ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 7 / UIF:8.2 / MODERNSCIENCE.UZ
249
REFORMS IN THE PRIMARY EDUCATION SYSTEM IN UZBEKISTAN:
ACHIEVEMENTS AND CHALLENGES
Jumabaeva Malika Polatbek qızı
Student of Primary education faculty.
https://doi.org/10.5281/zenodo.15863877
Abstract.
Since gaining independence in 1991, Uzbekistan has undergone substantial
transformations in its education system, particularly in primary education. The government has
prioritized educational reform as a key driver of national development, aligning its efforts with
global standards and Sustainable Development Goals (SDGs). This article reviews the major
reforms in Uzbekistan’s primary education sector, highlighting notable achievements such as
curriculum modernization, improved infrastructure, and expanded access to early childhood
education. It also discusses persistent challenges, including disparities in rural education,
teacher training needs, and systemic implementation gaps. The analysis underscores the
importance of sustained policy commitment, capacity building, and inclusive approaches for
long-term success.
Keywords:
Uzbekistan, primary education, education reform, teacher training,
curriculum modernization, educational equity.
Uzbekistan has embarked on a comprehensive journey to reform its education system
since the early 1990s, recognizing the crucial role of education in national development, human
capital formation, and social cohesion. Primary education, in particular, has been a central focus
of this reform agenda due to its foundational importance in shaping future learning outcomes and
opportunities. In recent years, the government has accelerated its efforts to modernize the
primary education system. Key policy initiatives include the adoption of the
National
Development Strategy (2017
–
2021)
, the
Education Sector Plan
, and alignment with international
benchmarks such as the UNESCO Education 2030 Agenda. These policies aim to improve the
quality, inclusivity, and accessibility of education at all levels, with primary education serving as
a critical pillar.
Noteworthy progress includes the revision of national curricula to include more student-
centered and competency-based approaches. New textbooks and learning materials have been
introduced, and early childhood education has expanded significantly, with increased state
investment in kindergartens and preparatory programs. Additionally, digital technologies and IT
education have begun to play a larger role in classroom instruction. Despite these achievements,
systemic challenges remain. Rural-urban disparities continue to affect the equitable distribution
of educational resources and qualified teachers. Teacher professional development programs,
while growing, still struggle to meet the demands of a rapidly evolving curriculum. Moreover,
implementation gaps and institutional inertia sometimes slow the pace of reform. This article
explores both the achievements and the ongoing challenges of primary education reform in
Uzbekistan. Through a balanced analysis, it provides insights into how the country can build on
its progress to create a more inclusive, high-quality, and future-ready education system for its
youngest learners.[1]
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 7 / UIF:8.2 / MODERNSCIENCE.UZ
250
The reform of Uzbekistan's primary education system has yielded several significant
achievements. One of the most transformative has been the revision of national curricula,
emphasizing critical thinking, communication skills, and practical knowledge. Textbooks have
been updated to reflect new teaching methodologies and a greater focus on interactive, learner-
centered approaches. This marks a departure from the Soviet-era focus on rote memorization.
Another major success is the expansion of early childhood education. The government
launched the
Presidential Program for Preschool Education Development (2017
–
2021)
, which
significantly increased preschool enrollment, especially in rural areas. Public-private
partnerships have also been encouraged, leading to a rise in non-governmental early education
centers. Teacher development has been another area of focus. The National Center for Teacher
Training has rolled out professional development courses to help educators adapt to new
curricula and pedagogical techniques. Teachers are being encouraged to incorporate digital tools
into their teaching, supported by investments in school ICT infrastructure.
However, these gains are tempered by persistent challenges. Rural and remote schools
often lack sufficient teaching staff, and the quality of teacher training varies widely. While urban
schools benefit from updated facilities and learning technologies, rural students face
overcrowded classrooms and limited access to resources. Moreover, assessment practices have
not yet fully adapted to the new learning goals. Standardized testing remains prevalent, which
can discourage creative and individualized teaching approaches. Curriculum overload is also a
concern, as reforms have sometimes added new material without eliminating outdated content.
Lastly, institutional coordination can be fragmented. Multiple agencies are involved in
reform implementation, occasionally leading to policy overlap and inefficiencies. Monitoring
and evaluation mechanisms need strengthening to ensure reforms translate into measurable
outcomes. Despite these obstacles, Uzbekistan’s commitment to education reform remains
strong, driven by both national priorities and international cooperation. Continued focus on
teacher quality, equity, and systemic coherence will be essential in consolidating progress.[2]
The reform of primary education in Uzbekistan stands as a testament to the country's
broader developmental ambitions. In a relatively short period, Uzbekistan has made significant
progress in transforming its primary education system
—
from curriculum renewal to expanded
access to early childhood education and the professionalization of its teaching workforce. A key
achievement has been the movement toward a more child-centered and skills-based approach to
learning, aligning with international educational standards. The integration of new content areas
such as information technology, environmental education, and life skills reflects a modern vision
for education in the 21st century. Investments in early childhood education have also helped set
the foundation for lifelong learning and school readiness, especially for children in marginalized
communities. However, these achievements coexist with persistent challenges. Disparities in
educational quality between urban and rural regions remain a major concern. Teacher training is
still inconsistent, and many educators feel unprepared to implement modern pedagogical
practices. Infrastructure gaps, particularly in remote areas, and uneven access to learning
technologies hinder the equitable realization of reforms. Additionally, the pace of policy
implementation and the capacity of educational institutions to adapt to change need
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 7 / UIF:8.2 / MODERNSCIENCE.UZ
251
strengthening. Reforms should not only focus on structural adjustments but also foster a culture
of innovation, continuous learning, and accountability within the education sector.
Looking forward, Uzbekistan must maintain a balanced approach that combines
ambitious reforms with realistic strategies for implementation. Sustained investment in teacher
development, rural education, and institutional coordination will be key. Inclusive stakeholder
engagement
—
including teachers, parents, and local communities
—
will further ensure that
reforms reflect the needs of all learners. In conclusion, while challenges remain, Uzbekistan’s
progress in primary education reform is commendable. With sustained effort and inclusive
planning, the country can achieve a more equitable, high-quality education system that
empowers every child to reach their full potential.
References
1.
Ministry of Public Education of Uzbekistan. (2022).
National Education Development
Program
.
2.
UNESCO. (2023).
Education for Sustainable Development in Central Asia: Country
Reports
.
3.
World Bank. (2021).
Uzbekistan Education Sector Analysis: From Planning to Results
.
4.
Asian Development Bank. (2020).
Strengthening Early Childhood Education in
Uzbekistan
.
5.
OECD. (2019).
Education Policy Outlook: Uzbekistan
.
6.
UNDP Uzbekistan. (2023).
Improving Education Outcomes through Inclusive Reforms
.
