Today, Uzbekistan’s education system is entering a new stage in terms of both content and scale. The reforms being implemented in the education sector are no longer limited to increasing the number of learners; they are increasingly focused on the quality of knowledge, international standards, modern professions, and the preparation of specialists who meet the requirements of the labour market. Particular attention is being paid to ensuring continuity between different levels of education, from school to higher education, strengthening the professional capacity of teachers, and establishing stronger links between education and practice.
The teacher is the key force at the centre of this process of reform. Regardless of how advanced a modern curriculum, a new textbook, an international educational standard, or a digital technology may be, its effectiveness ultimately depends on the knowledge, professional skills, and approach of the teacher in the classroom and lecture hall. In this regard, it is important that every step aimed at improving the quality of education should go hand in hand with the professional development of teachers.
Over the past eight years, the number of students has increased significantly, while the number of people covered by higher education has grown 6.3 times. These figures demonstrate that access to educational opportunities has expanded considerably. The next task, however, is to ensure that these opportunities are accompanied by high-quality education. To this end, 157 educational programmes at higher education institutions have undergone international accreditation. By 2030, the goal is to include at least five universities among the world’s top 500 universities in the overall rankings and another ten among the world’s top 500 universities in specific subject areas.
The quality of education is determined, first and foremost, by the capacity of teachers. Therefore, particular attention is being paid to the continuous professional development of teachers, the acquisition of modern teaching methodologies, and the use of international experience. The National Programme for the Development of School Education has identified such priorities as improving the national curriculum based on international experience, developing modern textbooks, retraining and upgrading the qualifications of teachers, and increasing the prestige of the teaching profession.
Today, this approach is also being continued at the subsequent levels of the education system. By 2030, it is planned to provide at least 30 percent of graduates of higher education institutions and teachers with international certificates in foreign languages, professions, and specialisations. In addition, a target has been set to send 2,500 teachers from technical colleges and 20,000 higher education instructors abroad for professional development. These objectives once again demonstrate that the professional capacity of teachers is a decisive factor in improving the quality of education.
Another important feature of the new stage is the closer integration of education with real life and industry. The “ToshTech” Technical University in Tashkent can serve as a clear example of this approach. The educational process at the university is conducted entirely in English, and classes are delivered not only by local scholars but also by highly qualified international specialists. Students study in four fields: Industrial Engineering and Management, Electrical Engineering, Energy Engineering, and Materials Science and Nanotechnology. Importantly, from their early years of study, students are involved in real industrial projects and work on complex engineering problems.
The university’s international partnerships also contribute to strengthening the connection between education, modern science, and industry. “ToshTech” was established in close cooperation with Shanghai Jiao Tong University, Politecnico di Milano, and the consulting company Boston Consulting Group. At the same time, partnerships have been established with major companies to provide students with opportunities to undertake internships and work on real industry-related tasks while they are still studying.
For the 2026/2027 academic year, 1,654 applicants submitted applications to “ToshTech” Technical University. Of these, 400 were selected and admitted. All students admitted in the first intake are studying on the basis of a 100 percent state-funded scholarship. This experience represents a practical example of an approach aimed at bringing cooperation between education, science, and industry to a new level.
Alongside the alignment of education with international standards, new forms of educational opportunities are also being introduced. This year alone, advanced vocational education programmes from countries such as Germany, the United Kingdom, Switzerland, China, and South Korea are being introduced in 100 of the 643 technical colleges. This approach is expanding opportunities to align vocational education with international standards and to prepare specialists who meet the requirements of the labour market.
In higher education, opportunities are being created for students to study within both domestic and foreign education systems through integrated programmes based on the “1+3”, “2+2”, and “3+1” models. For example, integrated programmes have been introduced at Inha University in Tashkent and Tashkent University of Architecture and Civil Engineering in cooperation with more than ten higher education institutions in the United Kingdom. Today, 371 students are studying under the “1+3”, “2+2”, and “3+1” models. These programmes provide students with opportunities to benefit from the academic environments and educational standards of different countries, as well as to obtain degrees that comply with British standards.
The education system is also changing in terms of the use of digital technologies. The Situation Centre established under the administration of the “Yoshlik” Student Campus in Tashkent covers 41 student dormitories. Approximately 17,500 students live in these dormitories. The unified digital system makes it possible to monitor the safety and social environment of nearly 75,000 students in the area, monitor attendance, and prevent offences. The centre is integrated with 17 information systems, creating an opportunity to analyse various types of data rapidly through a single digital platform and take the necessary measures depending on the situation.
Such systems demonstrate that the quality of education should be associated not only with classroom instruction but also with creating a safe, modern, and comfortable environment for learners. The environment within an educational institution, student safety, students’ social circumstances, and the ability to work with them systematically are also becoming important components of the educational process.
All of these developments are consistent with Sustainable Development Goal 4 — Quality Education — established by the United Nations. SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The growing emphasis within Uzbekistan’s reforms on such areas as continuity in education, inclusive education, career guidance, professional development of teachers, international accreditation, and modern vocational education represents a practical expression of this goal.
On the eve of 1 October — Teachers’ and Mentors’ Day — it is appropriate to once again emphasise the role of the most important participant in this process. The outcome of any reform in education depends, first and foremost, on the teacher who puts it into practice in the classroom, lecture hall, and practical environment. A modern school, a new textbook, an international programme, or digital technology alone is not enough. What is needed is a teacher who can use these resources effectively, continuously work on their own professional development, and teach students to think independently.
In this sense, the most important investment being made in education today is an investment in human capital and, above all, in the knowledge and potential of teachers. Regardless of how comprehensive reforms in the education system may be, their sustainable results are closely connected with teachers’ professional competence, responsibility, and ability to implement modern approaches in practice. Indeed, the most reliable foundation of quality education is a teacher who develops an educated generation while continuously seeking new knowledge and improving professionally.
Madinabonu Sharifova,
Chief Specialist, “Center for Sustainable Development” NGO