[{"bbox": [84, 106, 1145, 265], "category": "Text", "text": "key competences. Inclusive education improves learning for all children, promotes understanding, reduces prejudice (including gender prejudice) and strengthens social integration. The 2017 gender study¹³ revealed that the education curricula at all levels still contain gender stereotypes (in textbooks, learning materials etc.); teaching personnel are not always gender-competent; there is still gender segregation in educational subjects, which results, to certain extent, in gender segregation in the job market. Better quality education, increased digital skills and media literacy would also contribute to higher chances at labour markets outside the Kyrgyz Republic."}, {"bbox": [84, 277, 1145, 516], "category": "Text", "text": "Advances in information and communications technology have created impressive economic opportunities for young people. The country has made considerable efforts to develop ICT, by creating a legislative framework and building human capacity for ICT. However, the accessibility of ICT is still largely inadequate, especially in rural and remote regions. For students to successfully develop the 21st century skills, access to information and education is crucial. However, the access to appropriate education and training often remains quite limited in rural areas due to underdeveloped ICT infrastructure, which is accompanied by high cost, low international bandwidth, and undeveloped infrastructure of “last mile” fuelling the digital divide urban vs. rural. Another key issue is undeveloped ICT skills due to lack of mechanisms for systematic education of new needs based on the rapidly developing technologies."}, {"bbox": [84, 528, 1145, 741], "category": "Text", "text": "It is acknowledged that the teacher training has not been properly revised in many years. It does not reflect contemporary research on the science of pedagogy and indeed does not even adequately incorporate how to teach the competencies of new era and highly demanded cognitive skills. Further, the limited offerings make it difficult to meet teachers’ individual professional development needs, which in any case are not systematically assessed against competencies. It does not appropriately address the use of ICT, inclusive education, and fostering socioemotional skills along with media and green literacy. The lack of attention to gender sensitisation in teacher professional development and student learning materials may have contributed in part to the gender disparities observed, including boys’ lag in early grade reading and girls’ interest in STEM subjects (UN, 2019)."}, {"bbox": [84, 753, 1145, 913], "category": "Text", "text": "Shifting away from the current examination systems that emphasise rote learning towards functional literacy assessment systems that give teachers the tools to monitor student progress will strengthen basic skills and competences enabling to meet the 21st century requirements. Digital, media and green skills development will be supported by better linking the development of basic skills and more advanced competencies as children progress through the education cycle. In this sense, improving the quality of teaching and upskilling in response to emerging digital, media and green demands is far more cost-effective than trying to provide post-school remedial education."}, {"bbox": [84, 925, 1145, 979], "category": "Text", "text": "Globalisation, structural changes in the labour market and the rapid development of new technologies require the country to review and keep updated STEAM, digital, green and media literacy throughout life."}, {"bbox": [84, 1004, 1145, 1057], "category": "Text", "text": "Identification of main stakeholders and corresponding institutional and/or organisational issues (mandates, potential roles, and capacities) to be covered by the action:"}, {"bbox": [84, 1070, 1154, 1282], "category": "Text", "text": "The Kyrgyz education sector is a multi-tiered with complex stakeholder dynamics. The MoES is the principal actor and the direct beneficiary of the Action considered as duty-bearer. According to the Public Policy Analysis conducted in parallel to the preparation of this Action Document, the Ministry is capable to deliver on the Strategy, albeit while facing several challenges that this Action will seek to help it overcome. The Ministry is responsible for all levels of education - pre-school, primary, secondary, vocational and higher education at the policy level. It is acknowledged that there is an adequate ministerial ownership and leadership of the education sector, which is the foremost element for improving the education system in Kyrgyzstan. Success of all other elements will depend on how effective the MoES is in affirming its ownership and leadership."}, {"bbox": [84, 1294, 1145, 1375], "category": "Text", "text": "The Kyrgyz Academy of Education (KAE), the Republican Teacher Training Institute and the National Testing Centre (NTC) under the MoES will be the direct beneficiaries of the Action with regard to the development of appropriate and qualitative curricula, teaching and learning materials and in-service teacher training."}, {"bbox": [84, 1387, 1154, 1572], "category": "Text", "text": "The day-to-day management of the school system rests with the rayon (municipal) administration authorities, who are the target groups of the Action. This administrative structure in turn affects the clarity of the financial management of the education sector. While the MoES has been granted greater responsibilities for management of the sectoral budget, resources for the operations and maintenance of schools is provided through the state budget directly to the municipal administrations. Teachers’ salaries are paid by the Ministry, with the exception of teachers employed in the city of Bishkek - who are paid by the Bishkek city administration. This diffusion of the sector budget affects the ability of the MoES to fully control the allocation and spending of its resources."}, {"bbox": [84, 1584, 1154, 1611], "category": "Text", "text": "In the world of professional education, Primary, Secondary Vocational Education and Training (VET) and Higher"}, {"bbox": [72, 1637, 893, 1662], "category": "Footnote", "text": "¹³ Recommendations for Kyrgyzstan of the EU-funded FWC 'Gender Study for Central Asia', 2017"}, {"bbox": [1051, 1663, 1158, 1687], "category": "Page-footer", "text": "Page 6 of 30"}]