Extracurricular activities and equity in Kyrgyzstan: A comparative case study of soviet and post-independence eras
Curriculum Journal, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1002/curj.70066
- Dergi Adı: Curriculum Journal
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Public Affairs Index, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: equal opportunities, extracurricular activities, Kyrgyz education system, primary education, teachers
- Hakkari Üniversitesi Adresli: Evet
Özet
This study examined access to extracurricular activities (ECA) in Kyrgyzstan's primary education during the Soviet and post-independence eras within the context of equal opportunities, through a comparative instrumental case study based on teachers' perspectives. A qualitative approach was adopted, involving semi-structured interviews with 28 teachers. Themes were identified via reflexive thematic analysis, resulting in seven main themes: ECA conceptualisation, types of ECA activities, inter-period comparisons, equity in access, adequacy, funding challenges and problems in ECA implementation. Findings indicate that ECA is viewed as a holistic tool supporting student development, socialisation and moral education; however, post-independence reductions in state support have exacerbated access inequalities, perpetuating social stratification. In the Soviet era, free, widespread and ideologically oriented ECAs (sports, arts, science) were state-funded with high infrastructure support (90% participation), whereas today reliance on family contributions, teacher out-of-pocket expenses and sponsors (63% urban, 37% rural participation) deepens disparities. Rural areas face pronounced issues with transportation, infrastructure deficiencies and socioeconomic factors, widening urban–rural divides. Teachers highlighted collaborative efforts through student parliaments and parental involvement mitigating gaps but criticised policy gaps and resource shortages. The study argued that ECA can enhance cultural capital accumulation and social mobility; it recommends state interventions, restored funding and public-private partnerships for equity. Filling a literature gap in post-Soviet comparisons, it offers policy suggestions in the Kyrgyz context and advises including student/parent perspectives in future research.