....................................................................................................................................................34

Ìíîãîÿçû÷íîå îáðàçîâàíèå

ôóíêöèîíèðóåò â Êûðãûçñòàíå ñî

äíÿ îñíîâàíèÿ ðåñïóáëèêè â êà÷å-

ñòâå Êàðà-Êûðãûçñêîé àâòîíîìíîé

îáëàñòè â ñîñòàâå ÐÑÔÑÐ. Çà èñ-

òåêøèå 80 ëåò íàêîïëåí îïðåäå-

ëåííûé îïûò ïî îáåñïå÷åíèþ îá-

ðàçîâàíèåì íàöèîíàëüíûõ ìåíü-

øèíñòâ, ïðîæèâàþùèõ â Êûðãûç-

ñòàíå.

 íàñòîÿùåå âðåìÿ îôèöèàëü-

íî ôóíêöèîíèðóþò øêîëû ñ êûð-

ãûçñêèì, óçáåêñêèì, ðóññêèì è

òàäæèêñêèì ÿçûêàìè îáó÷åíèÿ,

êîòîðûå îáðàçîâàòåëüíóþ äåÿ-

òåëüíîñòü îðãàíèçîâûâàþò íà îñ-

íîâå «Ãîññòàíäàðòà Êûðãûçñêîé

Ðåñïóáëèêè» ïî íàðîäíîìó îáðà-

çîâàíèþ. Òàêîå åäèíñòâî îáðàçî-

âàòåëüíîãî ïðîñòðàíñòâà ñîçäàåò

áëàãîïðèÿòíîå óñëîâèå äëÿ êîîð-

äèíàöèè è îñóùåñòâëåíèÿ êîíòðî-

ëÿ çíàíèÿ ó÷àùèõñÿ.

ÅÄÈÍÛÉ ÎÁÐÀÇÎÂÀÒÅËÜÍÛÉÑÒÀÍÄÀÐÒ - ÑÒÈÌÓËÄËß ÌÅÆÝÒÍÈ×ÅÑÊÎÉ ÈÍÒÅÃÐÀÖÈÈ

Ì.Ò. ÌàìàñàèäîâÏðîôåññîð, äèðåêòîð ÖÏÓ, ðåêòîð ÊÓÓ,

äåïóòàò ÆÊ ÊÐ, äîêòîð òåõ. íàóê,àêàäåìèê ÍÀÍ ÊÐ.

Î.Õ. ÕóäàéáåðäèåâÏðîôåññîð, ãë.ðåäàêòîð ÖÏÓ,

çàñëóæåííûé äåÿòåëü îáðàçîâàíèÿ ÊÐ.

Íå ïðåòåíäóÿ íà àíàëèç öå-

ëîãî àðñåíàëà îáðàçîâàòåëüíîé

ñèñòåìû â ñâåòå ìíîãîÿçû÷èÿ, õî-

òèì ëèøü êðàòêî îñâåòèòü äîñòèã-

íóòûå óñïåõè è ïðîáëåìû â øêî-

ëàõ ñ óçáåêñêèì ÿçûêîì îáó÷å-

íèÿ.

 Êûðãûçñòàíå ïî÷òè 1/5

÷àñòü íàñåëåíèÿ ñîñòàâëÿþò óçáå-

êè. Ñîçäàíû âñå áëàãîïðèÿòíûå óñ-

ëîâèÿ äëÿ ýòíè÷åñêîãî ðàçâèòèÿ óç-

áåêîâ: óñïåøíî ôóíêöèîíèðóþò

250 øêîë ñ óçáåêñêèì ÿçûêîì îáó-

÷åíèÿ, èìåþòñÿ ñâîÿ ãàçåòà «Óø

ñàäîñè»(Ýõî Îøà), ìóçûêàëüíî-

äðàìàòè÷åñêèé òåàòð ñ áîãàòîé èñ-

òîðèåé, îáðàçîâàí Êûðãûçñêî-Óç-

áåêñêèé óíèâåðñèòåò ñ îõâàòîì

14000 ñòóäåíòîâ íà 47 ñïåöèàëü-

íîñòåé (â òîì ÷èñëå è Ïåäàãîãè÷åñ-

êèé èíñòèòóò), ãäå äîáðàÿ ïîëîâè-

íà ñòóäåíòîâ - ïðåäñòàâèòåëè óç-

áåêñêîé ÷àñòè íàñåëåíèÿ, à òàêæå

òðóäÿòñÿ ó÷åíûå ñ ìèðîâûì èìå-

íåì êàê Õàáèá Àáäóëëàåâ, Ì.Ìèð-

ðàõèìîâ, Ì.Ò.Ìàìàñàèäîâ, äåñÿò-

êàìè íàñ÷èòûâàþòñÿ äîêòîðà íàóê,

ïðîôåññîðû, äîöåíòû. Ñðåäè äå-

ñÿòêîâ íàðîäíûõ àðòèñòîâ, çàñëó-

æåííûõ äåÿòåëåé êóëüòóðû, îáðà-

çîâàíèÿ, ãîñóäàðñòâåííûõ äåÿòå-

ëåé, ðóêîâîäèòåëåé îáëàñòíîãî è

ãîðîäñêîãî ðàíãà åñòü ïðåäñòàâè-

òåëè óçáåêñêîé íàöèîíàëüíîñòè.

Òàêîå ýòíè÷åñêîå ðàçâèòèå

óçáåêîâ îáóñëîâëåíî áîëüøîé çà-

áîòîé ãîñóäàðñòâà è ðÿäîì ôàê-

òîðîâ, îäíèì èç êîòîðûõ ïî ïðà-

âó ìîæíî îòíåñòè ê îáùåìó ñðåä-

íåìó îáðàçîâàíèþ.

 1998 ãîäó áûë îáðàçîâàí

Öåíòð ïîäãîòîâêè ó÷åáíèêîâ äëÿ

øêîë ñ óçáåêñêèì ÿçûêîì îáó÷å-

íèÿ Êûðãûçñêîé Ðåñïóáëèêè ïðè

íåïîñðåäñòâåííîé ïîääåðæêå

Ïðåçèäåíòà Àñêàðà Àêàåâà. Îñ-

.................................................................................................................................................... 35

A UNIFIED EDUCATIONALSTANDARD: MOTIVATIONFOR INTERETHNIC INTEGRATION

M. T. MamasaidovProfessor, Director of the Centre for Textbook Produc-

tion, Rector of the Kyrgyz-Uzbek University, Deputy of theParliament Jogorku Kenesh of the Kyrgyz Republic, Doctor

of Technical Sciences, Academician of the National Academyof Sciences of the Kyrgyz Republic

O. Kh. KhudajberdievProfessor, Chief Editor at the Centre

for Textbook Production,Honorary Pedagogue of the Kyrgyz Republic

Multilingual education has

been functioning in Kyrgyzstan

since the day the Republic was

founded as the autonomous Kara-

Kyrgyz district within the Russian

Soviet Federative Socialist Repub-

lic. In the course of 80 years, we

have gained vast experience in

ensuring education for national mi-

norities living in Kyrgyzstan. At

present, there are officially schools

that use Kyrgyz, Uzbek, Russian,

and Tajik languages of instruction.

These schools organise their edu-

cational process on the basis of the

State curriculum for national edu-

cation of the Kyrgyz Republic. This

standardisation of the educational

environment creates convenient

conditions for co-ordinating and

realising control of the knowledge

of pupils and students.

Not aspiring to analyse the

whole educational system in the

light of multilingualism, we would

merely like to briefly discuss the

successes that have been achieved

and the problems in schools that

use Uzbek as a language of instruc-

tion

In Kyrgyzstan almost one-fifth

of the population is Uzbek. There

are all the necessary preconditions

for the ethnic development of the

Uzbek people: 250 schools with

Uzbek as the language of instruc-

tion are working successfully, there

is an Uzbek newspaper Ush Sadosi

(The Echo of Osh), and an Uzbek

musical drama theatre with a rich

history. The Kyrgyz-Uzbek Univer-

sity teaches 14,000 students in 47

subjects (including a pedagogic in-

stitute), and the majority of the

students are representatives of the

Uzbek population. There are doz-

ens of Uzbek professors, doctors

and lecturers with international rep-

utations, such as Khabib Abdullaev,

M. Mirrakhimov, M. T. Mamasaid-

ov. There are also Uzbek repre-

sentatives among dozens of artists,

cultural and educational workers,

state servants, and leaders on the

district and town levels. This ethnic

development of the Uzbek is based

on the great concern of the gov-

ernment and a number of other

factors, one of which is general

secondary education.

....................................................................................................................................................36

íîâíîé çàäà÷åé, ïîñòàâëåííîé ïå-

ðåä Öåíòðîì, áûëî ïåðåâîä øêîë

ñ óçáåêñêèì ÿçûêîì îáó÷åíèÿ íà

Ãîññòàíäàðò î íàðîäíîì îáðàçî-

âàíèè ÊÐ è îáåñïå÷åíèå èõ íàä-

ëåæàùèìè ó÷åáíèêàìè, ó÷åáíî-

ìåòîäè÷åñêèìè ïîñîáèÿìè äëÿ

ó÷èòåëåé è ïðîãðàììàìè ïî ïðåä-

ìåòàì îáùåîáðàçîâàòåëüíîé øêî-

ëû.

Çà èñòåêøåå âðåìÿ ÖÏÓ

(Öåíòð ïîäãîòîâêè ó÷åáíèêîâ) ïîä-

ãîòîâèë è âûïóñòèë ïîëíûé êîìï-

ëåêò ó÷åáíèêîâ äëÿ íà÷àëüíîé øêî-

ëû (37 íàçâàíèé) è ïðèñòóïèë ê ïîä-

ãîòîâêå ó÷åáíèêîâ äëÿ ñòàðøèõ

êëàññîâ. Ïî ïåðñïåêòèâíîìó ïëà-

íó äî 2005 ãîäà ÖÏÓ äîëæåí ïîä-

ãîòîâèòü è âûïóñòèòü 150 íàçâàíèé

ó÷åáíèêîâ è ýòèì ïîëíîñòüþ îáåñ-

ïå÷èòü ó÷åáíèêàìè øêîë ñ óçáåê-

ñêèì ÿçûêîì îáó÷åíèÿ.

Íàðÿäó ñ ïîçèòèâíûìè äîñ-

òèæåíèÿìè èìåþòñÿ è ïðîáëåìû,

êîòîðûå íàäî ðåøàòü â ñêîðîì

áóäóùåì.  ÷àñòíîñòè, äëÿ ó÷àùèõ-

ñÿ øêîë ñ óçáåêñêèì ÿçûêîì îáó-

÷åíèÿ íå äîñòóïíû ïðåñòèæíûå

ÂÓÇû ðåñïóáëèêè, êàê ÊÍÓ èì.Æ.-

Áàëàñàãûíà, ÊÀÀ, ÊÌÀ è äð. Ýòî

îáñòîÿòåëüñòâî ïðîäèêòîâàíî òåì,

÷òî óïîìÿíóòûå ÂÓÇû íàñòðîåíû

íà êûðãûçñêèé èëè ðóññêèé ëàä (â

îñîáåííîñòè âñòóïèòåëüíûå èñïû-

òàíèÿ-òåñòû ïî ñïåöèàëüíûì ïðåä-

ìåòàì ïîäãîòîâëåíû òîëüêî íà

êûðãûçñêîì è ðóññêîì ÿçûêàõ). Â

ñâÿçè ñ ýòèì åñòü íåîáõîäèìîñòü

ñîçäàíèÿ óçáåêñêèõ ôèëèàëîâ äàí-

íûõ ÂÓÇîâ â þæíîì ðåãèîíå ðåñ-

ïóáëèêè.

ÖÏÓ â ñîñòîÿíèè ïîäãîòî-

âèòü ó÷åáíèêè äëÿ ñðåäíåé îáùå-

îáðàçîâàòåëüíîé óçáåêñêîé øêî-

ëû. Âóçîâñêàÿ è äîøêîëüíàÿ ïðî-

áëåìû åùå îñòàþòñÿ îòêðûòûìè.

Äëÿ ïîëíîãî è íåîòëîæíîãî

ðàçðåøåíèÿ ñîçðåâøèõ ïðîáëåì

ïî íàðîäíîìó îáðàçîâàíèþ íåîá-

õîäèìî ðàñøèðåíèå ÖÏÓ, æåëà-

òåëüíî äî óðîâíÿ Êîíöåðíà, îõâà-

òûâàþùåãî ïîëíûé êîìïëåêñ îáåñ-

ïå÷åíèÿ ëèòåðàòóðîé óçáåêñêîé

÷àñòè íàñåëåíèÿ.

ÅÄÈÍÛÉ ÎÁÐÀÇÎÂÀÒÅËÜÍÛÉ ÑÒÀÍÄÀÐÒ - ÑÒÈÌÓË ÄËß ÌÅÆÝÒÍÈ×ÅÑÊÎÉ ÈÍÒÅÃÐÀÖÈÈ

.................................................................................................................................................... 37

In 1998, the Centre for Text-

book Production (CTP) for Uzbek

schools of the Kyrgyz Republic was

founded with the direct support of

President Askar Akaev. The main

task of the Centre was to help

schools with Uzbek as a language

of instruction to adapt the State

Standard of public education of the

Kyrgyz Republic, and to provide

them with textbooks, teachers�

handbooks and programs for each

subject for public schools, which

corresponds to the state curriculum.

Since then, the CTP produced and

distributed all necessary textbooks

for primary schools (37 textbooks)

and began to produce textbooks

for secondary schools. By the year

2005, the CTP is planning to pro-

duce 150 textbooks and, with that,

provide the schools using Uzbek as

a language of instruction with all the

necessary teaching material.

Apart from these positive

achievements, there are also some

problems, which need to be solved

in the near future. For example, stu-

dents who attended schools with

Uzbek as the language of instruc-

tion do not have access to presti-

gious institutions of higher education

(such as the Kyrgyz National Uni-

versity, named after J. Balasagyn,

and others). This condition follows

from the fact that important univer-

sities are oriented towards Kyrgyz

or Russian models (especially as

admission exams for special subjects

are held only in Kyrgyz and Rus-

sian). Thus, it is necessary to estab-

lish Uzbek branches of these presti-

gious universities in the South of the

country. Also, while the CTP is able

to produce textbooks for second-

ary public schools in the Uzbek lan-

guage, the problem of university

and pre-school education has not

been tackled yet.

In order to solve the problem

of public education immediately

and completely, the Centre for

Textbook Production needs to be

expanded and become a corpora-

tion that can provide the whole

Uzbek part of the population with

all the literature that it needs.

A UNIFIED EDUCATIONAL STANDARD: MOTIVATION FOR INTERETHNIC INTEGRATION