The reform of the school curriculum in Central Asia has led to different decisions in Kazakhstan and Kyrgyzstan. In Kazakhstan, the authorities decided to maintain the traditional education system, where subjects such as algebra, geometry, physics, chemistry, and biology will be studied separately. The Minister of Education of Kazakhstan, Zhuldyz Suleimenova, stated that after discussions with teachers and an analysis of potential risks, it was decided to halt the reform that proposed integrating these subjects. She noted that in the context of digitalization, it is particularly important for children to maintain a deep understanding of the fundamentals of science, which is more easily achieved through separate study of subjects. The idea of combining the exact sciences into blocks of "Mathematics," "Natural Sciences," and "Social Sciences" was rejected.
In contrast, Kyrgyzstan is moving in a different direction, transitioning to a 12-year education model. Last year, it was announced that a new integrated course called "Ilim" would be introduced, which will combine the fundamentals of physics, chemistry, and biology. According to the National Academy of Education of Kyrgyzstan, this approach will be applied for students from grades 1 to 9. This is intended to help students create a holistic understanding of the scientific world at early stages. However, contrary to initial plans, in the senior grades (10 to 12), students in Kyrgyzstan will again study subjects separately.
Thus, while Kazakhstan emphasizes a time-tested system of specialization to maintain the quality of education, Kyrgyzstan is experimenting with interdisciplinary approaches, aiming to adapt secondary education to modern requirements.
