Uzbekistan Discusses Further Reforms in School and Higher Education
Uzbekistan
President Shavkat Mirziyoyev reviewed presentations on the introduction of new-generation textbooks, the development of dual education, and the operation of the Liaoning Pedagogical University branch in Uzbekistan.
During the discussion of school education, it was noted that a graduate of the New Uzbekistan school system should possess not only solid knowledge but also modern skills, be able to use information technologies, think independently and creatively, analyse information, and make decisions.
As part of the preparation of new textbooks, existing educational materials were analysed. A total of 1,257 errors were identified in 260 textbooks, while 464 translation errors were found in 51 textbooks. Some materials were not appropriate for students’ age, while certain topics were presented in an overly complicated manner. In addition, excessive emphasis on mechanical memorisation limited the development of independent thinking and practical skills.
The new educational materials are being developed taking international experience into account. Primary school textbooks have passed certification by the Finnish Education Alliance. Textbooks for mathematics, physics, chemistry and biology for grades 5–7 are being developed on the basis of Singaporean textbooks.
The new approach provides for a link between the state educational standard, curricula, textbooks and the knowledge assessment system. By 2027, 1,342 titles of textbooks and teaching materials are planned to be prepared.
The new textbooks contain more tasks aimed at developing critical thinking, communication, cooperation and creativity. Students are encouraged not only to memorise information, but also to analyse it, substantiate their views, independently seek solutions and apply the knowledge they acquire in practice.
Particular attention is being paid to career guidance. A total of 255 lessons have been developed to help students better understand their interests and make more informed decisions about their future professions. More than 300 topics focus on environmental literacy, including responsible attitudes towards water, nature and natural resources. Other materials are aimed at developing financial and digital literacy.
Financial literacy includes skills related to managing money, planning expenses, saving and responsible consumption. Digital literacy involves the safe and effective use of the internet and modern technologies.
At the same time, it was noted that the renewal of textbooks should be accompanied by changes in teacher training. New professional development programmes have been developed for teachers in line with the content of the textbooks and modern teaching methods.
So far, 110,000 primary school teachers have undergone training. In cooperation with Singaporean specialists, 121 master trainers and 739 mentor teachers have been prepared. They subsequently trained another 90,000 teachers.
Video lessons, animations, audio materials and interactive tasks are being introduced into the educational process. Their purpose is to increase students’ interest in educational topics and encourage them to independently search for, analyse and apply information.
The knowledge assessment system is also changing. A criteria-based assessment system has been introduced in 5,000 schools, allowing teachers to assess not only students’ ability to memorise material, but also their level of understanding and ability to apply knowledge in practice.
The need to improve the professional certification system for teachers was also discussed separately. In addition to subject knowledge, the assessment of teachers takes into account their pedagogical training and ability to apply modern teaching methods.
The second part of the presentation focused on dual education, which combines university studies with practical training at enterprises. The approach is intended to provide the economy with specialists who possess not only theoretical knowledge but also practical skills.
To study international experience, ten rectors from Uzbekistan visited Germany. A significant proportion of graduates there continue working at the enterprises where they completed their practical training. The experience studied is proposed to be adapted to Uzbekistan’s conditions.
Practical mechanisms are already being introduced in the Andijan Region: 11,000 students are undergoing training at 2,000 enterprises. The President instructed all rectors to study this experience directly in the region.
The rectors who previously visited Germany will be assigned to regional khokims. They are expected to develop strategies and evidence-based proposals for the development of dual education, taking into account the needs of the local labour market.
The goal is to cover at least 80 percent of third- and fourth-year students — around 185,000 young people — through dual education. At the initial stage, priority will be given to engineering, manufacturing, construction and agriculture.
In the 2027/2028 academic year, 75 higher education institutions and 3,500 enterprises are planned to participate in dual education. The format is expected to cover 12,500 students.
The new model provides for an agreement between the university, the enterprise and the student. The educational programme will take the employer’s requirements into account, while a qualified mentor will be assigned to the student at the enterprise. Practical training may take place alongside academic classes or during a separate period.
A system of incentives is proposed for enterprises involved in workforce training. In particular, the government plans to compensate 50 percent of the salary paid to a student, provide certain customs and depreciation benefits, and offer public procurement preferences to enterprises that accept more than 25 students for practical training.
The support measures are expected to be provided through a digital platform. It has also been proposed to hold competitions among enterprises and higher education institutions that organise dual education most effectively. The assessment will take into account student participation, salary levels, academic performance and the subsequent employment of graduates.
The meeting also considered a project to establish a branch of Liaoning Pedagogical University in Uzbekistan. The branch will be located in Khiva and will become one of the areas of educational cooperation between Uzbekistan and China.
The branch will focus on training specialists with Chinese-language skills and expanding the teaching of Chinese at universities, technical colleges and schools. Programmes in international Chinese language education, international business, tourism management and artificial intelligence are planned.
Instruction will be conducted in Uzbek, Chinese and English. Graduates are expected to receive diplomas recognised in Uzbekistan and China. The start of studies is planned for the 2026/2027 academic year.
The branch will also develop student and faculty exchanges with Uzbek higher education institutions, conduct joint research and adapt technical college programmes based on Chinese experience. In addition, professional development courses in artificial intelligence are planned for computer science teachers.
Following the discussions, the President instructed officials to link the development of dual education with the actual needs of enterprises in the regions. With regard to the Liaoning Pedagogical University branch, the task was set to ensure the quality of specialist training and organise student admissions in accordance with the requirements of the educational programmes.
As part of the preparation of new textbooks, existing educational materials were analysed. A total of 1,257 errors were identified in 260 textbooks, while 464 translation errors were found in 51 textbooks. Some materials were not appropriate for students’ age, while certain topics were presented in an overly complicated manner. In addition, excessive emphasis on mechanical memorisation limited the development of independent thinking and practical skills.
The new educational materials are being developed taking international experience into account. Primary school textbooks have passed certification by the Finnish Education Alliance. Textbooks for mathematics, physics, chemistry and biology for grades 5–7 are being developed on the basis of Singaporean textbooks.
The new approach provides for a link between the state educational standard, curricula, textbooks and the knowledge assessment system. By 2027, 1,342 titles of textbooks and teaching materials are planned to be prepared.
The new textbooks contain more tasks aimed at developing critical thinking, communication, cooperation and creativity. Students are encouraged not only to memorise information, but also to analyse it, substantiate their views, independently seek solutions and apply the knowledge they acquire in practice.
Particular attention is being paid to career guidance. A total of 255 lessons have been developed to help students better understand their interests and make more informed decisions about their future professions. More than 300 topics focus on environmental literacy, including responsible attitudes towards water, nature and natural resources. Other materials are aimed at developing financial and digital literacy.
Financial literacy includes skills related to managing money, planning expenses, saving and responsible consumption. Digital literacy involves the safe and effective use of the internet and modern technologies.
At the same time, it was noted that the renewal of textbooks should be accompanied by changes in teacher training. New professional development programmes have been developed for teachers in line with the content of the textbooks and modern teaching methods.
So far, 110,000 primary school teachers have undergone training. In cooperation with Singaporean specialists, 121 master trainers and 739 mentor teachers have been prepared. They subsequently trained another 90,000 teachers.
Video lessons, animations, audio materials and interactive tasks are being introduced into the educational process. Their purpose is to increase students’ interest in educational topics and encourage them to independently search for, analyse and apply information.
The knowledge assessment system is also changing. A criteria-based assessment system has been introduced in 5,000 schools, allowing teachers to assess not only students’ ability to memorise material, but also their level of understanding and ability to apply knowledge in practice.
The need to improve the professional certification system for teachers was also discussed separately. In addition to subject knowledge, the assessment of teachers takes into account their pedagogical training and ability to apply modern teaching methods.
The second part of the presentation focused on dual education, which combines university studies with practical training at enterprises. The approach is intended to provide the economy with specialists who possess not only theoretical knowledge but also practical skills.
To study international experience, ten rectors from Uzbekistan visited Germany. A significant proportion of graduates there continue working at the enterprises where they completed their practical training. The experience studied is proposed to be adapted to Uzbekistan’s conditions.
Practical mechanisms are already being introduced in the Andijan Region: 11,000 students are undergoing training at 2,000 enterprises. The President instructed all rectors to study this experience directly in the region.
The rectors who previously visited Germany will be assigned to regional khokims. They are expected to develop strategies and evidence-based proposals for the development of dual education, taking into account the needs of the local labour market.
The goal is to cover at least 80 percent of third- and fourth-year students — around 185,000 young people — through dual education. At the initial stage, priority will be given to engineering, manufacturing, construction and agriculture.
In the 2027/2028 academic year, 75 higher education institutions and 3,500 enterprises are planned to participate in dual education. The format is expected to cover 12,500 students.
The new model provides for an agreement between the university, the enterprise and the student. The educational programme will take the employer’s requirements into account, while a qualified mentor will be assigned to the student at the enterprise. Practical training may take place alongside academic classes or during a separate period.
A system of incentives is proposed for enterprises involved in workforce training. In particular, the government plans to compensate 50 percent of the salary paid to a student, provide certain customs and depreciation benefits, and offer public procurement preferences to enterprises that accept more than 25 students for practical training.
The support measures are expected to be provided through a digital platform. It has also been proposed to hold competitions among enterprises and higher education institutions that organise dual education most effectively. The assessment will take into account student participation, salary levels, academic performance and the subsequent employment of graduates.
The meeting also considered a project to establish a branch of Liaoning Pedagogical University in Uzbekistan. The branch will be located in Khiva and will become one of the areas of educational cooperation between Uzbekistan and China.
The branch will focus on training specialists with Chinese-language skills and expanding the teaching of Chinese at universities, technical colleges and schools. Programmes in international Chinese language education, international business, tourism management and artificial intelligence are planned.
Instruction will be conducted in Uzbek, Chinese and English. Graduates are expected to receive diplomas recognised in Uzbekistan and China. The start of studies is planned for the 2026/2027 academic year.
The branch will also develop student and faculty exchanges with Uzbek higher education institutions, conduct joint research and adapt technical college programmes based on Chinese experience. In addition, professional development courses in artificial intelligence are planned for computer science teachers.
Following the discussions, the President instructed officials to link the development of dual education with the actual needs of enterprises in the regions. With regard to the Liaoning Pedagogical University branch, the task was set to ensure the quality of specialist training and organise student admissions in accordance with the requirements of the educational programmes.
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