of younger
The structure of education in Kyrgyzstan encompasses eight official levels, approved by the Law of the Kyrgyz Republic "On Education" as amended in 1992, 1997, and 2003:
Before the revolution, there were 107 Russian schools in Kyrgyzstan, where, in addition to Russian children, 574 Kyrgyz students were enrolled. The fight against illiteracy took on large proportions. By 1923, there were already 323 schools, of which 251 had Kyrgyz as the language of instruction, with more than 20,000 students. Schools and courses were organized for adult education and teacher training. By 1939, the literacy rate in the republic reached 70%.
It is known that in the 18th century, the Kyrgyz, although rarely, used a new writing system, as evidenced by the letters of the clan leaders Atake-bi, Boorombai-baatyr to the Russian authorities. At that time, the Kyrgyz used Chagatai script in Arabic script. Among the akyns who first began to write their works in the native Kyrgyz language, the most prominent was Moldо Niyaz (1823-1896) from Kadamjai. Moldо Niyaz wrote from the philosophical perspectives of Sufism in his elegant works about
The Karakhanid period, as the apex of Turkic civilization, was a time when science and education were at the roots of the formation of two deeply interconnected cultural civilizations — sedentary agricultural and nomadic. The greatest minds of the Middle Ages lived in Central Asia during the 10th to 12th centuries — Abu Ali Ibn Sina (Avicenna), Omar Khayyam, Abu Rayhan Biruni, Muhammad Al-Farabi. In the 10th century, Islam as a religion spread not only among the sedentary but also the nomadic
We do not have data on the development of science and education among the nomadic peoples of ancient Kyrgyzstan. However, they did possess some initial scientific concepts. This is evidenced by the ancient nomadic population's ability to work with metal, gold, improve weaponry, and some cultural achievements (for example, the 12-cycle calendar, whistling arrows). The acquisition of primitive scientific ideas among the nomadic population was also facilitated by their proximity to the