In 2006, Kyrgyzstan entered the Program for International Student Assessment (PISA) competition and the results were very poor, with it securing the last position among all participating countries. However, to date, there are no in-depth studies examining the results and the impact of the PISA test on the quality of secondary education in Kyrgyzstan. This chapter attempts to fill this gap. The study was conducted in post-Soviet Central Asian education context where standardized tests are only emerging and what their far-reaching implications are not yet known. The data were collected using semistructured interviews and document analysis. Respondents to semistructured interviews included representatives of government, education officials, specialists from the independent testing center, representatives of international development organizations, university professors, school administrators and teachers, community members, and students. The study showed that the poor results of PISA 2006 awakened many policymakers, education officials, and educators about the current state of the country's education. However, the findings of the study also showed that the lessons and implications were not analyzed systematically and, as a result, rather fragmented and less coordinated efforts and initiatives were undertaken.
|Number of pages||35|
|Journal||International Perspectives on Education and Society|
|Publication status||Published - Dec 1 2010|
ASJC Scopus subject areas
- Sociology and Political Science