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The theme of the labor market was linked to the discourse on quality. Even though the labor market and higher education connection is visible in the education strategy, the conditions in society are not supporting what is stated in the strategy. Education plays a central role in preparing individuals to enter the labor force, as well as equipping them with the skills to engage in lifelong learning experiences. In the Education Development Strategy 2011–2020 of the Kyrgyz Republic, it is stated that:

“the educational system of the year 2020 will produce graduates of the educational system that are equipped both with general as well as specialized knowledge and skills that enable them to be successful in life as well as on the labor market.”

Education is a lifelong process and therefore governments provide opportunities for continuous education from one level to another and continuing after formal education. The graduates are equipped with relevant knowledge and skills to compete on the labor market. (EDS 2011–2020, 4–5). However, there are numerous dimensions of education– labor market linkages that are affecting the overall situation on Kyrgyz society. Rapid expansion of education has not necessarily been accompanied by rapid economic growth and development in the labor market sector. Globally, both general and core competencies and skills have become increasingly valued in labor markets that are characterized by change and in which there is a constant need to adapt to new developments in technology and working methods.

In Kyrgyzstan, the linkage between the labor market and education is not fully balanced. Education should play a central role in preparing individuals to enter the labor force and in equipping them with the skills needed to engage in lifelong learning experiences. However, formal schooling systems in developing economies such in Kyrgyzstan may not be the only important channel for acquiring employment skills. Education and relevant skills do not automatically lead to good labor market outcomes for individuals, if the society does not have favorable labor market conditions for graduates. Another major issue is the gap between the demands of the labor market and the structure of the higher education programs. As a result, there is an oversupply of graduates or specialists in certain fields, while other fields suffer from a shortage of experts. In the Education Development Strategy for 2011–2020 it is stated that one of the main issues within the framework of modernization of the content of higher education is:

“The gap between demand in the labor market and the structure of programs of higher education generates an excess of graduates or specialists in one area and a shortage in the others.” (EDS 2020, 25)

In the labor market debate, a general understanding was that the labor market in Kyrgyzstan is not systematically developed and the connection between higher education and the labor market is not sufficient. Skills and competencies that students acquire at university are not related to the future competencies needed in the labor market.

In Kyrgyz higher education, there was a shared understanding between a range of actors that the quality of higher education is closely linked with the needs of society. In the quality discourse, the higher education employers, stakeholders and society are key players and be taken into account in the process of pursuing quality. Listening to society is crucial for achieving better quality in higher education.

” Quality is compliance with expectations of the society and the labor market. If our education is only focused on knowledge but not on competencies, that are a must for a specialist, there is something missing. Thus, we need to listen to the society to the employers and produce the graduates that will be in demand.” (B.1, No 5)

Understanding the quality as a competency needed in a future working life is different compared to the Soviet education system where education is aimed at a single workplace. The problem with defining quality in higher education in conjunction with labor market needs is not unproblematic in Kyrgyzstan because of the Soviet history of understanding work conditions and also because of the lack of employment. In discussions, questions raised about: who is the judge of quality and the value of education, if the labor market is located in another country? It is estimated that one million people are currently working abroad of whom 92 percent work in Russia and the majority of the rest are in Kazakhstan (ILO Kyrgyzstan). This represents one-fifth of the country’s total population. Many of the labor migrants abroad find themselves in irregular conditions. In the interviews, the issue of migration also appears. The complexity of the labor market was highlighted in the discussion about the labor market:

“We recently had discussions on this notion and at the moment, we understand quality as something that complies with the demands of various stakeholders. It is important to define the stakeholders. It is the students and the employers. But who are the employers? We have a large migration issue, so we need to focus on the Russian and Kazakh employers and their demands as well. Our main labor markets are in Russia and Kazakhstan. We need to focus on their demands in employment.” (C–B.2, No 13)

The debate about the labor market connection and higher education is complicated. As one of the respondents from a private university said, in order to improve the conditions of labor market for the students, the demands of the Russian and Kazakh employers should be taken seriously.