World Bank2014-04-072014-04-072012-01https://hdl.handle.net/10986/17643The 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.en-USCC BY 3.0 IGOACCESS TO EDUCATIONACCESS TO INFORMATIONASSESSING LEARNING OUTCOMESASSESSMENT OF EDUCATIONAVAILABILITY OF TEXTBOOKSBARRIERCIVIL SERVICECOMMUNITIESCURRICULUMDECISION MAKINGEDUCATION BUDGETEDUCATION CRITERIAEDUCATION DECENTRALIZATIONEDUCATION DEVELOPMENTEDUCATION EXPENDITURESEDUCATION FINANCEEDUCATION INSTITUTIONSEDUCATION LAWEDUCATION POLICIESEDUCATION QUALITYEDUCATION REFORMEDUCATION REFORMSEDUCATION SECTOREDUCATION SERVICESEDUCATION STATISTICSEDUCATION STRATEGYEDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL ACHIEVEMENTEDUCATIONAL ASSESSMENTSEDUCATIONAL AUTHORITIESEDUCATIONAL EQUITYEDUCATIONAL EXPENDITURESENROLLMENT RATESEQUAL ACCESSEQUITY IN EDUCATIONEXAMEXAMSFINANCIAL AUDITSFORMULA FUNDINGGRADUATE STUDIESHIGH SCHOOLHIGH SCHOOL STUDENTSHIGHER EDUCATIONHUMAN DEVELOPMENTINSTRUCTIONAL MATERIALSLEARNINGLEARNING TECHNOLOGIESLEVEL OF EDUCATIONLITERACYMANUALSMEASURING LEARNING OUTCOMESMINISTRY OF EDUCATIONNATIONAL ASSESSMENTNATIONAL EDUCATIONNET ENROLLMENTNET ENROLLMENT RATEPARENT ASSOCIATIONSPARENT PARTICIPATIONPEDAGOGICAL PRACTICESPRESCHOOL EDUCATIONPRIMARY ENROLLMENTPRIMARY ENROLLMENT RATESPRIMARY SCHOOLPRIMARY SCHOOL TEACHERSPRIMARY SCHOOLSPRIVATE SCHOOLSPROFICIENCYPUBLIC ACCESSPUBLIC EDUCATIONPUBLIC EXPENDITUREPUBLIC EXPENDITURE ON EDUCATIONQUALITY OF EDUCATIONQUALITY STANDARDSREADINGRURAL AREASRURAL SCHOOLSSCHOOL ADMINISTRATIONSCHOOL AUTONOMYSCHOOL BUDGETSSCHOOL COUNCILSCHOOL COUNCILSSCHOOL FINANCESCHOOL FUNDINGSCHOOL LEVELSCHOOL MANAGEMENTSCHOOL NETWORKSCHOOL OPERATIONSSCHOOL PERFORMANCESCHOOL PERSONNELSCHOOL PRINCIPALSSCHOOL QUALITYSCHOOL STUDENTSSCHOOL SYSTEMSCHOOLSSCHOOLS WITH STUDENTSSECONDARY SCHOOLSECONDARY SCHOOLSSECONDARY STUDENTSSMALL SCHOOLSSOCIETYSTANDARDIZED TESTSSTUDENT ASSESSMENTSTUDENT ASSESSMENTSSTUDENT ENROLLMENTSTUDENT LEARNINGSTUDENT PERFORMANCESTUDENT TESTINGTEACHERTEACHER HIRINGTEACHER PERFORMANCETEACHER QUALITYTEACHER SALARIESTEACHER SELECTIONTEACHER SHORTAGESTEACHER TENURETEACHER TRAININGTEACHERSTEACHINGTEACHING STAFFTEST SCORESUNIVERSITIESVOCATIONAL SCHOOLSVOUCHERSYOUTH10.1596/17643