12-Year School: Universities’ Role in the Transition

Main News

12-Year School: Universities’ Role in the Transition

2025-03-26 / 924 / 10:03:52

The transition to a 12-year school education system has been under discussion since Kyrgyzstan gained independence. However, due to several objective challenges—primarily economic constraints, the unpreparedness of the education sector, and the lack of political commitment—its implementation has been repeatedly delayed.

The current leadership deserves recognition for its ambition and determination to modernize the education system as a step toward transforming the country into a developed state. The shift to a new school system marks the beginning of a significant phase in Kyrgyzstan’s development.

The government’s decision to introduce a 12-year general education system has sparked widespread interest. Experts, education administrators, parents, and the general public actively participated in discussions on this reform. These discussions revealed diverse, sometimes conflicting perspectives. However, one fact remains clear: the existing school system does not align with modern demands, lacks international recognition, and struggles to integrate into the global educational framework.

The Ministry of Education and Science has developed a strategy to enhance the quality of education based on international standards and best practices. The goal is to equip students with essential knowledge and skills to remain competitive in today’s job market.

With changes in the school system, universities must also adapt their approaches. Several key questions arise: How should the transition be structured? When will the first cohort of 12-year school graduates enter universities? At what academic level—bachelor’s or master’s—should future educators be trained under the new system?

Higher education institutions must not only support school education reforms but also ensure a seamless continuation of students’ professional development, preparing them for success in an evolving world.

Currently, universities continue training pedagogical specialists as before. However, change is on the horizon. University faculty and students are being introduced to the core concepts of the 12-year education model and the transformations it will bring. Discussions on the need for reforms in higher education are ongoing, with specialists, scholars, and educators exchanging ideas and learning from international experiences.

One particularly noteworthy model is found in Pakistan. During a visit to Aga Khan University in Karachi, alongside Minister Dogdurkul Kendirbayeva, I became acquainted with their approach to teacher preparation. In this system, a bachelor’s degree focuses solely on subject specialization—for example, mathematics—without incorporating pedagogical training. Graduates cannot immediately work in schools. Instead, they must complete an additional 1.5-year master’s program covering pedagogy, psychology, teaching methodologies, and practical training. Only after this stage do they receive a teaching diploma, qualifying them to work in schools. This model is gaining traction in various regions and could serve as an insightful reference for Kyrgyzstan’s educational reforms.

In addressing key educational challenges, a new model is being introduced that integrates subject collaboration or sector-based unification, necessitating a transition to a 12-year school system. This shift implies that universities will begin training teachers capable of integrating multiple disciplines—such as mathematics, physics, and computer science, or biology, chemistry, and geography. As a result, standardized textbooks will gradually be developed for different regions, which will help alleviate the shortage of teachers, enhance education quality, and ensure the preparation of well-qualified specialists.

With the full transition to this new school system, expected by 2028, teacher training will also undergo significant changes. The duration of undergraduate studies may be shortened to three years by shifting pedagogical disciplines, psychology, subject teaching methods, and practical training to the master’s level, which will span a year and a half. This adjustment ensures that the overall duration of teacher education remains largely unchanged. However, for those specializing in multilingual education—such as teachers instructing in both Russian and English—the program length may be extended by six months to maintain high-quality teacher preparation.

Moreover, the master’s degree will not only cater to bachelor’s graduates pursuing a teaching career but will also provide teacher training programs for specialists from other fields. For example, a computer science graduate could complete a master’s in pedagogy to become a school computer science teacher, or a law graduate could transition into teaching social studies through a similar pathway.

A crucial aspect of this model is the legal requirement that only master’s degree holders will be eligible to work in educational institutions. If implemented from the next academic year, bachelor’s graduates will no longer qualify for teaching positions. This distinction is essential to clarify the roles of bachelor’s and master’s degrees. Currently, the difference between these levels of education is not always evident, with only minor salary variations. Under the new system, a bachelor’s degree should ensure strong subject knowledge, while a master’s degree will focus on effective teaching methods.

Employers must actively highlight any gaps in graduate training so that universities can adjust their programs accordingly. Continuous communication between educational institutions and their graduates is vital for improving professional training. Additionally, a structured system of teacher retraining and professional development should be reinforced, requiring teachers to undergo advanced training every five years. Over time, educators must recognize the importance of continuous learning to enhance their subject expertise and pedagogical skills, ultimately improving student outcomes in line with societal needs.

The reality today shows that even top graduates from pedagogical programs often struggle to meet the demands of modern schools. This indicates a pressing need to rethink educational approaches and align them with contemporary requirements.

These and other key issues were recently discussed with colleagues regarding the forthcoming changes in university education. Institute and department heads have been encouraged to propose curriculum updates to reflect these transformations.

Significant efforts are needed to revise state education standards, redesign programs, update curricula, and integrate new IT-based teaching technologies developed with sound pedagogical principles. Additionally, it is crucial to create new educational materials, refine teaching methodologies, and test innovative instructional approaches.

Higher education institutions must be prepared for this transformation. By embracing these changes, they can lay the foundation for training young professionals equipped with the necessary competencies to succeed in their careers and society. This will help produce modern, competitive specialists who can thrive both regionally and globally.

For further details, visit the website of Kut Bilim newspaper.

K. Kozhobekov,

Rector of Osh State University