Kyrgyz Republic : School Autonomy and Accountability

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.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ACCESS TO EDUCATION, ACCESS TO INFORMATION, ASSESSING LEARNING OUTCOMES, ASSESSMENT OF EDUCATION, AVAILABILITY OF TEXTBOOKS, BARRIER, CIVIL SERVICE, COMMUNITIES, CURRICULUM, DECISION MAKING, EDUCATION BUDGET, EDUCATION CRITERIA, EDUCATION DECENTRALIZATION, EDUCATION DEVELOPMENT, EDUCATION EXPENDITURES, EDUCATION FINANCE, EDUCATION INSTITUTIONS, EDUCATION LAW, EDUCATION POLICIES, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION REFORMS, EDUCATION SECTOR, EDUCATION SERVICES, EDUCATION STATISTICS, EDUCATION STRATEGY, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ASSESSMENTS, EDUCATIONAL AUTHORITIES, EDUCATIONAL EQUITY, EDUCATIONAL EXPENDITURES, ENROLLMENT RATES, EQUAL ACCESS, EQUITY IN EDUCATION, EXAM, EXAMS, FINANCIAL AUDITS, FORMULA FUNDING, GRADUATE STUDIES, HIGH SCHOOL, HIGH SCHOOL STUDENTS, HIGHER EDUCATION, HUMAN DEVELOPMENT, INSTRUCTIONAL MATERIALS, LEARNING, LEARNING TECHNOLOGIES, LEVEL OF EDUCATION, LITERACY, MANUALS, MEASURING LEARNING OUTCOMES, MINISTRY OF EDUCATION, NATIONAL ASSESSMENT, NATIONAL EDUCATION, NET ENROLLMENT, NET ENROLLMENT RATE, PARENT ASSOCIATIONS, PARENT PARTICIPATION, PEDAGOGICAL PRACTICES, PRESCHOOL EDUCATION, PRIMARY ENROLLMENT, PRIMARY ENROLLMENT RATES, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRIMARY SCHOOLS, PRIVATE SCHOOLS, PROFICIENCY, PUBLIC ACCESS, PUBLIC EDUCATION, PUBLIC EXPENDITURE, PUBLIC EXPENDITURE ON EDUCATION, QUALITY OF EDUCATION, QUALITY STANDARDS, READING, RURAL AREAS, RURAL SCHOOLS, SCHOOL ADMINISTRATION, SCHOOL AUTONOMY, SCHOOL BUDGETS, SCHOOL COUNCIL, SCHOOL COUNCILS, SCHOOL FINANCE, SCHOOL FUNDING, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL NETWORK, SCHOOL OPERATIONS, SCHOOL PERFORMANCE, SCHOOL PERSONNEL, SCHOOL PRINCIPALS, SCHOOL QUALITY, SCHOOL STUDENTS, SCHOOL SYSTEM, SCHOOLS, SCHOOLS WITH STUDENTS, SECONDARY SCHOOL, SECONDARY SCHOOLS, SECONDARY STUDENTS, SMALL SCHOOLS, SOCIETY, STANDARDIZED TESTS, STUDENT ASSESSMENT, STUDENT ASSESSMENTS, STUDENT ENROLLMENT, STUDENT LEARNING, STUDENT PERFORMANCE, STUDENT TESTING, TEACHER, TEACHER HIRING, TEACHER PERFORMANCE, TEACHER QUALITY, TEACHER SALARIES, TEACHER SELECTION, TEACHER SHORTAGES, TEACHER TENURE, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING STAFF, TEST SCORES, UNIVERSITIES, VOCATIONAL SCHOOLS, VOUCHERS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18104066/kyrgyz-republic-school-autonomy-accountability https://hdl.handle.net/10986/17643
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