not have access, created by the education system, to opportunities for selfimprovement and creative self-realization, advanced training and retraining. 5.2.3. The quality of the education infrastructure, and, consequently, of educational services, remains largely at an extremely low level, creating a real threat to the safety and health of students. The potential of key stakeholders with the greatest involvement energy - parents, local communities, the private sector and the students themselves - is not fully involved in the education reform process. 5.2.4. The quality of school education does not meet the requirements of modern realities, which is largely due to the traditional reproductive style of education due to the lack of readiness of teachers to move to competence education because they lack the necessary skills. 5.2.5. The root causes of slow transformations in the educational sector are multiple, on the one hand, these are other systemic determinants of governance, market and economic conditions, health and social protection indicators. On the other hand, this is a low level of funding (although the country has a record in the world ratio of budget spending on education to GDP), not comparable to growing needs, a low level of teacher training, a rapidly aging infrastructure and inefficient use of available resources. 5.2.6. Due to low wages, the outflow of qualified personnel continues, the number of young professionals wishing to work in the system of school and preschool education is declining. Despite the increase in teachers' salaries, it is still below the average wage in the country as a whole, below the average wage in the real sector of the economy, and 3 times lower than the corresponding wages in the EEA countries. 5.2.7. Systematic underfunding of schools affects the quality of education. In school education, the costs for each student, according to the normative funding, are covered from the budget only by 87.6%, that is, the lack of coverage of the minimum standards of student funding in 2016 amounted to 2.0 billion soms, which is the result of an ever-increasing expansion of the pernicious system of illegal extortion. 5.2.8. Measures are not implemented for the educational process of students, from which the values such as love of the motherland, respect for national traditions and rational use of natural and cultural resources of Kyrgyzstan, adoption and understanding of democratic and civil rights and freedoms, tolerant behavior, development of cultural and historical values of the people their country and other countries, understanding and acceptance of cultural diversity. 5.2.9. Despite the developed program on multilingual education, full-fledged measures are not taken to implement it in schools. In the regions of the republic, especially in rural areas, the level of knowledge of foreign languages (official Russian language, English) remains low, while in Bishkek, Kyrgyz children have very little knowledge of the Kyrgyz language. Goal and vision 32