DEVELOPMENT OF THE PRESCHOOL EDUCATION SYSTEM IN UZBEKISTAN (1991–2025): REFORMS, CHALLENGES, AND OUTCOMES
DOI:
https://doi.org/10.55640/Keywords:
preschool education, early childhood development, education reform, Uzbekistan education system, preschool institutions, educational policy, teacher training, early learning, education accessibility, human capital development.Abstract
This article examines the development of the preschool education system in Uzbekistan between 1991 and 2025, focusing on major reforms, existing challenges, and achieved outcomes. The study analyzes policy documents, statistical data, and recent scientific literature to evaluate structural transformations in early childhood education during the post-independence period. The findings indicate that the preschool education system experienced a decline in the early years after independence but underwent significant modernization and expansion following large-scale reforms implemented after 2017. These reforms contributed to increased enrollment, improved infrastructure, and the introduction of modern pedagogical approaches. However, challenges such as regional disparities, shortages of qualified teachers, and quality assurance issues remain. The study highlights the importance of continued policy support and institutional development to ensure sustainable progress in preschool education.
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References
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