According to Baisalov, for a long time, the achievements of schools have been measured solely through the lens of limited external indicators, including successes in Olympiads and competitions, as well as the results of a small group of top students. While such achievements are important and will be supported, they cannot be the only criterion.
“True professionalism of educators lies in their ability to work with the majority of students, in how they assist those who face difficulties, those who start from less than ideal positions, and those who lack family support or additional resources. We must move to a system that values the progress of every child. Here, individual successes are less important than growth, effort, and moving forward. This is where the true mastery of a teacher is manifested,” he emphasized.
He also noted that the state will continue to elevate the status of teachers.
“We will improve working conditions, as well as invest in professional development, retraining, and support for young specialists. This is our task and commitment. However, along with respect and support, there will also be demands. Teaching is not just a job; it is a service that requires high social significance and moral responsibility. Therefore, it cannot be a formal process. We reject the distorted understanding of respect, where professional evaluation is perceived as distrust. On the contrary, true respect for the profession is manifested in the presence of high standards, development, and honest dialogue about the quality of education,” added the Deputy Head of the Cabinet.
He also emphasized that schools should become places for professional growth, not burnout, spaces of meaning, not formal reporting. It should be a place where teachers feel support from the state and trust from society, while also being aware of their responsibility to students and the country.
“If we strive for a strong Kyrgyzstan, we must start by creating strong schools. And strong schools depend on having strong, respected, professional, and free teachers,” concluded Baisalov, adding that the reform of school education must begin with changing the attitude towards teachers, educational institutions, and responsibility for the future of the nation.
