Distance Education to Improve Quality and Access in Kyrgyzstan, Mongolia, and Tajikistan (presentation 1)

• In Event: Leveraging EdTech for teaching and equitable learning in the digital era: evidence from the field

Proposal

The presentation is based on the results of the GPE KIX research project Distance Education for Improved Quality and Access in Kyrgyzstan, Mongolia, and Tajikistan (2021-2023). The presentation will focus on vulnerabilities related to gender, geography, and ethnic identity drawn from the findings of the comparative analysis of the three countries' pandemic-era experiences to identify innovations, challenges, and prospects for the digital transformation of the educational systems.

In Kyrgyzstan and Tajikistan, although policies recognized the potential of distance education for promoting digitalization and equality, a disconnect between policy and practice was evident. For example, Tajikistan's minimal use of distance education during the pandemic left policy commitments largely untested. Conversely, Mongolia demonstrated significant progress in the digitalization of education. Mongolia’s advanced infrastructure reflects its efforts to overcome geographic and social challenges. However, access to devices and reliable Internet remains a challenge in all countries. Similar issues persist in Kyrgyzstan and Tajikistan, where terrain, urban-rural disparities, and resource limitations hinder effective digital infrastructure.

Educational innovations were notable across the three countries. Kyrgyzstan and Tajikistan introduced online learning materials, while Mongolia expanded its national platform and launched a fully online eSchool in 2022. The involvement of other educational stakeholders varied, with grassroots innovations prevalent in Kyrgyzstan and international organizations more active in Tajikistan.

A distance education readiness index revealed that teachers were generally more prepared than students. However, this perception did not align with other findings highlighting challenges teachers faced, such as workload and limited skills in digital teaching technologies. Kyrgyzstan and Mongolia showed higher readiness scores compared to Tajikistan.

The research highlighted that vulnerable students, particularly those marginalized by gender, geography, and ethnic identity, remained at risk during the pandemic. Gendered expectations were reinforced, especially in Tajikistan, where girls’ educational prospects were further compromised. Smartphone use for learning offered some benefits for girls and those in remote locations. However, students in rural areas, urban peripheries, and those speaking minority languages at home faced significant challenges.

Looking ahead, each country is committed to advancing distance education and digitalization. Kyrgyzstan’s volunteer-led innovations, particularly from teachers, could be scaled up with consistent government support. Mongolia's next steps include improving access for students in urban peripheries and nomadic communities, alongside enhancing teacher professional development. In Tajikistan, addressing the weak digital infrastructure is crucial, including upgrading technical equipment, improving Internet coverage, and tackling gender disparities in education through digital tools. The study demonstrated that the digitalization of education has the potential to ensure continuous learning during disruptions and can be effectively leveraged to promote more equitable access to education.

Authors

• Zhyldyz Doolbekova, Taalim-Forum Public Foundation

• Almagul Osmonova, Taalim-Forum Public Foundation