Orta Asya’da Eğitimde Fırsatlar ve Eşitlikler: Kırgızistan Örneği

Abstract

Bu çalışma, Kırgızistan’da ilköğretim öğretmenlerinin eğitimde fırsat eşitliğine (EFE) ilişkin görüşlerini nitel bir yaklaşımla incelemeyi amaçlamaktadır. Olgubilim deseni kullanılarak yürütülen araştırmada, 2023-2024 eğitim yılında görev yapan 38 öğretmenden (24 kadın, 14 erkek) yarı yapılandırılmış görüşme formuyla veri toplanmıştır. Katılımcılar, ölçüt örnekleme yöntemiyle seçilmiş olup en az 30 yaşında ve 8 yıl öğretim deneyimine sahip öğretmenlerdir. MAXQDA 24 ile gerçekleştirilen tematik analiz sonucunda veriler, deneyim, sosyoekonomik durum, yetenek, öğretmen algıları, eğitime erişim ve Kırgızistan’a özgü EFE temalarına ayrılmıştır. Bulgular, öğretmenlerin EFE’yi sosyoekonomik durumla ilişkilendirdiğini ve yüksek sosyoekonomik statüye sahip çocukların daha iyi eğitim fırsatlarına eriştiğini düşündüğünü göstermektedir. Kırsal ve kentsel okullar arasındaki altyapı ve öğretmen yeterliliği farkları, EFE’nin önündeki temel engeller olarak belirlenmiştir. Çalışma, eğitim bütçesinin artırılmasını, kırsal okullara öncelik verilmesini, sosyal destek programlarının uygulanmasını ve kapsayıcı öğretmen eğitimi sağlanmasını önermektedir. Kırgızistan’ın eğitim sistemindeki yapısal sorunlara dikkat çeken bu araştırma, politika yapıcılara daha adil ve kapsayıcı bir eğitim çerçevesi oluşturmada rehberlik etmeyi hedeflemektedir.

Keywords

• Eğitimde Fırsat Eşitliği
• Öğretmen Görüşleri
• Kırgızistan
• Sosyoekonomik Eşitsizlikler
• Nitel Araştırma

Opportunities and Equalities in Education in Central Asia: The Case of Kyrgyzstan

Abstract

This study aims to qualitatively explore the perspectives of primary school teachers in Kyrgyzstan on equal opportunities in education (EOE). Conducted using a phenomenological design, the research collected data from 38 teachers (24 female, 14 male) working in the 2023-2024 academic year through semi-structured interviews. Participants were selected via criterion sampling, requiring them to be at least 30 years old with a minimum of 8 years of teaching experience. Thematic analysis, performed using MAXQDA 24, categorized the data into themes: experience, socioeconomic status, ability, teacher perceptions, access to education, and EOE specific to Kyrgyzstan. Findings indicate that teachers associate EOE with socioeconomic status, believing that children from higher socioeconomic backgrounds have access to better educational opportunities. Disparities in infrastructure and teacher qualifications between rural and urban schools were identified as primary barriers to EOE. The study proposes increasing the education budget, prioritizing rural schools, implementing social support programs, and providing inclusive teacher training. By highlighting structural challenges in Kyrgyzstan’s education system, this research seeks to guide policymakers toward a more equitable and inclusive educational framework.

Keywords

• Equal opportunities in education
• teacher perspectives
• kyrgyzstan
• socioeconomic disparities
• qualitative research

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