REFORMS IN THE PRIMARY EDUCATION SYSTEM IN UZBEKISTAN: ACHIEVEMENTS AND CHALLENGES

Аннотация

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] 2 49 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2025 VOLUME 4 / ISSUE 7 / UIF:8.2 / MODERNSCIENCE.UZ 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 implemen