The issue of reforming the school curriculum has become a subject of disagreement between Kyrgyzstan and Kazakhstan. In Kazakhstan, a decision was made to maintain the traditional model of education, where students continue to study algebra, geometry, physics, chemistry, and biology as separate subjects. Zhuldyz Suleimenova, the Minister of Education of Kazakhstan, announced the suspension of the integration of these disciplines after consultations with educators and an analysis of potential risks. She noted that in the context of digitalization, it is important for students to acquire deep knowledge in fundamental sciences, which is more effectively achieved through their separate study. The idea of combining the exact sciences into general blocks, such as "Mathematics," "Natural Sciences," and "Social Sciences," was ultimately rejected.
In contrast to Kazakhstan, Kyrgyzstan is taking a different approach by opting for the implementation of a 12-year educational model. Last year, plans were announced in the republic to create a new integrated subject called "Ilim," which will combine the basics of physics, chemistry, and biology. The National Academy of Education of Kyrgyzstan reported that this approach will be implemented in the educational process from grades 1 to 9, which should contribute to the formation of a holistic scientific perception among students at early stages. However, in the senior grades (10th to 12th), students will return to studying each discipline separately, contrary to the initial intentions of their neighbors.
Thus, while Kazakhstan adheres to a proven model of specialization to ensure the quality of knowledge, Kyrgyzstan is experimenting with interdisciplinary methods, striving to adapt secondary education to modern requirements.
