THE MINISTRY OF EDUCATION AND SCIENCE OF KYRGYZ REPUBLIC J.

BALASAGYN
KYRGYZ NATIONAL UNIVERSITY
FACULTY OF FOREIGN LANGUAGES
ENGLISH STUDIES AND CROSS CULTURAL COMMUNICATION DEPARTMENT

COURSE
PAPER
THEME:The differences in the U.S. and Kyrgyz educational
systems

Student: Botalieva Aigerim

Group: LA-1-20-(2)
Scientific supervisor:Mukarapova A.K.

Bishkek 2022
CONTENTS
Introduction.................................................................................................................3
Chapter I CHARACTERISTICS OF THE U.S. AND KYRGYZ
EDUCATIONAL SYSTEMS.....................................................................................6
1.1 Features of the US educational system....................................................................6
1.2 Peculiarities of the Kyrgyz educational system.......................................................9
Сhapter II Comparative analysis of education systems in the USA and
Kyrgyzstan.................................................................................................................13
Conclusion..................................................................................................................27
References:.................................................................................................................29

2
Introduction

One of the driving forces of progress in any field of human activity and
knowledge is the synthesis of accumulated world experience. In the context of the
reform of the education system in our country, the study and analysis of trends in the
development of education abroad is becoming increasingly important.

As is known, democratization processes are currently taking place in the education

systems in the leading countries of the world. Its essential feature is openness,
continuity of all its steps.

The theoretical basis of the principle of continuity in the education system is the
concept of continuous education.

Today, the world community determines the content of new education, the
latest learning technologies are being developed and implemented, and the
educational process is constantly being improved. This is facilitated by many
important factors: the ever-increasing amount of knowledge, skills and abilities
needed by students, the results of research into the nature of childhood, the
experience of educational institutions in different countries. In addition, world
education needs to correspond to a new level of production, science, and culture. This
means that updating the education system is an urgent, inevitable task.

Education is one of the decisive life values. The craving for education is due not only
to the desire to acquire knowledge as a guarantor of the extraction of material
benefits, but also to the awareness of the need for a broad culture. When ranking life
values, the majority of the world's population prefers education.

To comprehend the meaning and purpose of education in different countries, it is

necessary to take into account national traditions. For example, in England, education
is regarded, first of all, in accordance with the future social situation. In the United
States, education is often treated pragmatically.

3
Therefore, we can say that a comparative analysis of various education systems and
the identification of specific approaches to the content of education make it possible
to identify the prerequisites and trends for the formation of a single educational
space.

The actuality of this work is due to the fact that in recent years the situation in
the world has changed significantly: integration and globalization are taking place at
all levels of education, including higher education. In this regard, new principles,
methods, techniques and training systems are coming into the system of higher
education in Kyrgyzstan. For example, the introduction of testing as a way to control
the assimilation of knowledge in almost all subjects. There are heated discussions on
this issue: whether it is worth introducing innovations from other countries into the
system of Kyrgyz higher education, how much they will take root and be useful.

Theoretical value. This work is an attempt to partially answer the questions posed
and determine the place of the Kyrgyz higher education system among the
educational systems of the world.

Practical value. This work can be used by teachers when teaching higher education
pedagogy courses, and can also be recommended as a basis for a more detailed study
and comparative characteristics of higher education systems in Kyrgyzstan and
abroad. Based on this, the aim of course paper is to compare and analyze modern
education systems (on the example of the USA, Kyrgyzstan).

The object of course paper is the educational systems of Kyrgyzstan and the
United States, and its subject is a comparative analysis of the education systems in
these countries.

The TASKS of the course work:

- to study the literature on the research problem;

- to analyze the educational systems of modern countries (on the example of the US
and Kyrgyz systems);

4
– to identify the specific features of the development of educational systems of these
countries and their contribution to the development of the world educational space.

The structure of this work includes: introduction, two chapters, conclusion,

references.

5
Chapter I CHARACTERISTICS OF THE U.S. AND KYRGYZ
EDUCATIONAL SYSTEMS

1.1 Features of the US educational system

One of the primary aims of public education in the United States is to ensure
equality of access and opportunity for all boys and girls, including minority groups
and the disabled. Moreover, U.S. public schools have a long tradition of coeducation.
Education in the United States generally reflects the values and priorities of the
society. These include a dedication to democratic ideals, a commitment to individual
freedom, and a respect for the diversity of the population. In broad terms, the U.S.
education system has as its goal the establishment of a quality education that will
enable all children to achieve their highest potential as individuals, serve effectively
as citizens of a free society, and successfully compete in a changing global
marketplace.

The education system in the United States is highly decentralized. According to the
Tenth Amendment to the U.S. Constitution: “The powers not delegated to the United
States by the Constitution, nor prohibited by it to the States, are reserved to the
States.” In accordance with this Amendment, the federal government has no authority
to establish a national education system, nor do federal agencies ordinarily prescribe
policy or curriculum for local schools. Such decisions are made at the state or district
level.

Because of this decentralization, laws governing the structure and content of

education programs may vary greatly from state to state, district to district. Some of
these laws are very prescriptive; others are broad enough to allow local school
districts considerable flexibility in the way they operate their schools.

On the other hand, despite this opportunity for experimentation and diversity, the
educational programs of the 50 states are remarkably similar, undoubtedly as the
result of such common factors as the social and economic needs of the nation, the
frequent transfer of students and teachers from one part of the country to another, and

6
the role of national accrediting agencies in shaping educational practice. (UNESCO-
IBE-World data on Education-6th edition -United States of America)

Historical Review

The history of education in the United States has certain peculiarities which are
closely connected with the specific conditions of life in the New World and the
history of the American society . The early Colonies and different politics of
education for the first white settlers who came to North America from Europe in the
17th century brought with them the educational ideas of the time most typical of the
countries they represented . In Virginia and South Carolina , for example , education
was entirely private . The children of the rich either had tutors or were sent to Europe
for schooling . Many of the children of poor parents had no education at all . In
Pennsylvania , New Jersey , and New York many of the schools were set up and
controlled by the church . In Massachusetts , which was much more developed at that
time , three educational principles were laid down : 1 ) the right of the State or
Colony to require that its citizens be educated ; 2 ) the right of the State to compel the
local governmental divisions , such as towns and cities , to establish schools ; and 3 )
the right of the local government to support these schools by taxation .

At the very beginning , school buildings were often rough shacks. They were
poorly equipped with a few benches , a stove , and rarely enough textbooks.
Discipline was harsh , and corporal punishment was frequent . The program of
studies consisted largely of reading , writing , basic arithmetic , and Bible lessons.
Since each community was responsible for solving its own educational problems ,
there was no attempt to find a common standard of excellence . Even the Constitution
of the United States , ratified in 1789 , contained no direct mention of education .

The schools of the early 1800s were not very different from those of the pre -
revolutionary period . Some historians consider that they actually deteriorated in the
three or four decades following the American Revolution , for the new country turned
its attention to the development of its land , cities , and political institutions . And

7
yet , in attempt to generate interest in education , a number of communities continued
founding schools . Some classes were opened to children for secular instruction and a
number of schools for poor children which were a forerunner of the public schools in
several major cities . Some States tax - supported schools The purpose of the public
or " common " schools was to teach the pupils the skills of reading , writing , and
arithmetic . No particular and urged their spread . religion was to be taught .

By the mid - 19th century , the desire for free public education was widespread . But
the States could not find enough means for its financial support . It was during those
years that communities began to support the schools within their boundaries . The
States finally required local school districts to tax themselves for that purpose
through the " real property " tax . This tax originated as financial support for public
schools , and remains today the major financial resource for the public school system
in the United States though it can no longer carry the entire burden . Towards the
second part of the 19th century compulsory attendance laws came into effect ,
starting with Massachusetts in 1852. After World War II, however, college
enrollments soared, and today more people are attending college than ever before,
even though college attendance is still related to social class(Urban,W.J., Jennings L.,
& Wagoner, J. (2008) A history (4th ed.). New York)

1600’s-1800’s

1. The first schools in the 13 colonies opened in the 17th century. The Boston Latin
School was the first public school opened in the United States, in 1635. To this day, it
remains the nation’s oldest public school.

2. Early public schools in the United States did not focus on academics like math or
reading. Instead they taught the virtues of family, religion, and community.

3. Girls were usually taught how to read but not how to write in early America.

4. By the mid-19th century, academics became the sole responsibility of public

schools.

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5. In the South, public schools were not common during the 1600s and the early
1700s. Affluent families paid private tutors to educate their children.

6. Public Schooling in the South was not widespread until the Reconstruction Era
after the American Civil War.

7. Common Schools emerged in the 18th century. These schools educated students of
all ages in one room with one teacher. Students did not attend these schools for free.
Parents paid tuition, provided housing for the school teacher, or contributed other
commodities in exchange for their children being allowed to attend the school.

1900’s-Present

8. By 1900, 31 states had compulsory school attendance for students from ages 8-14.
By 1918, every state required students to complete elementary school.

9. The idea of a progressive education, educating the child to reach his full potential
and actively promoting and participating in a democratic society, began in the late
1800s and became widespread by the 1930s. John Dewey was the founder of this
movement.

10. Through the 1960s, the United States had a racially segregated system of schools.
This was despite the 1954 Brown vs. Board Supreme Court ruling. By the late 1970s
segregated schooling in the United States was eliminated.

11. In 2001, the United States entered its current era of education
accountability/reform with the institution of the No Child Left Behind law. *Update:
The Every Student Succeeds Act has replaced-No Child Left Behind.[1]

1.2. Peculiarities of the Kyrgyz educational system

Education in the Kyrgyz Republic is organized in a comprehensive system of
upbringing and training established in the interest of the individual, the society and
the State in order to assure the moral, intellectual and physical health of the nation.

9
Article 2 of the Law on Education, adopted in 1992, stipulates that all citizens have
the right to education regardless of sex, nationality, language, social status, political
or religious belief.

Education in the country is based on the principles proclaimed in international

agreements and pacts, as well as in the Universal Declaration of Human Rights. It

adheres to the humanistic values of the nation and world culture as well as the

principles of democracy. Article 3 of the Law on Education established the following

basic principles of education in the Republic:

• all citizens of the Kyrgyz Republic have equal rights to education;

• education is provided free of charge in all State institutions within the framework of
State standards;

• tuition fees can be charged for education and training, including at the State
educational institutions;

• education shall be humanistic in character, placing priority on values common to all

mankind;

• the focus is on scientific achievement and attaining international educational

standards;

• education shall be systematic and have continuity;

• education shall be independent from political and religious institutions;

• education in State educational institutions is entirely secular in character;

• alternative educational institutions and non-State educational establishments will

have the opportunity to function;

• institutions can be diversified in terms of legal ownership patterns, forms of training

and education, and types of activities;

10
• conditions shall be created for selection of talented and gifted students. (UNESCO-
IBE-World data on Education-6th edition -Kyrgyzstan)

History Review

For a long time, the traditions of folk pedagogy of the Kyrgyz were considered
formed by the educational system. - Methods of raising children, teaching

craftsmanship have been founded since ancient times.

On the territory of modern Kyrgyzstan, since the Middle Ages, various types of
writing have been used. Among them, the most common was the Sogdian script.
Later, the Uyghur script was used, the Chagatai literary script, common to the
Kazakh, Kyrgyz, Uzbek, Uighur script, as well as the slave alphabet, etc.

In 1919 general education courses for adults were opened in Kyrgyzstan. Specialist.
The decree introduced compulsory teaching of writing and reading to citizens from
18 to 40 years old. - At the end of 1924, the Academic Center was established, on the
basis of which the Kara-Kyrgyz Scientific Commission was formed. - In order to
further improve education, the issue of introducing the Latin alphabet instead of the
Arabic script was considered, which became widely used in all Kyrgyz schools. In
1940, this alphabet was replaced by Russian graphics.

In the Soviet period, in the field of education, along with great achievements,
significant mistakes were made. The best achievements, advanced experience and
methods accumulated in the educational system of developed countries were not
used. - All items were subordinated to the party principle and were heavily influenced
by communist ideology. No attention was paid to the national peculiarities of
education. In higher, special-secondary and vocational educational institutions, all
subjects were taught only in Russian.[2]

In August 1991, with the independence of Kyrgyzstan, major reforms were carried
out in the republic. Despite the economic difficulties experienced, many changes in
the field of education and culture have begun to be implemented. - Guided by the

11
Law "On Education", adopted in 1992 by the Jogorku Kenesh, which takes into
account all the achievements of the practice of the education system of developed
countries, schools, vocational schools, special secondary educational institutions
began to train specialists in accordance with the requirements of the time, using the
latest ways and methods of teaching. - In all educational institutions of various types,
the Kyrgyz language is being studied. This was facilitated by the Law "About the
State Language", adopted in 1989."

The Law on Education , the Education Development Concept until 2010 , and
the Education for All ( EFA ) National Action Plan define the framework for the
Government's policy and strategy in developing education and set goals . Th EFA
Plan includes primary and secondary education and aims to ensure universal
enrollment by encouraging students not to drop out , promoting inclusion , fostering
innovation , improving the curriculum and textbooks , upgrading facilities and
equipment , strengthening community and parental participation , improving
assessment , and introducing certification systems . Commitment to improving both
the quality and effectiveness of education key element of the Government's economic
strategy .

State educational standards were developed in 1996 and subsequently revised in 2002
and 2004. The overall development plans and strategies for the education sector to
2010 are reflected in the Education Development Concept . The Ministry of
Education emphasizes developing an education system that provides students with
knowledge and skills to meet the demands of a market - oriented economy , and is
committed to improving both the quality and the effectiveness of education .

12
Сhapter II Comparative analysis of education systems in the USA and
Kyrgyzstan

Administration and management of the education system

-In the United States, the education system is characterized by a high degree of
flexibility and autonomy. Each state has its own educational system. There is
greater autonomy for schools and educational districts. School councils,
consisting of parents, teachers and older students, play a great role in school
management.

-In Kyrgyzstan ,the management of education is centralized, proceeding from

the directives of the authorities, the Ministry of Education in particular. The
role of school self-government is insignificant.

U.S Because of the Tenth Amendment and the consequent evolution of a

decentralized education system, the states and local districts assume a primary role in
the organization and operation of U.S. schools. As far as public elementary and
secondary education is concerned, in most states policies and requirements are
determined by a State Board of Education and carried out under the leadership of a
Chief State School Officer (the title varies with the state) and a staff of professional
educators in a State Department of Education.

Different states have different laws and traditions governing the membership of State
boards of education. In most states, members are appointed by the Governor; in some
they are elected directly by the people; and in still other cases a member serves ex
officio–that is, by virtue of holding another office (e.g. the Governorship).

The Chief State School Officer (the head of the State Department of education) is
usually appointed by the Governor or by the State board of education though in a few
States the office is elective. The duties of the chief State school officer normally
13
include such functions as: distributing State funds to local education authorities
(almost 50% of all funds spent on public elementary and secondary schools in the
United States come from State sources); interpreting and administering State school
laws; supervising the certification of teachers; helping to improve educational
standards through in-service training programs; and providing advisory services to
local superintendents and school boards.

The district school board and the superintendent of schools have a broad range of
duties and responsibilities. The board and the superintendent are jointly responsible
for preparing the school budget. They are responsible for hiring teachers and other
personnel; for providing and maintaining school buildings; for purchasing school
equipment and supplies; and, in most cases, for providing transportation for pupils
who live beyond a reasonable walking distance from the school.

Post-secondary institutions, both public and private, derive their authority to function
and grant degrees from the state in which they are located. This authority is
established in the State constitution or in laws passed by the legislature.

States may fund and operate a number of institutions of higher learning. Many larger
states, such as California and New York, have highly developed statewide systems of
higher education. Most states have some system of policy planning and co-ordination
to guide the development of public higher education within the state, usually through
coordinating boards and consolidated governing boards. However, in most statewide
systems, individual campuses have a high degree of institutional autonomy, subject to
the overall policies and plans established by State and/or institutional boards.

Kyrgyzstan. Until recent years , the central executive body for State education
management was the Ministry of Education and Culture , which in March 2004 was
reorganized with the removal of the culture section . The Ministry of Education
( MOE ) is responsible for education policy and its implementation , education
strategy development , state education standards , ensuring the right to education and
14
equal development between regions , the introduction of innovative practices ,
curriculum development , state examination procedures , the training and upgrading
of teachers for general education , statistical support and monitoring , and
international cooperation . It also administers national institutions ( some vocational
and specialized secondary schools and colleges , as well as higher education
institutions ) and determines , according to norms , expenditure for education on
behalf of local government . The Ministry is headed by a Minister nominated by the
President . The departments in the Ministry are : higher and secondary professional
education ; general secondary education ; and pre - school education . The
departments are independent structural subdivisions of the Ministry which perform
executive functions and co ordinate the State policy . The activities of these
departments have been established in accordance with the Constitution . The
departments are directed via decisions of : the Jogorku Kenesh ; Government decrees
and directives ; and Ministry decisions . Under the leadership of these departments ,
State educational standards are applied . The six provinces ( oblast ) in the Kyrgyz
Republic are divided into forty - one districts . In every province and district
( raion ) , a Department of Education has been established by the local authorities .
Provincial departments of education are responsible for secondary education , and
administer vocational , technical , and higher education . District departments of
education are responsible for pre - school and primary education and administer
secondary education . Aiyil okmotu ( village authorities ) administer their schools and
are responsible for providing maintenance and materials .

Structure of school education

-School education in the US (in most states) is 12 years. In Kyrgyzstan this

period is 11 years.

-The school curriculum of each student is elective, although the list of

compulsory subjects remains, the range of which is quite wide. Each student

15
 can choose a specialization and attend additional classes in a specialization
for free or for a small fee. Study can be compatible with work.In Kyrgyzstan ,
all subjects studied are compulsory. There are also faculties, which, however,
are not widespread enough, since they are not available in every school and
not in full.

-The academic year in Kyrgyz schools is divided into 4 quarters, in the USA -
into 2 semesters or 3 trimesters.

-Beginning of the academic year in Kyrgyzstan was on September 1, and from

2021 on September 15. In the US, there is no analogue of our Knowledge Day
holiday, since in different states the school year begins in different months.

-In the US, a number of students are homeschooled by their parents, taking
annual exams. In Kyrgyzstan, this type of training is not provided.

-Extra-budgetary fees from parents in schools are widely practiced in

Kyrgyzstan. In the United States, all school expenses come from the national
budget.

The modern US education system includes preschool institutions, a

comprehensive "all-encompassing" school (complete secondary education - 12 years
of study) and the so-called post-secondary educational institutions (professional and
higher)

Education is based on the system "preschool class plus 12-year school education".
However, there are some differences by state. In most states, the compulsory
education age ranges from 6-7 to 16 years old. In a complex with many schools there
are kindergartens, in some even a nursery.

From 6 to 12 years of age, children study in primary (elementary) school. The

elementary education program includes English language and literature, mathematics,
natural science, social science, vocational training, aesthetic education cycle (music,

16
drawing, singing, sculpture), sports and physical education. It gives elementary skills
and knowledge, develops a conscious attitude to learning.

High school (college of secondary education) usually consists of two parts: junior and
senior. In the junior high school (Junior High School) (VII-IX grades), a third of the
study time is devoted to a common program for all, and the rest to the study of
elective subjects (elective). Senior High School (Grades X-XII) usually offers a
compulsory set of five academic subjects and many academic and practical subjects.
(Sinyagina N. Primary education in America / Public education, 2003)

Kyrgyzstan. Pre - school education caters to children in the age group 1-7
years and is not compulsory . Infant schools admit children in the age group 1.5-3 and
kindergartens cater to children aged 3-7 .

Primary education , the first stage of general secondary education , lasts three or four
years and children start attending school at the age of 6 or 7. Primary education is
compulsory . Secondary education Basic secondary education is the second stage of
general secondary education ; it lasts five years ( Grades V - IX ) and is compulsory .
Complete general secondary education requires two additional years of study
( Grades X - XI ) and is provided free of charge in State - owned educational
institutions .

Primary vocational education schools ( PVSS , including professional lyceums and

vocational technical colleges ) offer three types of courses : ( i ) three - year programs
combining a vocational specialty with general education , and providing students
with the necessary certificate to study further in a higher education institution ; ( ii )
two - year programs that are designed for students from Grade IX and provide
vocational education with some general education , but without the necessary
components required for higher education ; and ( iii ) ten - month courses that strictly
target vocational skills , and are marketed to both youth and adults . Mid - level
vocational education is provided in technicums , training institutions offering
postsecondary , tertiary - level vocational training . Technicums require an entry

17
qualification of Grade XI and offer diploma and bachelor's degree programs . The
duration of programs at universities and colleges depends on the level of the
institution.

The educational process Pre - primary education The basic purpose of pre - school
education is the preparation of children for school , i.e. training in literacy ,
numeracy, drawing , and music .

Primary education lasts three or four years and is compulsory . Primary education
should provide pupils with mastery of basic skills in : reading , writing , and
arithmetic; elements of theoretical thinking ; elementary skills in self - monitoring of
educational activities ; culture of behaviour and speech ; personal hygiene and
healthy living . First language ( Kyrgyz / Russian ),second language ( Russian /
Kyrgyz ),mathematics ,motherland, art education, foreign language, music, physical
training, ethics. Each teaching period lasts 45 minutes . Secondary education
Complete general education provides for students ' development in the context of a
basic general educational program . It provides the conditions needed for the
development of personal interests , abilities and social self - determination .

First language ( Kyrgyz / Russian ) second language ( Russian / Kyrgyz ) foreign

language literature, mathematics, applied mathematics, physics ,chemistry ,biology
geography, astronomy ,history ,society and human beings introduction to
economics ,physical training, practical skills, military training. ( Each teaching
period lasts 45 minutes ) The curriculum is defined by the Ministry of Education on
the basis of the State educational standards , developed in 1996 and revised in 2002
and 2004 . According to the Law on Education , general education institutions are
expected to realize the citizens ' right to education in their mother language .
Basically , education is provided in the State language ( Kyrgyz ) and the official
language ( Russian ) . Instruction is also provided in Uzbek and Tajik . ( Ministry of
Education , 1999 ) . (UNESCO-IBE-World data on Education-6th edition -
Kyrgyzstan”

18
 -.In the American education system, exams are taken three times during
schooling - after 4th, 8th and 12th grade. In the Kyrgyz system, only twice -
after grades 9 and 11. This contributes to less workload of students and a
lower level of stress, greater psychological comfort for students.

Knowledge control is carried out constantly during the testing of students, at least in
two forms:

1) once a year, tests are taken to test mental abilities, etc., accepted throughout the
country;

2) once a week or more often, and sometimes 2-3 times a semester, tests and tests of
intraclass control are taken.

The grading system is usually alphabetic, based on the first five letters of the English
alphabet. On average, in the country's schools, marks are distributed and
characterized as follows:

A - (93-100) - a constantly high level of readiness, deep knowledge and originality

(excellent).

B - (85-92) - level, frankly higher than average (good)

C - (75-84) - the average level of performance of tasks (average).

D–(65-74) – minimum level of knowledge (below average).

E - (0-64) - unsatisfactory results or complete ignorance of the educational material.

To receive a high school diploma, graduates need to earn credits in 16 academic

courses during the last four years of study.

As noted by American experts in the field of education, a diploma received by a

graduate does not always indicate his abilities and academic success. In practice, the
vast majority of schoolchildren who have studied for 12 years (and expulsion from
school is an extremely rare fact in American reality) receive the necessary diploma.
19
Another thing is the quality of the selected courses, the quality and features of the
school itself, the average marks and exam indicators. Usually the best students,
whose goal is to continue their education at the university, also choose the
corresponding most difficult and advanced courses at school.

For the most talented students, special courses are developed that are close in content
to university courses, sometimes a separate teacher is allocated for classes, and after
graduation, such children are given letters of recommendation to facilitate their
admission to prestigious universities.[3]

In the Kyrgyz education system, tests are not so widespread, but they are
becoming more widespread, as they contribute to the effective control of the level of
knowledge gained by students and have a number of significant advantages.

The grading system of the Kyrgyz educational system is digital, on a 5-point scale

The presence of a Certificate of Secondary General Education is a prerequisite for

admission to higher educational institutions. Grades in the Certificate are set strictly
according to the annual grades of the relevant subject.

Admission to all areas and specialties of higher education of budgetary and

contract forms of education is carried out only according to the results of the All-
Republican Testing (ORT). - ORT consists of two parts - the main test of a projective
nature, which determines the possibilities of studying an applicant at a university, and
subject tests, built on the material of the school curriculum and determining the level
of knowledge of applicants. Currently, graduates can choose from 6 subject tests -
Chemistry, Biology, Foreign Language, Mathematics, History and Physics.

In order to enter a university, you need to score 105-110 points on the main test and
60 points on the subject test)[2]

- In the US, a bachelor's degree is considered a graduate degree. In

Kyrgyzstan, the prestige of a bachelor's degree in employment is low.
20
 American universities have an international system of credits (credits) that
allows students to interrupt and continue their studies at any time, change
universities, etc.

Higher education

Post-secondary education in America is widespread and diverse. There are

literally thousands of degree-granting universities, four-year colleges and two-year
colleges. Some of these are funded by State or local governments, while others are
funded by religious denominations or are privately endowed. In addition to these
degree-granting institutions, there are also proprietary schools that offer specific
vocational training. These proprietary schools are generally operated as businesses
for profit.

Post-secondary institutions, both public and private, derive their authority to function
and grant degrees from the state in which they are located. This authority is
established in the State constitution or in laws passed by the legislature.

Generally speaking, there are three main types of degree-granting higher-education

institutions in the United States: the two-year community or junior college; the four-
year undergraduate college; and the university. The university normally includes
undergraduate as well as graduate and professional education. Each category has both
public and private institutions. Two-year institutions offer terminal degrees (associate
degrees) for two years of study or preparation for moving into the last two years of
undergraduate study at a four-year college. Four-year colleges usually award
undergraduate degrees for four years of study. However, a growing number of four-
year institutions offer the last two years of undergraduate study and two years of
graduate work for a graduate degree, awarding both undergraduate and graduate
degrees. Universities usually offer four years of undergraduate study and two to four
years of graduate study, awarding undergraduate, graduate and professional degrees.
21
(L.S. Baranovski, D.D.Kozikis Hello,America Minsk-Higher School, 2006. - 271 p.
(239-247))

Higher education institutions may be classified according to the total number

of degrees they conferred and the field in which the degrees were awarded. This
classification divides such institutions into doctoral, comprehensive, general
baccalaureate, and specialized institutions. Doctoral institutions are characterized by
a significant level of commitment to doctoral programs and considerable activity in
them. Comprehensive institutions have a strong post-baccalaureate program but do
not engage in significant doctoral-level education. General baccalaureate institutions
focus primarily on undergraduate baccalaureate education. The category of
specialized includes professional and other highly-focused institutions.

The associate of arts (A.A.) or the associate of science (A.S.) degree is usually earned
at a community or junior college upon completion of two years of study. In many
instances, this degree represents the same level of educational achievement as
completion of the first two years of a four-year college or university, and some
students who have earned the associate’s degree transfer to four-year institutions.
Other students, especially those who have completed vocational training for a
particular job, normally enter the work force as mid-level technicians.

The bachelor’s degree normally requires four years of academic study beyond the
high school diploma. In recent years, accelerated learning plans, credit by
examination, or practical work experience, year-round study plans, and other
innovations have enabled some students to complete the program in fewer than four
years. The two most common bachelor’s degrees are the bachelor of arts (B.A.) and
the bachelor of science (B.S.). \

Master’s degree programs vary considerably among the institutions that award them.
Masters degrees are awarded in many academic fields, but most are called master of
arts (M.A. or master of science (M.S.) degrees, or are professional degrees such as
master of nursing (M.Nurs.) or master of social work (M.S.W.).

22
The doctorate is considered the highest academic degree conferred in the United
States. It attests to the ability of its holder to conduct original research of a high
order. The most frequently awarded doctorate is the doctor of philosophy (Ph.D.).
Others include the doctor of education (D.Ed.) and the doctor of divinity (D.D.).

Included among first professional degrees are dentistry, law, medicine, theology,
veterinary medicine , podiatry or podiatric medicine and pharmacy . The education
prerequisite and length of study required for these degrees vary with the field of
study. For example, in medicine most students, after receiving a bachelor’s degree,
complete four years of medical studies before receiving the M.D. degree.
Subsequently, they often enter into three years of residency training in a specialty.

The many and diverse degree-granting institutions of higher learning in the United
States comprise a broad spectrum of academic traditions, philosophies, and
educational goals. More than half are private institutions originally established by
special-interest groups for social, educational, or religious purposes. (UNESCO-IBE-
World data on Education-6th edition -United States of America)

Higher education in the Kyrgyz Republic train qualified specialists and

scientists. Higher education institutions admit students with complete general
secondary education or secondary vocational training . Higher education institutions
include universities , academies , institutes ( i.e. conservatory , higher military school,
higher school of the Ministry of the Interior , etc. ) and colleges . The duration of
programs at universities and colleges depends on the level of the institution . At the
universities with three - level programs for specialists , the duration of courses at the
first level is two years ; at the second level ( undergraduate level ) , two years ; and at
the third level ( graduate level ) , one or two years . Courses leading to the degree of
specialist with higher education lasting not less than five years are also offered under
the traditional education program . The management of higher education institutions (
including educational , research , methodological work , recruitment and preparation
of scientific , pedagogical staff ) is carried out by the Scientific Council , headed by
the rector of the institution . The languages of instruction are established by
23
universities in view of the opportunities available , as well as personal and
methodological educational process factors . Higher education institutions also offer
aspirantura and doctorantura programs for the training of scientists and researchers .
Aspirantura programs lead to the candidates of science degree . [5]

According to legislation , the leading institutions of higher education ( for

example . Kyrgyz State National University , Kyrgyz Technical University , Osh
State University , Kyrgyz State Pedagogical can offer candidate of science degree
programs on the basis of the number of places scheduled . Aspirantura programs
cover 212 scientific specialities ; doctorantura programs are available in fifteen
scientific fields . Applicants to aspirantura must have completed higher education
( holders of a specialist diploma or a master's degree ) . The duration of aspirantura
programs is three years for full - time students ( four years for part - time students ) .
According to the World Bank , public higher education institutions admit both " state
- supported " and " contractual " ( fee - paying ) students . State - supported students
attend higher education institutions free of charge , but " contractual " students pay
tuition fees set by each institution . In recent years , most higher education
institutions have depended heavily on income from student fees , which are used for
basic operations and maintenance . The number of students paying fees has increased
considerably in the past few years.( UNESCO-IBE-World data on Education-6th
edition -Kyrgyzstan)

Special education

USA “The Education for All Handicapped Children Act of 1975 [Individuals
with Disabilities Education Act–IDEA] marked the entry of the federal executive
branch into the area of special education. This Law requires all states to identify
children with one of seven conditions (speech impairment, learning disability,
emotional disturbance, mental retardation, hearing impairment, and
orthopedic/medical impairment) and provide them with special education. Children

24
with disabilities are to be educated, whenever possible, in regular classrooms without
separation from their nonhandicapped peers. When disabled children cannot be
educated with other children, they are to receive instruction in hospitals, their homes,
or in other public or private institutions at no cost to their parents. This law also
provides for medical and transportation support services for special education
programs.

The Kyrgyz government assumes complete responsibility for the education and
the training of : orphans , children who are separated from their parents on the basis
of a legal decision ; and children of single parents who wish to bring up their children
in the children's house .

Teaching staff

All pre-service teacher education in the United States is at the post-secondary

level. Many public and private universities have departments, schools, or colleges of
education. In addition, a few institutions in the United States specialize exclusively in
preparing educators to teach special subjects such as music and art, or to give
instruction to severely disabled persons.

In most cases, candidates for teacher education programs must have successfully
completed one or two years of general undergraduate requirements. The minimum
requirement for teaching on the elementary and secondary level in any of the fifty
states is the bachelor’s degree.

All states require that programs to educate teachers include general education,
specialization in a teaching field, and professional education courses. The general
education program usually includes a foundation in the liberal arts, with an emphasis
on the humanities, natural sciences, and social sciences. In addition, all states require
that future teachers engage in full-time teaching in a public school classroom under
the supervision of an experienced teacher, approved by the college or university in
which the candidate is enrolled.
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In each state an agency regulates the certification of teachers. This agency issues a
certificate or license to teach once all State requirements have been met. States issue
several types of certificates, based on training and need: permanent (regular),
probationary, and temporary, with the specific nomenclature varying from state to
state. Many states require that a teacher acquire a graduate degree within ten years.
Often, states or local school districts offer salary increases and free tuition as
incentives to pursue study beyond what is required.

Most U.S. school districts assist or encourage teachers at the elementary and
secondary levels to continue their professional growth in one way or another. To this
end, teachers often have the opportunity to attend formal courses and workshops that
confront significant classroom problems or explore new approaches. Teaching
workload has several dimensions, including the amount of time spent working, the
number of classes taught and the number of students in each class. The amount of
time a teacher devotes to his or her job is partly self-determined, reflecting not only
what the school requires or expects but also the teacher’s efficiency, enthusiasm and
commitment.

In Kyrgyz system only those with appropriate pedagogical qualifications have

the right to teach in educational establishments . The in - service training system
faces several problems and fails to ensure the systematic updating of knowledge and
experience . According to legislation , all teachers must participate in in - service
training courses every five years .

Recruiting qualified new teachers to replace retirees is proving difficult primarily

due to very low salaries . Salaries for teachers and principals are usually well below
the average monthly wage , and even the top monthly salary is below the poverty
level . Teacher shortages often arise from the inability of the education sector to
compete with the private sector in attracting personnel with such skills .

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Conclusion
Education today is facing the need for profound all-encompassing changes.It is
natural that the problems of education have always occupied the most important place
in the activities of any state: it is education that is one of the fundamental means of
reproduction and development of the culture of society and man, the spiritual,
intellectual and professional potentials of society.

The need to comprehend the real problems of education in modern conditions is

becoming more relevant and significant.

In general, we can say that at present there is a need for an immediate and high-
quality modernization of the entire education system.

This makes it necessary to comprehend the specific features of the already

established education systems, identify the main trends in their reform, and assess the
current educational situation in the world.

After analyzing the current trends in the development of education systems in

the leading countries, we can conclude that each of these countries has certain
established traditions in the field of education, which are associated with the
peculiarities of their socio-economic development, historical and national conditions.
But at the same time, they also have a certain similarity in the problems of school
reform associated with the modernization of the content of education, which leads to
the unification of the efforts of the entire world community to resolve these problems.

Therefore, we can say that a comparative analysis of various education systems and
the identification of specific approaches to the content of education make it possible
to identify the prerequisites and trends for the formation of a single educational
space.

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Thus, the study shows that the students of Kyrgyzstan have a fairly strong potential
and are able to learn more. However, due to some imperfections in the education
system, they are not as mobile in today's constantly changing world of high
technology as graduates of American educational institutions are mobile. But these
imperfections are only flaws in the system, which can be successfully reformed,
taking into account the experience of other countries, and in particular the United
States. Taking into account and introducing the positive experience of American
colleagues, improving the existing system in Kyrgyzstan, it is possible to create a
more effective education system, while maintaining the originality, uniqueness and
positive aspects of the current system.

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References:
1.UNESCO-IBE-World data on Education-6th edition -United States of America

2.UNESCO-IBE-World data on Education-6th edition -Kyrgyzstan

3.Urban, W. J., Jennings L., & Wagoner, J. (2008). American education: A history
(4th ed.). New York, NY: Routledge.

4.Boldzhurova, I.S History of the development of the education system of the Kyrgyz
Republic in the transition period (1990-2005): dis. ... Dr. ped. Sciences: 13.00.01
Moscow, 2006 256 p. RSL OD, 71:06-13/155

5.L.S. Baranovski, D.D.Kozikis Hello,America Minsk-Higher School, 2006. - 271 p.

(239-247)

6.Sinyagina N. Primary education in America // Public education, 2003, No. 5

Internet resources:

1.https://www.americanboard.org/blog/11-facts-about-the-history-of-education-in-
america/

2.http://www.myshared.ru/slide/1401979/

3.https://dash.harvard.edu/bitstream/handle/1/42662008/h0119.pdf?sequence=2

4.https://education.stateuniversity.com/pages/795/Kyrgyzstan-EDUCATIONAL-
SYSTEM-OVERVIEW.html

5.https://supporthere.org/page/higher-education-kyrgyzstan

6.https://assist.applyboard.com/hc/en-us/articles/1500002231741-The-United-States-
Education-System

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