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

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.