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volume 4, issue 4, 2025
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THE DEVELOPMENT OF PRESCHOOL EDUCATION IN QASHQADARYO REGION:
MODERN STAGE, URGENT ISSUES AND ACHIEVED RESULTS
Karomov G’ulom
Associate Professor at the University
of Information Technology and Management
Ochilov Ulug’bek Egamberdi ugli
1st-year Master's Student at the University
of Information Technology and Management
Keywords:
preschool education, Qashqadaryo region, independence period, education reforms,
educational system, challenges and achievements, material and technical base, state policy.
Abstract:
This article analyzes the changes, development trends, existing problems, and
achievements in the preschool education system of Qashqadaryo region during the years of
Uzbekistan’s independence. It highlights the quantitative and qualitative growth of preschool
institutions, improvements in pedagogical methods, the enhancement of human resources, and
the reforms implemented based on legal and regulatory frameworks established by the state.
Additionally, the article puts forward proposals for addressing current issues and improving the
efficiency of the sector.
After Uzbekistan gained independence, the positive changes that occurred in society also brought
relevant adjustments to the nature, purpose, and objectives of preschool education. The tasks of
preschool institutions became more diverse. However, all of them were primarily aimed at
strengthening children's health, protecting their lives, ensuring their moral, personal, and
physical development, and preparing them for primary school.
There are two main factors determining the condition and development of a preschool-aged child:
the family and the preschool institution. The establishment of cooperation between the family
and the preschool institution was recognized as a decisive factor in renewing preschool
education. The family teaches the child the most vital aspect — forming relationships with close
individuals, which no other social institution can provide. Only the coordinated interaction
between preschool institutions and families can ensure the comprehensive development of a
child’s personality
.
During the years of independence, as in the entire country, significant measures were also taken
in the field of public education in the Qashqadaryo region. On February 20, 1992, the XIII
session of the XXI convocation of the People's Deputies Council of the Qashqadaryo Regional
Administration was held. As noted during the session, although the local budget was fulfilled by
104%, only 92.6% of the allocated funds for education, healthcare, culture, and social support
were utilized.
Due to a shortage of qualified teachers in 228 schools across the region, more than 20 million
soums allocated for public education were left unutilized. According to the meeting report,
45.9% of the regional budget allocated for socio-cultural activities was directed to public
education, 20.2% to the healthcare system, and 6.8% to public economy expenditures.
Additionally, 52,222 soums were allocated to the cultural sector, and 22,109 soums to the field
of social protection
This clearly shows that, from the early years of independence, sufficient
1
Ўзбекистон Республикаси халк таълими вазирлиги ва республика таълим марказининг идоравий архиви
йиғмажилди.
2
ЎзРПДАҚВФ жорий архиви. 829-фонд. 1-рўйхат. 21-йиғма жилд. 132-варақ
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funds were allocated to the public education system in the region. However, certain
shortcomings were observed in the implementation process. The allocated funds for public
education were not delivered on time or properly distributed.In the region, 46% of the existing
schools were in need of repair, and 146 schools were in a completely unusable condition. Only
30% of general education schools were equipped with computers, while the remaining schools
faced shortages of educational equipment, textbooks, and laboratory facilities.
A preschool educational institution ensures the upbringing, education, care, and health
improvement of children in accordance with established state standards and the requirements set
for such institutions. Since 1992, a program for developing a non-traditional network of
preschool institutions — specifically home-based (family) kindergartens — has been
implemented in Uzbekistan. This initiative created opportunities to provide education and
upbringing for children within families until they reached school age. As part of this program,
efforts to expand the network of home and small-scale kindergartens continued, and as a result,
the number of such institutions reached 2,032, serving a total of 177,720 children
. Preparation
groups for preschool-aged children were organized in households to facilitate their readiness for
school. This form of educational activity was particularly well established and effectively
implemented in the Andijan and Namangan regions
.
The preschool education system, which is taking shape under the new socio-economic
conditions, has acquired several distinctive features. This stage of education is being
implemented within both public and private preschool institutions, as well as in family settings.
In recent years, new models such as “home-based kindergartens” and “farm-based
kindergartens” have been introduced. However, a number of unresolved issues have also
accumulated within the preschool education system.
In 1993, Qashqadaryo region had 942 general education schools, 39 vocational technical colleges,
3 orphanages, and 542 preschool institutions. While around 43,000 students were enrolled in
schools, approximately 438,000 children were being educated in kindergartens
.
In 1994, there were 9,467 preschool education institutions operating across the republic
, yet
only 30.7% of children were enrolled in nurseries and kindergartens
. In order to improve the
functioning of this educational system and disseminate best practices, in 1995, 17 types of
educational and methodological manuals were developed, published, and distributed for use by
preschool institutions and families
However, the rate of enrollment of preschool-aged children in kindergartens gradually declined
over the years. For instance, in 1992 this figure stood at 34%, but by 1995 it had dropped to 29%.
Nationwide, the average preschool and nursery enrollment rate was 29%, while in Qashqadaryo
region it was only 15%, in Surkhandaryo region — 16.4%, and in the Republic of
Karakalpakstan — 20.9%. This indicates that the process of involving children in preschool
education did not progress evenly or consistently across different regions
Reforms were implemented in the preschool education system, and by 1995, there were 3,500
kindergartens under the jurisdiction of the Ministry of Public Education. Over the following
years, more than 450 new preschool institutions were built and began operating. In addition to
standard preschool institutions, 14 kindergartens, 49 kindergarten-gymnasiums, and several
“kindergarten-school” complexes were established
3
ЎзРПДАҚВФ жорий архиви. 829-фонд.10-рўйхат. 92-йиғма жилд. 54-варақ
4
Йўлдошев Ж.Ғ. Таълимимиз истиклоли йўлида. Тошкент: Шарк, 1996. –Б. 114.
5
Йўлдошев Ж.Ғ. Таълимимиз истиклоли йўлида. Тошкент: Шарк, 1996. –Б. 114.
6
Ўзбекистон Миллий архиви (ЎзМА), М -26 - фонд, 1 - рўйхат, 106 - иш, 10 -22 - варақлар.
7
Йулдошев Ж.Ғ. Таълимимиз истиклоли йўлида. Тошкент: Шарқ, 1996. –Б. 113.
8
Йўлдошев Ж.Ғ. Ўзбекистон Республикаси таълим тараккиёти йўлида. Тошкент: Ўкитувчи, 1994.- Б. 14.
9
Ўзбекистоннинг янги тарихи. Мустакил Ўзбекистон тарихи. Тошкент: Шарк, 2000. 3- жилд.- Б.421.
10
Йўлдошев Ж. Таълимимиз истиқлоли йўлида.-Тошкент: Шарқ, 1996. – Б. 156.
11
ЎЗРМДА.М- 107- фонд, 1- рўйхат, 24- йиғма жилд, 24-28 вараклар.
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Preschool education covers the period from age three to six or seven and is carried out within
families, kindergartens, and other types of educational institutions regardless of the form of
ownership. On June 24, 1999, the Cabinet of Ministers of the Republic of Uzbekistan adopted
Resolution No. 313 “On Measures to Establish and Develop a Network of Non-State Preschool
Education Institutions,” which opened the way for the creation and development of privatized
forms of kindergartens throughout the country
One of the most important functions of preschool educational institutions is preparing children
for school. In this regard, along with traditional methods, non-traditional approaches were also
applied in kindergartens. Children received instruction through private tutors, short-term groups,
neighborhood-based preparatory classes, and literacy centers. In 2004, 77.7 billion soums, or
60.9% of total local budget expenditures, were allocated to the social sector. Of this, 56.5 billion
soums were directed towards the development of educational institutions and the improvement
of their material-technical and instructional bases, with 931 million soums allocated specifically
to incentivize the labor of schoolteachers. For the capital renovation of schools and preschool
institutions, 1.808 billion soums were financed.
Within the framework of the "Year of Mercy and Kindness" program, 9.823 billion soums were
allocated. From this, 209.3 million soums were spent on the capital repair and equipment of
orphanages, special boarding schools, as well as the “Muruvvat” and “Sakhovat” homes.
Additionally, 20 million soums were directed toward increasing the number of free vouchers to
sanatorium-resort institutions for war and labor veterans and people with disabilities.
To provide free textbooks for pupils from grades 2 to 9 in special boarding schools, orphanages,
and families with low income, 890.7 million soums were allocated. Furthermore, 924.8 million
soums were spent on providing free school uniforms and clothing for students from low-income
families. In 2004, 19.728 billion soums of budgetary funds were directed to centralized
investments. As a result, 43 schools with a total of 4,706 student places and 21 vocational
colleges with 10,605 student places were equipped
The demand for preschool educational institutions increased year by year. For example, in 2010,
there was an average of 76 children per 100 available places across the republic, but by 2016,
this figure had risen to 96 children per 100 places. However, a shortage of places in preschool
institutions was observed in the Qashqadaryo region. In 2016, there were 124 children per 100
available places in the region; the figure reached 126 in urban areas and 120 in rural areas. That
same year, the number of preschool educational institutions in Qashqadaryo region totaled 329,
of which 203 were located in urban areas and 126 in rural areas
.
Between 1991 and 2016, the number of preschool educational institutions in Uzbekistan reached
5,211, showing a threefold increase over the years. During this period, the number of state
preschool institutions rose significantly, totaling 4,893 by 2016. At the same time, the number of
private preschool institutions also more than tripled, reaching 250 by 2016
Since independence, a number of important measures have been implemented to reform and
develop the preschool education system in Qashqadaryo region. First and foremost, special
attention has been paid to ensuring the balanced development of both state and non-state sectors,
establishing preschool institutions of various forms of ownership, and strengthening their
material and technical base.
Among the notable achievements in recent years are the increasing level of school readiness
among children, the growing preschool enrollment rate year by year, the construction of new
12
Каримов И.А. Баркамол авлод Ўзбекистон тараккиётининг пойдевори. ( Президент И.А.Каримовнинг
Ўзбекистон Республикаси Олий Мажлисининг IX сессиясида сўзлаган нутки.) Баркамол авлод орзуси.-
Тошкент: Шарк, 1997. 25 6.
13
Мақсад фаровонликни ошириш.Қашқадарё.2005 йил 11 февраль.
14
https://stat.uz/uz/432-analiticheskie-materialy-uz/2024-ta-lim-statistikasi.
15
Мактабгача таълим тизимига доир хукукий- меъёрий хужжатлар тўплами. Тошкент. Lider Press 2009, 3-6.
450 https://stat.uz/uz/432-analiticheskie-materialy-uz/2024-ta-lim-statistikasi.
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institutions, the rise in the number of non-state kindergartens, and the enhancement of the
professional capacity of pedagogical staff.
At the same time, pressing issues such as the high demand for preschool education in certain
areas of the region, shortages of available places in some districts, and insufficient provision of
material and technical resources remain relevant. These challenges call for further development
of the system, improvement of its quality and efficiency, and the introduction of innovative
approaches.
Overall, the current stage of development of the preschool education system in Qashqadaryo
region is shaped by the principles of stability, renewal, and continuity. Strengthening existing
achievements and addressing current problems in a systematic manner will make it possible to
further improve the quality and accessibility of preschool education in the region.
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