A case study: insights from the public education system of uzbekistan

Structure of Education in Uzbekistan
Table 4 Source: Scholaro database 2022.
https://www.scholaro.com/db/Countries/Uzbekistan/Education-
System#:~:text=In%20Uzbekistan%2011%20years%20of,the%204%20years%20are
%20complete
.  
As a result of the decline in funding, the printing of books, textbooks, and other 
publications faces numerous difficulties. This problem is common in all NIS 
countries. Nevertheless, despite obvious difficulties, according to UNESCO, 
Uzbekistan schools supplied about 60 percent of textbooks as a whole and for some 
selected subjects up to 100 percent. Publishing houses produced about 149 million 
copies of over 1700 various titles. From 1992to 1997, some 174 textbooks with over 
53,000 copies were published, including 138 originals, 19 translated, 8 parallel in 2 
languages, and 9experimental textbooks. About 170 various tutorials and educational 
literature in 7 languages are published. Audiovisual materials are usually manually 
prepared by teachers. With the high price of copying and low 
salaries, teachers and professors must be creative (ADB, 2010). 

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Academic Research in Educational Sciences 
Volume 3 | Issue 8 | 2022 
ISSN: 2181-1385 
Cite-Factor: 0,89 | SIS: 1,12 | SJIF: 5,7 | UIF: 6,1 
 
 
 
 
 
134
 
August, 2022 
https://t.me/ares_uz Multidisciplinary Scientific Journal 
In the Soviet-type higher education institution, most students studied for a full 
working week (five to six days a week, six to eight hours of classes a day). Evening 
and correspondence courses were also popular. The first and the second year of the 
curriculum usually included the study of social science with similar course 
requirements for all students. Specialization began in the third year and continued in 
the fourth year (Izvorski et al., 2019). Within this period a student had between 4,500 
and 5,000 face-to-face hours of instruction in 20 to 30 subjects, depending on the 
field of concentration. The curriculum included general subjects like philosophy and 
economy, specialized subjects determined by the chosen profession, and very specific 
courses depending on the deeper specialization. The curriculum was very rigid and 
equal for all students. There were no choices. In the modern system of higher 
education institutions, the curriculum is certainly less rigid. However, the 
authorization of the curriculum is still the responsibility of a ministry, not a particular 
institution (World Education Forum, 2015). 
The expansion of curricula, including the addition of courses in French, Arabic, 
and English, has placed new stress on a limited supply of teachers and materials. In 
the mid-1990s, a major curriculum reform was begun. Western experts advised: a 
more commercial approach to the mathematics curriculum more emphasis in 
economics courses on the relationship of capital to labor more emphasis in social 
science courses on individual responsibility for the environment the addition of 
entirely new subjects, such as business management (Shaturaev, 2021d).
Such changes involve new materials and a new pedagogical approach by staff, 
the reform period is estimated at 10 to 15 years. The current transformation of the 
educational system is performed along with educational models in developed 
countries (Statistical Committee of the Republic of Uzbekistan, 2019). According to 
Gulyamov, "During the process of developing the National Program the experience 
of reforming education in more than 30 leading countries in the world has been 
studied". In 1997, President Karimov founded "Umid," a program providing students 
with educational fellowships for obtaining education abroad (Statistical Committee of 
the Republic of Uzbekistan, 2019). By the year 2000, over 700 students have been 
awarded the "Umid" Presidential Scholarship to pursue graduate and undergraduate 
degrees in the United States, the United Kingdom, Germany, France, Italy, and Japan. 
Certainly, returning graduates are expected to bring back "the influence," and those 
who have finished their studies are employed by the State. The Uzbekistan educators 
established contacts with the United Nations Organization and 
separate countries like France, Germany, the Republic of Korea, 
Turkey, and the United States. Many organizations like Peace 

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