Orta Asya’da Eğitimde Fırsatlar ve Eşitlikler: Kırgızistan Örneği

Year 2026, Volume: 59 Issue: 1 , 335 - 373 , 15.04.2026

Aida İsmailbekova , Yavuz Ercan Gül

https://doi.org/10.30964/auebfd.1732813

https://izlik.org/JA27BE24XX

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

https://izlik.org/JA27BE24XX

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

References

• Abdoubaetova, A. (2020). Secondary schools and inequality: Navigating the fragmented landscape of educational choices in Bishkek, Kyrgyzstan. Central Asian Affairs, 7(1), 80–110. https://doi.org/10.30965/22142290-0701003
• Adams, W. C. (2015). Conducting semi‐structured interviews. In Handbook of Practical Program Evaluation (pp. 492–505). Wiley. https://doi.org/10.1002/9781119171386.ch19
• Aitbaeva, J. (2024). Constitutional and legislative guarantees of the rights of the child in the Kyrgyz Republic. Вестник Ошского Государственного Университета. Право, 1(4), 11–17. https://doi.org/10.52754/16948661
• Alieva, S., & Kovyazina, K. (2020). Kaliteli ortaöğretime erişimde eşitsizlik endeksi. [Index of inequality in access to quality secondary education]. https://www.soros.kz/ru/index-of-inequality-in-access-to-quality-secondary-education_study/
• Alimbekov, A. (2021). The Education System of the Kyrgyz Republic. Academic Council of the Kyrgyz Academy of Education Press.
• Aslanargun, E. (2022). Eğitimde fırsat eşitsizliğinin fırsat eşitsizliğinin nedeni olarak okul/ öğretmen etkisizliği ve aile katılımı [School / teacher ineffectiveness and parent participation as a matter of unequal educational opportunity]. Alanyazın, 1(1), 63–71.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
• Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology (pp. 57–71). American Psychological Association.
• Brounéus K., Hoglund K., & Oberg M. (2011). Understanding peace research: Methods and challenges. In K. Höglund & M. Öberg (Eds.), In-depth interviewing: The process, skill and ethics of interviews in peace research (pp. 130–145). Routledge.
• Creswell, J. W. (2013). Qualitative Inquiry and research design choosing among five approaches (3rd Ed). Sage Publications.
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
• Erduran, Ö. (2023). Öğretmenin öğrenci başarısındaki rolü üzerine bir inceleme [A study on the role of the teacher in student achievement]. Karacagil, Z., Bulut., M (Eds.), Sosyal Bilimlerde Güncel Tartışmalar 11 içinde (s. 1017-1028). Bilgin Kültür Sanat Yayınları.
• Garces-Voisenat, J. P. (2016). Equality of opportunity in education: a case study of Chile and Norway. Journal of Economics and Political Economy, 3, 142–150.
• Guion, L. A., Diehl, D. C., & McDonald, D. (2002). Triangulation: Establishing the validity of qualitative studies (FCS6014; Department of Family, Youth and Community Sciences). http://edis.ifas.ufl.edu
• Gul, Y. E. (2019). Kyrgyzstan universities’ profile in terms of preparing students for the future: Student opinions. Asian Journal of Education and Training, 5(1), 97–105. https://doi.org/10.20448/journal.522.2019.51.97.105
• Gül, Y. E., & Yeşil, R. (2024). The development and initial tests for the psychometric properties of the Equal Opportunity in Education Scale. Problems of Education in the 21st Century, 82(3), 353–370. https://doi.org/10.33225/pec/24.82.353
• Gürel, D. & Çetin, T. (2017, December). Eşitlik Kavramı Bağlamında Yeni Sosyal Bilgiler Öğretim Programlarının İncelenmesi [An Examination of the New Social Studies Curricula in the Context of the Concept of Equality]. 3. Kıbrıs Uluslararası Eğitim Araştırmaları Kongresi (KEAB), Gazimağusa, Kıbrıs (KKTC).
• Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
• İsmailbekova, A., & Gül, Y. E. (2025). Equality of opportunity in education in the Kyrgyz Republic. Universum: Psychology and Education, 12(1), 120–132. https://cyberleninka.ru/article/n/ravenstva-vozmozhnostey-v-obrazovanii-v-kyrgyzskoy-respublike
• Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 87–88. https://doi.org/10.4103/0976-0105.141942
• Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA: Text, audio, and video. Springer.
• Küçüksüleymanoğlu, R. (2025). Principles of Equality. In G. G. Alabay & Ç. Çelik (Eds.), Creating Positive and Inclusive Change in Educational Environments (pp. 23–52). IGI Global. https://doi.org/10.4018/979-8-3693-5782-8.ch002
• Lareau, A. (2011). Unequal childhoods: class, race, and family life. University of California Press.
• Lincoln, P. Z. (2015). Educational equality or educational equity. NUCB JOURNAL of Economics and İnformation Science, 60(1), 187–203.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
• Mehta, B. S., Srivastava, R., & Dhote, S. (2025). Inequality of Opportunity in Education. In B. S. Mehta, R. Srivastava, & S. Dhote (Eds.), Predicting Inequality of Opportunity and Poverty in India Using Machine Learning (pp. 111–133). Springer. https://doi.org/10.1007/978-981-96-2544-4_5
• Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Qualitative research: A guide for design and application]. Nobel Yayın Dağıtım.
• Murphy, P. K., Delli, LA. M., & Edwards, M. N. (2004). The good teacher and good teaching: comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal Of Experimental Education, 72(2), 69–92.
• Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145
• Nyimbili, F., & Nyimbili, L. (2024). Types of purposive sampling techniques with Their Examples and application in qualitative research studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419
• O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220
• Özsoy, S. (2002). Yükseköğretimde hakkaniyet ve eşitlik sorunsalı: Türkiye’deki finansal yapıyla ilgili bir çözümleme [The problem of equity and equality in higher education: an analysis related to the financial structure in Turkey]. [Doctoral dissertation, Ankara University].
• Petek, H., & Önder, E. (2015). Ortaokulların fırsat ve imkan eşitliği açısından değerlendirilmesi (Burdur il örneği) [Evaluation of secondary schools in terms of the equality of opportunity in education]. International Journal of Social Sciences and Education Research, 1(3), 908–920.
• Polat, Ü. (2024). Eğitimde fırsat eşitliği [Equality of opportunity in education]. In Y. E. Gül & R. Yeşil (Eds.), Eğitim ve Öğretimde Çağdaş Yaklaşımlar, Modeller (pp. 266–287). Nobel akademi.
• Şahin, H. (2019). Türkiye’de eğitimde fırsat eşit(siz)liği ve bireylerin eğitim kararları: Ardahan ve Karabük örneği. [(In)equalıty of opportunıty ın educatıon ın turkey and educatıon decısıons of ındıvıduals: The case of Ardahan and Karabük]. [Doctoral dissertation, İstanbul University].
• Şensoy, P. Ç. (2022). Anayasa ve uluslararası sözleşmelerde 23 eğitim hakkı: insan hakları ve fırsat eşitliği bağlamında bir inceleme [Right to education in the constitution of the republic of Turkey and international agreements: an examination in the context of human rights and opportunity equality]. Alanyazın Eğitim Billimleri Eleştirel İnceleme Dergisi, 21–47.
• Sirin, S. R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
• Stake, R. (2003). Case studies. In N. K. L. Y. S. Denzin (Ed.), Strategies of qualitative inquiry (2nd Ed, pp. 134–164). Sage Publication. https://www.sfu.ca/~palys/Stake2003-CaseStudies.pdf
• Stat Kg. (2024, July 26). Poverty rate. National Statistical Committee of the Kyrgyz Republic. https://stat.gov.kg/en/gendernaya-statistika/uroven-zhizni/uroven-bednosti/
• Tunç, S. (1969). Türkiye’de eğitim eşitsizliği [Educational inequality in Turkey]. Başnur Matbaası.
• Turner, B. (1997). Eşitlik [Equality]. Dost Kitabevi.
• UN. (2022). Convention on the Protection of the Rights of the Child. United Nations. https://docs.un.org/ru/CRC/C/KGZ/5-6
• Ünal, I., & Özsoy, S. (1998). Modern Türkiye’nin sisyphos miti: Eğitimde fırsat eşitliği [The Sisyphus myth of modern Turkey: Equality of opportunity in education]. In 75. Yılda Eğitim (pp. 39–72). Türkiye Ekonomik ve Toplumsal Tarih Vakfı Yayınları.
• UNESCO. (2018). Handbook on measuring equity in education. https://uis.unesco.org/sites/default/files/documents/handbook-measuring-equity-education-2018-en.pdf
• UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. UNESCO. https://doi.org/10.54676/JJNK6989
• UNESCO. (2021). Global Education Monitoring Report 2021: Inclusion and education: All means all. https://doi.org/10.54676/JJNK6989
• UNICEF. (2022). The education joint sector review in the Kyrgyz Republic. https://www.unicef.org/kyrgyzstan/media/8021/file/EducationJointSectorReview.pdf
• Valeeva. A. (2018, October 15). Central Asian Bureau for Analytical Reporting. What Are the Threats Posed by the Secondary Education Crisis in Kyrgyzstan? https://cabar.asia/ru/chem-grozit-krizis-srednego-obrazovaniya-v-kyrgyzstane
• Yin, R. (2014). Case study research: Design and methods (5th ed.) Sage.