Publication: Kyrgyz Republic : School Autonomy and Accountability
Date
2012-01
ISSN
Published
2012-01
Author(s)
World Bank
Abstract
The Kyrgyz Republic is in a state of
educational transition. Its process of reform is aimed at
improving education quality by increasing the quality of its
teachers, reducing inequity in education finance, and
updating its curriculum and instructional materials.
Improving school autonomy and accountability are two of the
main recommendations made by recent analysis. Therefore, the
benchmarking of these two issues is timely. Budgetary
autonomy is emerging; local governments are free to assign
the budget to schools but lack mechanisms to improve
budgetary efficiency and equity. Personnel autonomy is
latent, with district-level offices of the Ministry of
education and science being in charge of teacher selection
under a central pay scale. Education in the Kyrgyz Republic
is regulated by the National Education Law of 1992, amended
in 2003. Teachers and preschool education are managed under
separate laws. There are five indicators of school autonomy
and accountability that can help benchmark an education
system's policies that enable school autonomy and
accountability: school autonomy in budget planning and
approval; school autonomy in personnel management; the
participation of the school council in school finance; the
assessment of school and student performance; and school
accountability to stakeholders. This report focuses
specifically on policies in the area of school autonomy and accountability.
Link to Data Set
Citation
“World Bank. 2012. Kyrgyz Republic : School Autonomy and Accountability. Systems Approach for Better Education
Results (SABER) country report;2012. © Washington, DC. http://hdl.handle.net/10986/17643 License: CC BY 3.0 IGO.”