The introduction of the 12-year general education system in Kyrgyzstan is gradually moving to a stage where the focus shifts to real consequences, not just normative decisions. As the new model is implemented in educational institutions, discussions increasingly revolve around practical aspects such as staffing, organizational, and methodological conditions.
In this context, it is worth noting the reaction of the professional community and society. As kz24.news points out, it is not the concept of the reform that raises concerns, but the difficulty of capturing its results at the level of everyday school practice amidst significant costs. The main issues are related to insufficient preschool preparation of children and new methodological requirements for teachers arising from the system's reboot. Questions are also raised about the scale of expenditures and their correlation with observed changes.
This approach should not be perceived as criticism, but rather as an indicator of the current state of the reform, which is situated between formally completed stages and their real implementation in educational institutions.
Implementation in Practice and Daily Challenges
In January 2026, a working meeting of the Ministry of Education of the Kyrgyz Republic was held, focusing on the issues faced by primary school teachers under the new educational model. The discussion centered on practical aspects such as the workload on educators, student adaptation, and the need for additional methodological support.
The topic of such a meeting indicates a shift in the perception of the reform: it is increasingly viewed not as an abstract modernization but as a set of specific management tasks. However, institutional conditions remain heterogeneous. According to official data, there is a shortage of teachers in some regions, especially in core subjects. In these conditions, uniform requirements are implemented with varying depth, which inevitably affects the pace and quality of changes.
Funding and Its Effectiveness
Significant funds continue to be allocated for the reform. In 2025, approximately 744 million soms were directed towards printing and updating educational materials. These investments underscore the priority of educational policy and the government's commitment to long-term transformations.
Nevertheless, among experts, the discussion increasingly focuses not so much on the amount of investment but on its practical effectiveness. Educational materials, even if delivered on time, begin to yield results only when combined with well-prepared educators, sustainable methodological approaches, and time for adaptation. In the absence of coherence among these elements, the effect of investments manifests with delays and is not always subject to precise evaluation.
Social-Cultural Context and Manageability of Changes
The educational system of Kyrgyzstan is traditionally at the center of public attention, and any changes are perceived within a broader socio-cultural context. Discussions regarding language aspects and methodological approaches reflect not a conflict of interests but society's sensitivity to the sustainability of the educational environment.
Public discussions of the reform are primarily focused on presentations and explanations. At the same time, the analytical component, such as comparing planned and actual results, regional differences, and interim outcomes, remains less noticeable. For reforms of this scale, this creates an additional demand for feedback and clarification of management decisions.
A Process Without a Final Point
At this moment, the transition to the 12-year educational system represents not a completed project but a prolonged process of adaptation. Its development is determined not only by the normative framework but also by the system's ability to balance differences between regions, take into account the practical experience of schools, and adjust the pace of implementation.
In this context, the discussion of the reform today is more about its manageability than its feasibility. The final results will depend on how consistently strategic goals can be aligned with the real possibilities of the educational environment.
