Regulations in Kyrgyzstan to support training and further career development of employed people

Training and further career development of employed people is carried out in Kyrgyzstan both through in-service training and off-the-job training on professional development and retraining courses.

Article 11 of the Law on Education (2022) provides a framework for developing strategies and policies to support training and further career development of employable people to develop vocational education programmes aimed at "continuous professional development, training of specialists with appropriate vocations", including all main levels: initial and secondary VET, higher education, postgraduate education and LLL.

The Article 19 of the Law on Education (2022) is very important for VET, which should be provided in accordance with the National Qualifications System (NQS) as established by the NQF, sectoral qualification frameworks, occupational and state educational standards, and procedures for their recognition, qualification assessment systems and educational programmes. Further vocational training may be obtained in initial VET institutions, other educational institutions and through individual training by professionals who are licensed according to the NQF.

Finally, Article 24 of the Law on Education (2022) regulates additional adult education, including reskilling and professional development, which are carried out through a system of different types of educational organisations in accordance with the NQS. The main objective of additional adult education is to meet better the needs of an individual in self-improvement, self-realisation and the need for a change of qualification.

In the formal sector, the employment of vulnerable groups such as young people, women, rural populations, etc. is regulated by a set of laws (about 20), starting with the Law on the Rights and Guarantees of Persons with Disabilities (2008). Unfortunately, in Kyrgyzstan a medical approach to the problems of persons with disabilities still prevails, which recommends the creation of special institutions where they could work, socialise and receive a variety of services at an accessible level. This approach conceals discrimination and exclusion from the rest of society, whereas an inclusive approach should be applied where people, despite their physical limitations, are active members of society (Shevchenko, 2018).  Therefore, the majority of people with disabilities do not receive vocational education and have access only to the low-skilled and therefore low-paid labour market.