БАЛДАРДЫ МЕКТЕПКЕ ДАЯРДООНУН «НАРИСТЕ» ПРОГРАММАСЫН ИШКЕ АШЫРУУ ЖАНА КЫРГЫЗ РЕСПУБЛИКАСЫНЫН БИЛИМ БЕРҮҮ СИСТЕМАСЫНДАГЫ ЖАҢЫ ТЕНДЕНЦИЯЛАР

Abstract

The article is addressing the example of implementation of the “Nariste” school preparatory program (480 hours) as one of the areas of reforms in the Kyrgyz Republic, as well as one of the conditions for improving the quality of education as a whole, its accessibility due to new challenges and tendencies in the education system in the Kyrgyz Republic. The article discusses the current experience of introducing the assessment system in preschool education. The outcomes of participation in the Programme for International Student Assessment (PISA) in 2006 and 2009 had a particular impact on the development of preschool education system in the Kyrgyz Republic. In addition, the article discusses the pilot introduction of instruments for assessing the effectiveness of the Nariste program and the level of children's school preparation. The basic content of the article is about the tendencies in reforming the education system in the Kyrgyz Republic, the need for an analytical approach to reforming the system in a short period of time, and the importance of the "Nariste" school preparatory program under inaccessibility of early development programs for children. Eventually, the article shows the necessary conditions and areas for the achievement of any initiatives, for example, the transition to 12-year education, the introduction of an assessment system to improve the quality of education at all stages, so that all the reforms and efforts introduced experimentally in the practical processes of the education system in the country have not been conditional and unnecessary, but would help to move forward, in the right direction, given the age features of children, economic and social components of the whole process of different ideas, reforms, and the application of digital formats, public-private partnership approaches and per capita financing in preschool education.