TAM Report / Kyrgyzstan - Future Skills

GENERAL INFORMATION

TAM title: “Future Skills: How Universities Can Prepare for Jobs That Don’t Yet Exist”

Type of Event: Webinar

Modality: Online

Country: Kyrgyzstan

Dates: 12-13 December 2025

Participants: 97 participants (77 women, 20 men), including rectors, vice-rectors, deans, heads of departments, academic staff involved in curriculum development, and representatives of ministries and public bodies

THEMES COVERED

• Global labour-market transformations and their implications for universities
• Definition and international frameworks of future skills (transversal, meta-, green and digital skills)
• Competency-based and modular learning, micro-credentials, flexible learning pathways
• University–industry cooperation and co-design of curricula
• Innovation in teaching and lifelong learning, including AI and digital tools

KEY OUTCOMES

During the workshop, participants:

• Reached a shared understanding that future skills are a strategic priority for Kyrgyz higher education
• Recognised the need to shift from predominantly content-based teaching toward competency-based and modular approaches
• Identified the importance of stronger university–industry cooperation in curriculum design and project-based learning
• Acknowledged the growing role of digitalisation and AI in teaching and institutional planning
• Expressed readiness to translate concepts into concrete institutional actions

OVERVIEW

The webinar addressed how universities can prepare graduates for jobs that do not yet exist in a rapidly transforming global labour market. 

The programme combined keynote input and thematic sessions focusing on defining future skills, embedding competency-based learning and micro-credentials into curricula, strengthening partnerships with employers, and fostering innovation in teaching and lifelong learning. Participants reflected on how Kyrgyz higher education institutions can align study programmes with emerging labour-market needs, enhance flexibility through modular structures, and strengthen institutional readiness for digital and AI-driven transformation.The event encouraged universities to move from awareness to implementation by identifying practical institutional follow-up actions.

THE FOLLOW UP ACTIVITY

Title of the activity: Follow-up to the TAM on Future Skills: How Universities Can Prepare for Jobs That Don’t Yet Exist

Dates: 12 January 2026

Audience: University leadership (rectors, vice-rectors, deans, programme heads); academic staff involved in curriculum design and teaching innovation; representatives of the Ministry and other public authorities; quality assurance and accreditation bodies; career centres and employer-facing units.

Description: The follow-up activity consists of the development and implementation of a Phased Roadmap (2026–2028): Integrating Future Skills in HEIs. Rather than a single event, the follow-up introduces a structured, multi-year process designed to support universities in embedding future-oriented competences into curricula, teaching practices and institutional strategies.

The roadmap is organised into three sequenced phases:

Phase 1 (2026): Mapping & Planning – baseline survey and institutional self-assessment; identification of pilot HEIs; formation of a national working group; development of initial guidance and priority areas.

Phase 2 (2026–2027): Pilots & Capacity Building – piloting revised modules, micro-credentials and project-based learning; targeted workshops and coaching; engagement with employers and QA bodies; continuous monitoring and reflection.

Phase 3 (2027–2028): Consolidation & Scaling – evaluation of pilots; dissemination of case studies; refinement of tools; integration of lessons learned into institutional strategies and national discussions.

The process relies on participatory methods, including working groups, peer learning, mentoring and iterative feedback, ensuring that institutions co-create practical solutions and gradually move from awareness to sustainable implementation.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Finalise and approve the Roadmap concept in consultation with the Ministry, selected HEIs and QA bodies.
• Establish a national coordination working group to oversee implementation.
• Select 3–4 pilot universities and agree on roles, expectations and support mechanisms.
• Conduct a baseline mapping (self-assessment and short survey) to identify current practices and gaps.
• Develop initial guidance and practical tools (templates for learning outcomes, module redesign, micro-credentials, etc.).
• Launch initial capacity-building activities (peer-learning sessions, workshops, mentoring).
• Define monitoring indicators and reporting formats to track progress and inform future policy discussions.

RESOURCES AND BACKGROUND MATERIAL

• Hogarth, T., Raileanu, I.–C., Pagnini, C., & Dente, G. (2024). Maximising the Impact of EU Initiatives on Skills: Is the EU’s Skills Policy Prepared for Future Labour Market Shifts? Policy Department for Economic, Scientific and Quality of Life Policies, European Parliament, October 2024. Available at: https://www.europarl.europa.eu/RegData/etudes/STUD/2024/754215/IPOL_STU(2024)754215_EN.pdf
• Ehlers, U.-D. (2022). Towards a Future Skills Framework for Higher Education in: Creating the University of the Future (Springer). Available at: https://link.springer.com/content/pdf/10.1007/978-3-658-42948-5_2.pdf