education in uzbekistan

Education in Uzbekistan

• Transforming education

Result story

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Partner since: 2013

Total grant support: US$103,758,200

Grant eligibility:

• System capacity

Partnership Compact

Priority: Equitable access to transformative quality education for all.

Other key documents

Coordinating agency: UNICEF

GPE Team lead: Trine Petersen

Transforming education in Uzbekistan

The education system in Uzbekistan is currently managed by two ministries: Ministry of Preschool and School Education and Ministry of Higher and Secondary Specialized Education.

The education is the sector with the highest government expenditures, 20.5 percent of public expenditures and 4.9 percent of the national GDP, according to the UNESCO Institute of Statistics. This is considerably more than other countries in the Central Asia region and elsewhere with a similar income level.

The Ministry of Preschool and School Education adopted the second education sector plan (2019-2023) . The plan was developed with the participation of the different divisions of the MoPE, MoPSE, other line ministries (Finances, Economy, Health, and Employment and Labor Relations), as well as the State Inspection for the Quality of Education, State Statistics Committee and international development partners.

The 2019-23 ESP has an overall vision that reflects the recent reforms introduced by the Government of Uzbekistan and is consistent with the it’s national development strategy 2017-2021.

Uzbekistan: Teacher home visits support learning for the youngest children

• 7-year-old Hondamir is now ready to attend primary school thanks to the home visiting program.
• A Multiplier grant of US$10 million mobilized alongside almost US$60 million in additional co-financing from the World Bank, supports the early childhood development project. This program aims to increase access to preschool education for vulnerable children living in remote areas of Uzbekistan.
• Since Hondamir started participating in the home visiting program, his knowledge and skills have improved significantly. He, along with children from 3471 families participating in the program, is now fully prepared for primary school.

(data as of March 30, 2024)

Type: Multiplier

Years: 2023 - 2028

Allocation: US$40,000,000

Utilization: 0

Grant agent: IsDB

Type: System capacity

Years: 2023 - 2026

Allocation: US$2,849,250

Grant agent: WB

• Strengthen education system governance by improving the quality of education data, supporting effective sector coordination, and enhancing the efficiency, equity and transparency of domestic financing.

Years: 2019 - 2024

Allocation: US$10,000,000

Utilization: US$3,986,558

Objectives:

• Improve quality of preschool education
• Increase access to quality early learning environments
• Partner with the private sector through a social impact bond
• Establish an education quality measurement system
• Program document
• Progress report. June 2022

Knowledge and innovation

• Uzbekistan is part of the KIX Europe, Asia and Pacific hub and has a KIX national delegation .
• Adapting and scaling teacher professional development approaches in Ghana, Honduras and Uzbekistan
• Using data for improving education equity and inclusion – MICS-EAGLE

Latest blogs and news

January 16, 2024 Smart financing for education brings more resources to Uzbekistan Through SmartEd, Uzbekistan is building and equipping schools, enhancing its education management information systems, and improving learning through curricula reforms, teacher professional development and...

July 26, 2023 Uzbekistan: A learning hub where young children thrive A program funded by GPE and the World Bank in Uzbekistan is increasing access to quality early learning for children.

June 21, 2023 Investing smarter in education with innovative tools – ACG SmartEd Innovative financing approaches are essential to give all children a quality education by 2030. GPE’s ACG SmartEd is one of them. This blog explains how it helps partner countries bridge funding gaps and...

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Cooperation between the government of Uzbekistan and UNESCO in education

During the last couple of years the relations between Uzbekistan and UNESCO has reached an unprecedented levels in all spheres of UNESCO’s mandate. The education sector has been among the top areas of bilateral relationship that was discussed during the meetings of the President of Uzbekistan Shavkat Mirziyoyev with UNESCO’s Director General Audrey Azoulay in 2018, 2019 and 2022.

Since 2018, UNESCO has enormously increased technical support in education. With launching several new projects, the education portfolio has reached 13 million USD. Teacher trainings, youth support, vocational education development, etc.

Uzbekistan has contributed a lot to UNESCO’s efforts especially to promote preschool education. UNESCO appreciates Uzbekistan’s leadership in arranging WCECCE in 2022 in Tashkent on the highest level (Tashkent Declaration – roadmap unt9il 2030, future follow-ups, etc).

All the success stories in Uzbekistan-UNESCO cooperation in education have deep roots and strong background in large-scale socio-economic reforms launched under President Shavkat Mirziyoyev. He proposed some major initiatives – establishment of Ministry of Preschool Education (2017-2022), deep upgrade of entire school curriculum based on advanced experience of developed countries, gradual introduction of free meal system in schools etc.

These bold steps taken by the Government of Uzbekistan, in particular with the support by international community, including UNESCO, have provided some tangible results for a short period. Access to preschool education since 2017 has reached from 27% to 70%, the higher education from 8% to 38%, the number of schools has reached to 10 thousand, universities to 186.

Uzbekistan is committed to expand the efforts aimed at promoting education to reach SDG 4 by 2030. UNESCO stands ready to support the Government of Uzbekistan in its educational reforms. 

From the address by President Shavkat Mirziyoyev to WCECCE participants: “We have defined the creation of decent living conditions for the people of our country as a priority of the New Uzbekistan’s policy. In this regard, we attach great importance, above all, to the care and practical support of young people and children, raising them physically healthy and spiritually mature generation.”

From the address by Audrey Azoulay,Director-General of UNESCO to WCECCE participants: "Organizing WCECCE conference in Tashkent illustrates the strengthening if not blooming cooperation between Uzbekistan and UNESCO… Uzbekistan building its long tradition of fostering discussions and inspiring progress in science, in culture and education. We all know famous names of great cities: Samarqand, Bukhara, Khiva and we all know scientific knowledge that produced by country from Avicenna, Al-Khwarizmi and Ulugh Beg and many more. This tradition of excellence is matched by an unwavering commitment to education building on this history and building on the future and especially regarding the subjects that brings us together. Indeed, Uzbekistan has made early childhood education and care a priority with a pre-primary enrolment rate that has more than doubled in just a few years. It’s one the best, but also one of the most difficult investment for the future”.

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Government of uzbekistan and development partners commit to education reforms in 2023-2026, national and international education experts discuss the next steps in the operationalization and monitoring of partnership compact.

TASHKENT, 5 April 2023 – Today, the Ministry of Preschool and School Education, jointly with GPE, UNICEF and national and international partners, presented the Partnership Compact for education reform 2023-26.

The National Partnership Compact, a critical vehicle for Uzbekistan’s drive to reform education in Uzbekistan and ensure equitable access to transformative quality education. This document defines clear measurable priorities with results and targets by 2026 for preschool and school education reform, in line with the 2026 Development Strategy.

Development Partners undersigned their commitment to support the operationalization of the Compact, including through mobilization of over $580 million to be invested in education support in the next three years.

“The development of the National Compact process is the logical and essential step to ensure the operationalization of this reform agenda, working together with our Development Partners. The development of a National Compact for the education sector is expected to strengthen not only coordination between various stakeholders involved in education sector, but also to enable the scaling-up of most effective solutions”, said Khilola Umarova, Minister of Preschool and School Education.

Currently, an additional 620,000 preschool places would be required to reach 80% enrolment for children aged 3 to 6 years, and about 1.2 million school places are needed in public education by 2026. 

"I would like to congratulate the Ministry of Pre-School and School Education of Uzbekistan on its leadership and commitment during the development of the partnership compact. The compact is the result of a highly inclusive process, including more than 150 partners. The endorsement of the partnership compact marks a significant step towards transforming the education system for all girls and boys in Uzbekistan”, said Laura Frigenti, Chief Executive Officer of the Global Partnership for Education (GPE).

The education reform agenda comes against a background of a lack of coordination between the partner organizations. Now, the Compact convenes 54 partner organizations in the country’s education sector and provides a clear roadmap to operationalize the reform agenda. Key tenets of the compact include ethics, integrity, anti-corruption, human rights inclusion, and equity focus.

“Quality human capital is the bedrock of a nation's growth, and Uzbekistan, along with development partners, must continue prioritizing investments in education to translate existing demographic opportunity into dividend. The Compact Development Process has highlighted critical steps in that direction," said Munir Mammadzade, UNICEF Representative in Uzbekistan. "To achieve this, high-capital investments in expanding and upgrading preschool and school infrastructure and improving access to quality inclusive education are equally essential”, he added.

Responding to the President designation of 2023 as the year of social care and quality education, the current launch of the Compact represents not the end of a planning process but rather the beginning of a journey for achieving larger education results. Effective collaboration between Government and development partners contributes to the improvement of a child-centered and equity-driven education system.

For media queries, please contact:  

Dilfuza Sobirova, Press Secretary, Ministry of Preschool and School Education

Phone: +998 99 898 18 39

Tamara Kummer, GPE Head of Communications

Phone: +33 7 82 26 07 18

E-mail: [email protected]

Nargiza Egamberdieva, Communication Officer, UNICEF Uzbekistan

Phone: +998 71 233 95 12

E-mail: [email protected]

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Primary Education

In Uzbekistan 11 years of education are compulsory and free, beginning with 4 years at primary school, and followed by 2 phases of secondary education taking 5 and 2 years respectively. Primary school begins at age 6 and there is no specific leaving examination after the 4 years are complete.

Secondary Education

The next 5 years are spent at general secondary school from ages 10 to 15. Following that, there is a choice of between 2 to 3 years of upper education at either general or technical vocational schools. The former provides a certificate of completed secondary education and the opportunity to enter university, the latter a diploma of specialized secondary education, through a network of secondary vocational institutions.

Vocational Education

Unemployment remains relatively high, and there are many people desperately in need of new or more appropriate skills. There are a number of state and donor programs in place to address the structural training shortfall. Eventually, the goal is to meet European union standards.

Tertiary Education

The Permanent Mission of the Republic of Uzbekistan to the United Nations

Uzbek model of education - key to achieve the goals of sustainable development

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For over the years of independence the Republic of Uzbekistan has carried out fundamental, structural and substantive reforms that have encompassed all levels of education system and its components, which were aimed at ensuring its compliance with the long-term objectives and interests of the country, modern requirements, as well as international standards. The appropriate legal framework reforming this sector was created, which defined as a priority the growth of investment, as well as the investments in human capital, training of educated and intellectually developed generation, which is the crucial asset and a decisive force in the achievement of democratic development, modernization and renewal, ensuring stable and sustainable growth of the economy.

At the initiative of the President of the Republic of Uzbekistan two important laws - "On Education" and "On the National program for personnel training" were adopted, which laid a solid foundation for the creation of a harmonious system of continuous education of the modern type. As the result of their implementation in short historical period radical transforms happened not only in the form but in essence of the education system of the country.

Today, thanks to the consistent implementation of the provisions of these laws in the country, the national model of personnel training has been formed which is based on the principle of "person - state and society - continuous education - science - production".

The current modern system of continuous education in Uzbekistan consists of preschool, general secondary, specialized secondary and vocational, higher and postgraduate education, training and retraining, as well as extra school education. In this continuous chain of links there is a fundamentally new specialized secondary and vocational education, realized in educational institutions of a new type - the academic lyceums and vocational colleges. This system provides young men and women with an opportunity to get along with general subjects on 2-3 professional skills which are in demand in labor market, as well as the study of one or several foreign languages.

So far, 1556 educational institutions of a new type, including 144 academic lyceums and 1412 vocational colleges have been established in the country, as well as 30 branches of professional colleges in remote areas of the countryside.

Attaching a great importance to continuity among different levels of educational system and taking into account the fundamental nature of general secondary education, for the successful continuation of the process of learning in the institutions of secondary special and professional education, and then in the premises of colleges and universities, the "Nationwide School Education Development Program for 2004-2009" was adopted and successfully implemented.  This document provided for, in particular, a radical renewal and capital reconstruction of buildings and engineering infrastructure of secondary schools, equipping them with modern educational, laboratory and computer equipment, as well as staffing highly qualified teachers.

Fundamental changes have occurred in the organization of the higher education system. Two-level system has been introduced which consists of undergraduate and graduate programs, the qualifier of directions and specialties of education magistrates was approved, each of which the state educational standards were developed and put into practice.

Qualified specialists for the sectors of the economy and the social sphere are trained in 6 areas - humanitarian, social, economics and law, production and technical sphere, agriculture and water management, healthcare and social welfare, services.

For over the years of independence, dozens of new universities have been established. Currently, there are 58 universities, 15 branches of central universities of the republic and 7 branches of leading foreign universities in the country. Among them are the University of Westminster, the Singapore Institute of Management, Turin Polytechnic University, Russian University of Oil and Gas, Moscow State University, Russian University of Economics, Inha University of South Korea. They prepare specialists on several fields such as engineering, oil and gas, information technology, economics and business management, financial management, business law, tourism which are demanded in the labor market. Their graduates receive diplomas recognized throughout the world.

In order to strengthen the integration of science and production, the Institute of Mathematics and the Center for Philosophy at the National University of Uzbekistan, Law Center at the Tashkent State Law University, Center for the development of software products and hardware-software systems at the Tashkent University of Information Technologies, Problem laboratory on ecology at the Samarkand State University have been established.

It should also be noted that during the years of independence the system of education management, training, retraining and advanced training of pedagogical and scientific-pedagogical staff has been radically rebuilt, the content of the educational process was reviewed, the market of educational services is dynamically developing, social guarantees and state support, financing and material technical provisions of the sector is ensured.

In accordance with the Presidential Decree of July 24, 2012 "On further improvement of the system of training and certification of scientific and scientific-pedagogical personnel" and the Resolution of the Cabinet of Ministers "On measures to further improve the system of postgraduate education and certification of scientific and scientific pedagogical personnel", scientific and educational institutions of the republic are working hard to further improve the system of postgraduate education as continuous education, aimed at meeting the needs of society in the scientific and scientific-pedagogical personnel.

In order to further improve the system of retraining and advanced training of teachers of higher educational institutions, Chief scientific-methodical center for the organization of retraining and advanced training of teaching and managerial personnel of higher education under the Ministry of Higher and Secondary Special Education, 10 sectoral and 5 regional centers for training and professional development of teaching staff of universities have been organized. A unified system of improvement of the quality of educational process in the regional centers is being formed.

The Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan prepared legal documents for the implementation of an improved system, created educational and methodological framework of the educational process. Target activities on the introduction of distance learning in the process of training has been organized, as well as remote training of teaching staff with on-line and off-line technologies based on the national network of e-learning  has also been implemented.

Decree of the President of the Republic of Uzbekistan dated May 20, 2011 "On measures to strengthen the material-technical base and development of higher education institutions and cardinal improvement of the training quality of highly skilled professionals” has been adopted with the purpose of radically increasing the quality of training of specialists with academic degree, who are demanded  in sectors of the economy, on the basis of modernization of material-technical base for higher educational institutions, equipping them with modern educational and scientific and laboratory equipment, optimization of directions and specialties of training of highly qualified personnel, further improving learning technologies, modern curricula, textbooks and teaching aids.

Resolution of the Cabinet of Ministers "On measures for further development of computerization and introduction of information and communication technologies" dated June 6, 2002, determines the implementation of information and communication technologies in the educational process and the long-term plan of their performance. The official websites of all universities that are connected to the Internet to meet the needs of students and faculty members in the information have been set up and operating.

At the initiative of the President of the Republic of Uzbekistan a project of the "National Network of e-education" has been realized, a network based on fiber-optic communication lines, to which was connected all universities of the country, has been set. These lines are also equipped for video conferencing. Regular video lectures, training seminars and courses of remote training of teaching and managerial personnel of higher education institutions are being organized on the basis of an electronic network. As a result of this project in 2011, 80 university facilities were connected to the network. In 2012, 84 facilities of secondary special and professional education are connected to "e-education" single corporate network. The Centre for the implementation of e-learning in educational institutions at Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan is equipped with state-of-the-art technologies. It was established in accordance with the Resolution of the Cabinet of Ministers of 25 July 2012.

International cooperation in the field of vocational education is actively developing, including on the basis of direct mutually beneficial contacts with foreign university partners.

A series of agreements of the governmental and interdepartmental nature, which are the basis of direct inter-university cooperation with foreign partners have been signed. Universities of Uzbekistan take active part in educational, scientific and technological projects of the European Union's Tempus and Erasmus Mundus, the British Council, the German Academic Exchange Service, the Goethe Institute, the German Technical Center, the Korean and the Japanese International Cooperation Agency, the French and the Egyptian Cultural Centre, Malaysian and India's technical cooperation programs, the UNDP, UNESCO, ETF, ADB and others. All of these projects and programs aim the improvement of the educational and methodical process and the material and technical base, training of teaching staff, innovation and technological development, student exchange.

In the process of reforms new research directions have been developed in higher education system, scientific schools in the field of university researches have been established, in the framework of which urgent problems of the state and public construction, economy, culture, art and technology are solved. Since 2002, the system of grant funding for researches instead of base funding has been implemented, that allows a selective approach to the choice of funded projects and improves their effectiveness.

The reform of postgraduate education is aimed at enhancing the prestige of national science among young people and greater involvement of researchers in the innovative development of the country. The effectiveness of reforms is directly linked to the openness and transparency of scientific activity. In addition, the objective requirement which imposes a three-level model of higher education to the quality of scientific research contents is tested with a wide experience of science organizing in developed countries. The implementation of this model allows Uzbekistan to successfully integrate into the international scientific society.

The main change in the quality of postgraduate education is its closer approximation to international standards and requirements, the creation of an auspicious environment for effective interaction between scientific, educational and industrial structures, ensuring a close connection "education - science - production".

The results of large-scale reforms in education and training, the attention paid to the identification and comprehensive support of talented youth, are clearly reflected in the successes and achievements of young Uzbeks, demonstrating a high level of intellectual training and skills at prestigious national and international competitions, contests and sports competitions.

So, in 2014, 14 of the most talented female students of academic lyceums and professional colleges were awarded the State Prize of Zulfiya, and during all the years of independence 81 girls were awarded this prize.

Every year, the country holds the Republican Olympiad on general subjects among pupils of secondary specialized educational institutions, the winners of which are entitled to enroll in higher education institutions, without passing of tests and examinations.

During the period of 2000-2014 years, 220 students of secondary schools and secondary specialized educational institutions of Uzbekistan participated in the international Olympiads, where they won 6 gold, 28 silver and 65 bronze medals and 40 diplomas were awarded.

In 2014, 122 gifted children of the country won prizes at international music competitions held in Italy, France, Czech Republic, Azerbaijan, Serbia, Latvia, Bulgaria, Russia, Belarus, Romania and other countries.

Thus, summing up the above, it should be emphasized that educational system established in Uzbekistan, and which meets the requirements of time and high standards gives young generation of the country a tremendous opportunity to realize their potential, proves that it trains highly qualified and professional staff, who make a significant contribution to stable and sustainable development of their Homeland.

Jahon Information Agency

 (Courtesy of the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan)

Education in Uzbekistan

Located in Central Asia, Uzbekistan has a population of over 26 million people. As the region’s most populated country, the government has taken significant measures to ensure high quality instruction for all children.

The Law on Education, established in 1997, states that all citizens have the right to education in Uzbekistan . After minor revisions, the law also encompasses that citizens are required to attend nine years of primary and secondary schooling. Students are then allowed to either continue with higher education for three years or seek vocational training, education that prepares children for a specific career path.

The Ministry of Public Education and the Ministry of Higher and Secondary Specialized Education are responsible for all pre-school, general education schools, higher learning establishments and vocational education. Together, they have been working to improve state educational standards and curriculum, reconstruct school buildings and strengthen teachers’ capacities at all levels.

Research shows that access to primary and secondary education in Uzbekistan is above average for the sub-region. The net enrollment rate for primary school is 97 percent, compared to the lesser 92 percent average of the Central Asian countries. Students also have a 100 percent transition rate to secondary school, indicating that the gap in access between primary to secondary school is virtually non-existent.

However, the Government of Uzbekistan does struggle with early childhood education . Only 20 percent of children aged 3 years old to 5 years old are attending preschool, a figure that was much higher prior to independence. The limited access to preschool and primary school for the 130,000 children with disabilities remains an area of primary concern.

Although methods such as homeschooling are available for these children, they have proven insufficient in meeting the educational needs of this young population. There are few schools and teachers with the necessary supplies and training to deal with children with severe disabilities and learning difficulties. Thus school quality has been a recent target for improvement. In 2006, a learning assessment given to a small group of Uzbek students illustrated that only 30 percent of children were considered to be competent in basic mathematic skills. Likewise, a mere 30 percent of children scored above a proficient level in the literacy assessment.

Many attribute the basic levels of math and literacy to the shortage of teachers. Although teacher salaries have been raised, a large gap exists between teacher wages and the average salary in Uzbekistan. Schools not only find it extremely difficult to recruit new prospects, but also to keep experienced teachers.

Although education in Uzbekistan has seen great improvement over the years, a lot more can be done in order to see the country succeed. According to UNICEF, the Government of Uzbekistan has to increase educational access to children in remote areas and those with special needs. In addition, school infrastructure must be structured to accommodate students with disabilities as well as create a safe and workable environment for teachers and students alike. With these changes, there is great hope that children in Uzbekistan will have a bright future ahead of them.

– Leeda Jewayni

Sources: Education, Audiovisual and Culture Executive Agency , UNICEF , UNESCO Photo: UNDP

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Uzbekistan Education for Excellence Program

Towards an education system that produces graduates with the skills to succeed.

ACTIVITY OVERVIEW

The Government of Uzbekistan’s Ministry of Public Education is committed to an ambitious program of comprehensive, systematic education reforms. Uzbekistan is working to create an education system that produces graduates with the critical thinking and problem-solving skills that they need to succeed. The Ministry’s reform agenda includes transforming instructional practices to move away from a focus on rote learning and toward enhancing students’ ability to apply skills and knowledge. 

To support the Ministry of Public Education in achieving its reform agenda, USAID initiated the four-year, $29.5 million Uzbekistan Education for Excellence Program in December 2019. The program aims to achieve and sustain four overarching results:

• Improved learning outcomes in Uzbek Language Arts;
• Improved learning outcomes in Mathematics; 
• Enhanced information and communications technology (ICT) instruction; and
• Improved English as a Foreign Language (EFL) instruction.

Cross-cutting themes emphasized in all program phases include capacity building, gender equality and social inclusion, transparency, local ownership, and sustainability. 

The Uzbekistan Education for Excellence Program is implemented by a consortium of implementing partners including RTI International as the lead organization, as well as Florida State University, and Mississippi State University.

To achieve these results, the Uzbekistan Education for Excellence Program utilizes two approaches to building capacity, both including core teams of change agents from across Uzbekistan. USAID integrates capacity enhancement principles and practices within all activities, and we also provide targeted professional development for specific individuals and groups. 

EXPECTED RESULTS

Grade 1-11 students in approximately 1,000 schools and 13,000 primary and secondary school teachers, school administrators, and instructional coaches will benefit from the Uzbekistan Education for Excellence Program at the school level. At the national level, the program will work with key stakeholders to produce student learning standards, textbook scope and sequence prototypes, and student textbooks and teacher guides for Uzbek Language Arts and Mathematics. The program will procure and customize textbooks and teacher guides from international publishing companies for ICT and EFL. The Uzbekistan Education for Excellence Program has already introduced and supports a digital platform to store materials and engage education personnel virtually.

ACCOMPLISHMENTS

Since 2019, USAID’s Uzbekistan Education for Excellence Program, in collaboration with key stakeholders at the national and regional levels, has: 

• Produced student learning standards and student textbook scope and sequencing for all four subjects;
• Developed textbooks and teacher’s guides for Uzbek Language Arts and Mathematics for Grades 1 to 4;
• Procured, customized and piloted textbooks and teacher’s guides from international publishing companies for ICT and EFL in 213 public schools;
• Developed and implemented an in-service teacher professional development and support model for over 1,000 ICT and EFL teachers;
• Introduced a digital platform to increase teacher access to new teaching and learning materials; and
• Conducted program monitoring, evaluation, and learning activities, including: the Teacher System Support Study, the Status of Instruction Study, the Teacher Guide Uptake Study, the Early Grade Reading and Mathematics Baseline Assessment, and the ICT Learning Assessment. 

• Current affairs

Increasing the Effectiveness of Education Assistance in Uzbekistan

• May 17, 2018
• 12 minute read

The education sector in Uzbekistan was hit hard by the collapse of the USSR.

A quarter of a century after independence, this Central Asian state, in which young people under the age of 24 comprise 46% of the population (see graph below), continues to be seriously lacking in school and university infrastructure. These challenges raise many questions about Uzbekistan’s development. As Uzbekistan opens up to the rest of the world, it is an opportune moment to recollect the importance of investing in human capital.

Sebastien Peyrouse

Sebastien Peyrouse, PhD, is a research professor at the Central Asia Program in the Institute for European, Russian and Eurasian Studies (George Washington University). His main areas of expertise are political systems in Central Asia, economic and social issues, Islam and religious minorities, and Central Asia’s geopolitical positioning toward China, India and South Asia. He has authored or co-authored several books on Central Asia such as Turkmenistan. Strategies of Power, Dilemmas of Development (Armonk: M. E. Sharpe), and, with Marlène Laruelle, The ‘Chinese Question’ in Central Asia. Domestic Order, Social Changes, and the Chinese Factor (London, New York: Hurst, Columbia University Press) and Globalizing Central Asia: Geopolitics and the Challenges of Economic Developmen t (Armonk: ME Sharpe). His articles have appeared in Europe Asia Studies, Nationalities Papers, China Perspectives, Religion, State & Society, Journal of Church and State .

An Education System Undermined by Economic, Social, and Political Challenges

Since the 1990s, education in Uzbekistan has been continually weakened by economic crises, budget cuts, and social difficulties.

Today, less than one-quarter of age-eligible children are enrolled in nursery schools. At primary and secondary level, hundreds of thousands of students attend overextended schools in shifts. Symptomatically, the state struggles to recruit teachers: low salaries, extremely long hours, and low prestige make teaching an unappealing career path. The limited number of teachers means that fundamental subjects such as mathematics are poorly taught or not taught at all. Upon leaving secondary school, just one in every eleven students can expect to be admitted to an Uzbek university—and even then, employers disparage this education, which they consider to be rote learning based on state ideology, disconnected from the needs of the labor market, and possibly even for sale (corruption pervades the country’s higher education).

With independence, Uzbekistan was suddenly deprived of the subsidies it had received under the Soviet system, which had—for all the system’s shortcomings—guaranteed a certain level of social welfare. To deal with the budget shortfall, the Uzbek state, by the end of the 1990s, reduced the share of GDP devoted to education by one-third. In 2012, just 3.4% of national revenue was directed to education, one of the lowest figures in the world, although this had officially risen to about 7.5% of GDP by 2014.

Budget shortfalls have also led political authorities to prioritize secondary education at the expense of other levels, with several consequences. Firstly, the number and quality of nursery schools has considerably declined. In the 2000s and 2010s, only 22 percent of Uzbek children had access to childhood care and education. Close to 1,200 nursery schools require renovation , while about 1,000 others have fallen into disrepair. Secondly, the cuts to school infrastructure have led the government to establish a quota system for children aged six in order to partly delay their entry. In the middle of the school year, these six-year-olds are given a test. Those who fail are sent home and can enroll only the following year, when they are seven. Despite close to 100% enrollment, for a variety of reasons, some 178,000 Uzbek children were not regularly attending a primary school in the early 2010s, which accounted for half the children outside the school system across the whole of Central Asia.

Notwithstanding the government’s efforts to direct resources to secondary teaching, it reduced compulsory education from 11 years to 9 years in 1997. On top of this, many schools operate in two or three shifts: pupils receive only a few hours’ instruction every day so that every student can be taught. Classes continue to be overcrowded (as many as 40 pupils) and many school students must work three to a desk.

Finally, at the tertiary level, the government has greatly increased the number of institutions, from 37 in 1991 to 59 in the mid-2010s and 75 in 2017, in response to the steep rise in the number of applicants, which grew from 540,000 in 2014 to 729,000 in 2017. However the percentage of applicants for tertiary studies who manage to actually get into a university has significantly declined, falling from 15% in 1986 to 9% in the mid-2010s, or only one applicant in eleven, a figure that puts Uzbekistan 144th in the world.

The budget crisis has likewise had a negative impact on the teaching profession. The average salary of a teacher or professor is vastly insufficient to ensure a decent standard of living. Many teachers are obliged to hold several jobs just to meet their family’s basic needs. The difficult working conditions and meager salaries breed corruption among teaching staff, in particular at the tertiary level.

These conditions have considerably devalued the profession and demotivated a growing number of students graduating from teaching institutions. Many change their career path after graduation or leave the profession after only a few years of teaching, moving to better-remunerated and more socially esteemed professions such as secretarial work or interpreting. In 2017, it was estimated that Uzbek schools need 20-25% more teachers. This deficiency is particularly acute in certain subjects, including English, economics, and computer science.

Growing Inequality

The disappearance or disrepair of schools, as well as increasingly high school fees, have led to considerable inequality in education. In 2006, only 5% of children from Uzbekistan’s least advantaged families were enrolled in nursery schools, compared to 46% of children from the country’s wealthiest families. Children from disadvantaged backgrounds also tend to be concentrated in low-quality schools or overcrowded classes. The disparities are even more pronounced in tertiary education: 59% of university students belong to the quintile of the most well-off families. While 69% of students pay tuition fees at bachelor level and 75% at masters level, many Uzbek households are unable to afford the enrollment fees; sometimes, they cannot even afford lodging near or transport to the university.

In addition, since independence, the “retraditionalization” of society, justified on the basis of patriarchal or religious principles, has increasingly emphasized distinct gender roles, confining a growing number of women to roles as stay-at-home mothers. As the average child-bearing age has fallen, a growing number of women have dropped out of the school and university system. Since the 2000s, more than one-quarter of women have left school at age 15 or 16, while in tertiary education women represent only 39% of students. This gender discrimination is fed by social poverty. In increasing numbers of poorer households, parents give priority to educating their boys, whom they consider better long-term investments, at the expense of their girls, who are pressured to live as stay-at-home mothers dependent on the families of their future husbands.

Lastly, economic and social difficulties have pushed several million Uzbeks (at least three million in 2017 alone) to work abroad, in particular in Russia. While the remittances sent home may contribute to financing the educations of children from underprivileged backgrounds, the absence of one or both parents can also negatively impact a child’s development, including his or her motivation and assiduousness at school.

Can Foreign Assistance Help?

The success of foreign assistance depends heavily on incentives in recipient countries. In Uzbekistan, the state has a record of keeping a tight grip on the education sector, which it has viewed as strategic for its independence and nation-building. Reforms in this sector have also often run up against the government’s desire to control the productivity and capabilities of the population, which is the engine of political activism and therefore potentially capable of threatening its authority.

Foreign education assistance must go beyond engaging with the Ministry of Education to tap into local knowledge. Moreover, the government, despite its firm control over society, does not always have the technological and organizational resources to evaluate the needs and difficulties of the sector, define its priorities, or implement local-level reforms. Under both late President Karimov and current President Mirziyoyev, the base—that is, teachers, parents and students—has rarely been included in the process of determining reforms; as a result, reforms have often been ill-received. Many government programs, whether or not supported by foreign donors, have thus remained simple declarations of intent.

Furthermore, by defining broad objectives that aim at fundamental reforms but that are nonetheless insufficiently connected to the local context, foreign donors have risked having their projects usurped and instrumentalized by the authorities to domestic ends.

EU Assistance

Education has been a particular focus of EU assistance in Central Asia. The European Education Initiative, launched in 2007 as part of the EU Central Asia Strategy for a New Partnership, aimed to reform the region’s education systems and adapt them to the needs of a globalized world. The EU has prioritized tertiary education, as well as vocational education and training, through support for the European Training Foundation (ETF).

Uzbekistan is involved in four EU education assistance programs:

Among Western donors, the EU has been steadily investing in education projects in Central Asia. But even this approach has inadvertently created a dichotomy between the former Soviet system, which is said to be deficient and outdated, and a European-Western system construed as modern, progressive, and a return to normality. In taking this approach, the EU did not fully take into account the diversity of the post-Soviet space, as well as each government’s distinct policies and ambitions in the education sector. Simply transposing a European system to another region ignored the very “loose coupling (or divergence) between global norms and local meanings”—the Soviet and the foreign (Western)—as well as the tensions between the continuities and discontinuities resulting from the fall of the Soviet regime.

This lack of local ownership has led some Uzbek stakeholders to resist reforms suggested by donors. Firstly, for many teachers, concepts such as student-centered learning are unsustainable, and therefore unrealizable, unless there is a significant improvement in their social conditions: an increase in salaries, a lightening of the workload, political liberalization, etc. Secondly, the proposed return to “normality” through student-centered learning, decentralization of funding, and privatization of tertiary education actually serves to invalidate the education system as practiced hitherto and cuts against the aspirations of many Uzbek teachers and parents, who would like to hold onto (or reinstate) certain legacies of the Soviet regime. Several scholars have thus noted the very limited impact of European or other Western projects that have pressed teachers to switch from teacher-centered to child-centered learning.

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Digital learning in Uzbekistan: challenges and lessons learnt

The Uzbek higher education system and its institutions were able to respond promptly to the situation caused by the Covid-19 pandemic. Since 2016, the national Higher Education Reform Experts (HEREs) team has contributed to an exploration of digital education approaches and helped to build capacity and develop a policy framework. This article, by Nazokat Kasymova from the Tashkent State University of Oriental Studies, describes how the pandemic has been an accelerator for positive changes in this area and the extent to which higher education institutions have met the challenges.

During the pandemic, higher education systems around the world had to meet very much the same challenges, regardless of their diversity, structures or institutional characteristics, and cultural specifics. With slight variations from country to country, the methods used to solve the challenges were distance learning and the use of online platforms. This was also the case in Uzbekistan, which witnessed an accelerated digitalisation of the national higher education system that was reflected both in legislation/policy and at the institutional level.

As a result, during the academic year 2020–21, as the pandemic developed, remote learning in some educational institutions began to move online. The Digital Uzbekistan 2030 Strategy was announced in October 2020, with a focus on e-governance, digital education and infrastructure. The Ministry of Higher and Secondary Special Education prioritised the development of online courses and curricula, support for staff and students, professional development, data protection, and monitoring tools and techniques.

Since the start of the Covid-19 pandemic, the national EDUUZ channel has been launched, with information about changes in the field of education and materials for independent learning . More than 3,500 electronic textbooks in various disciplines have been posted on the Innovation Library website.

This shift was possible as a result of the experience already accumulated by universities well before the pandemic in the field of online pedagogy and methods of assessing learning outcomes, the acquisition of various digital tools, and their effective implementation. It was also possible due to a general strengthening of the potential of teachers and students, and of expert knowledge at system level.

The national HEREs team had already started to actively promote the topic of digitalisation in higher education. The process began with a seminar on ICT-based learning in Petra, Jordan, on 26–27 October 2015 , organised under the EU’s Support and Promotion of Higher Education Reform Experts (SPHERE) initiative. This was followed in November 2016 by the SPHERE technical assistance mission “Perspectives of E-learning and ICT-based education: applicability of best practices in Uzbek Higher Education Institutions”, in which more than 70 teachers and specialists participated. A number of additional technical assistance missions and regional workshops were conducted during the period 2017–2019 on topics such as academic libraries and information support for universities (March 2017); improving the quality of teaching in higher education institutions through new curricula and smart technologies or e-modules; e-learning, digital skills and open e-resources (September 2019); and digitalisation of the university, its concept and role in the reforming of higher education institutions (June 2021).

A series of publications was issued in the HEREs magazine Perspectives of H igher E ducation Development , as well as related briefs and analytical papers developed by the national experts for the ministry in the framework of their technical support and expertise. In addition, the Erasmus+ project “Modernisation of Higher Education in Central Asia through New Technologies” (HiEdTec, 2018–2021) supported new initiatives in this field, namely the Centres for Innovative Education Technologies, cloud-based virtual libraries of digital educational resources, adaptation of effective digital teaching methods and tools, and Digital Competence Framework development. These examples demonstrate how the engagement of the Uzbek HEREs team has contributed to national and institutional change and capacity building.

However, the journey has not been without challenges, and a few significant shortcomings offer lessons to be learned for future digitalisation. The universities initially struggled to maintain general standards and to mitigate the negative impact of the pandemic on students. It took various adjustments and efforts, and significant investments over a period of time, to explain and enable a more proficient use of demonstration videos, virtual labs, and software. It was of crucial importance not to undermine the credibility of education programmes in the minds of students, parents, potential employers and the public in general, and to preserve one of the most important advantages of programmes, namely recognition at national level. Nevertheless, emergency distance learning as a quick and temporary response to the pandemic is different from well-organised online education with appropriate specific theoretical and practical knowledge.

In particular for higher education institutions in rural areas, crucial points relate to the availability of appropriate equipment, its accessibility for students and teachers, the quality of the education platforms, and access to and quality of the internet. Thus, the so-called “digital gap” between different parts of the country and its negative impact were exacerbated during the crisis, leading to a lack of access to some learning and teaching sources and opportunities for students.

Not all national universities have been able to ensure quality control in remote and online study processes and a timely response to rapidly changing conditions during the pandemic. Therefore, institutional autonomy has been identified as one of the requirements for the progressive development of digitalisation, to allow universities to promptly respond and take decisions when required. To ensure the quality of online learning, it is important to consider a host of issues, such as institutional policies and strategies of digitalisation (the Ministerial decree requires each higher education institution to develop its strategy on digitalisation based on the  national concept for digital higher education), monitoring tools, relevant digital tools, design and development of online courses, curriculum development, digital evaluation techniques, data protection, academic confidentiality rules, support for staff and students, staff development, the creation of academic online communities and other ways of online communication channels. (For further details, see “ European Quality Assurance agencies’ response to the Covid-19 pandemic ”.)

Nevertheless, national universities have gained experience and made progress in acquiring the skills, processes and tools necessary for online learning. The use of new digital technologies should not be an end in itself, but in the context of goals and objectives, should relate to the expected competencies that students should achieve. In this regard, beyond the pandemic, the shift to online learning could be a catalyst for the introduction of more effective blended learning among students, incorporating traditional academic skills and real-time learning, and leading to better learning outcomes such as critical thinking and adaptability.

“Expert Voices” is an online platform featuring original commentary and analysis on the higher education and research sector in Europe. It offers EUA experts, members and partners the opportunity to share their expertise and perspectives in an interactive and flexible exchange on key topics in the field.

All views expressed in these articles are those of the authors and do not necessarily reflect those of EUA.

The Ministry of Public Education of the Republic of Uzbekistan

The main tasks and activities of the Ministry of Public Education of the Republic of Uzbekistan are ( OCM №146 )                 

development and implementation of a unified state policy aimed at further raising the level of spiritual, moral, intellectual, and physical development of students in general secondary and extracurricular education;

implementation of methodical management of the activities of general education institutions in accordance with state educational standards and state requirements for extracurricular education;

raising the status and reputation of the teaching profession, providing material and social support for employees of general education institutions, as well as employees of the public education system, creating suitable conditions for their effective work;

implementation of comprehensive measures aimed at ensuring the effectiveness of teaching foreign languages in educational institutions, improving vocational guidance and labor training of students

introduction of innovative forms of education, modern pedagogical and information technologies, effective methods of professional guidance, optimization of educational, psychological, and physical loads of students into the educational process;

implementation of comprehensive measures aimed at ensuring the effectiveness of foreign language teaching in general education institutions;

organizing the creation and publication of a new generation of educational and educational-methodical literature developed in accordance with updated curricula and programs, which meet international requirements in terms of content and quality, using new pedagogical and information and communication technologies;

further development of the sector of non-state educational services, creation of favorable conditions for public-private partnership in the field of public education;

introduction of advanced and transparent organizational and legal mechanisms for the selection, training, retraining, and improvement of their qualifications;

Improving the activities of "Orphanages", providing social-psychological rehabilitation and legal protection of children left without parental care, helping them develop social-labor skills and integrate into society;

increasing the effectiveness of measures that provide social guarantees for children with special needs, as well as for those who need treatment and rehabilitation, creating an adaptive environment conducive to their education and upbringing (including inclusive), and improving the activities of specialized schools (boarding schools) for children with disabilities opportunities;

education of students in the spirit of universal values, high spirituality, humanism, consolidation in their hearts and consciousness of ideas of independence, strengthening immunity to ideas alien to the national mentality;

conducting systematic monitoring of the fulfillment of state educational standards and requirements by general secondary and non-school educational institutions;

coordination of activities to provide vocational education to students of 10-11 grades of general education institutions;

strengthening the material and technical base of institutions in the public education system, conducting monitoring of works on the use of their buildings and structures, and coordinating these works.

Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan

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APPLYING STRATEGIC MANAGEMENT PRACTICES IN THE HIGHER EDUCATION INSTITUTIONS OF UZBEKISTAN

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The article discusses the perspectives of applying strategic management methods in the management of higher educational institutions (HEIs) in Uzbekistan. The author examines current trends in the higher education market, problems of the internal environment of the sector and challenges of the external environment, as well as existing problems in the activities of HEIs in the country. The objective need to introduce strategic management in universities is justified. As a result of the study, a strategic management model and a sample strategic plan for HEIs in Uzbekistan are developed.

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Public health delegation from Uzbekistan visits UB

campus news

Representatives from the School of Public Health and Health Professions, including Dean Jean Wactawski-Wende (far left) pose with members of the delegation from Uzbekistan. Photo: Meredith Forrest Kulwicki

By GRACE LAZZARA

Published February 13, 2024

Uzbekistan, a landlocked central Asian country with a population of close to 36 million, has public health in its sights. That much was clear when four Uzbek scientists and doctors arrived for an information-gathering session at the School of Public Health and Health Professions on Feb. 1.

The group, in the middle of a whirlwind tour of key organizations in the United States, is picking the brains of the country’s top public health professionals in advance of developing Uzbekistan’s national public health capabilities. After stops in Washington, D.C., and the Centers for Disease Control and Prevention in Atlanta, the group made its way to Buffalo — happily in the middle of a winter heat wave — to discuss possibilities for learning and collaboration with SPHHP experts. The visit was arranged through the International Institute of Buffalo and local health leaders.

The first stop was UB’s Clinical and Translational Science Institute, where CTSI director and SUNY Distinguished Professor Timothy F. Murphy, and Teresa Quattrin, UB Distinguished Professor, associate dean for research integration and CTSI recruitment and special populations core director, outlined the work of the CTSI and discussed public-private partnerships for improving health nationwide. Quattrin had a leading role in coordinating the UB visit.

Stephen Turkovich, president and chief medical officer of John R. Oishei Children’s Hospital, also addressed the group.

Next, the group headed to the School of Public Health and Health Professions. Speaking through an interpreter, Rafail Ibragimov, leading specialist of the Sanitary and Epidemiological Welfare and Public Health Committee at the Uzbek Ministry of Health, explained that Uzbekistan’s government has been funding public health efforts for some time now. But the country’s “Health 2030” strategic plan proposes to increase its level of support and ultimately develop a stand-alone school of public health and CDC-like organization.

Jean Wactawski-Wende, dean of SPHHP, described how the school addresses regional and global health challenges. Topics included a range of community partnerships, SPHHP’s public health educational training programs, and local and global research collaborations.

Lina Mu, associate professor of epidemiology and environmental health; director of UB’s Office of Global Health Initiatives; and convenor of the meeting, emphasized that collaborations for training students and research projects were definitely an opportunity to explore. Like any networkers worth their salt, the Uzbek and SPHHP groups exchanged contact details to “further the conversation,” said Wactawski-Wende.

Public health leaders from Uzbekistan also spent time at the Clinical and Translational Research Center during their visit.

The visitors’ final UB stop was the Jacobs School of Medicine and Biomedical Sciences, where Alan Lesse, associate dean for medical curriculum, gave a brief overview of the Jacobs School curriculum. There was then a visit to the Gross Anatomy Lab, where Stuart Inglis, laboratory director, explained the importance of learning anatomy from human cadavers as compared to virtual reality.

The group spent two more days in Buffalo, meeting with officials from the Erie County and New York State health departments, the Buffalo Prenatal Perinatal Network and the Maternal Health Coalition.

Uzbekistan and Qatar to strengthen ties through education and cultural exchange

The ambassador of uzbekistan, ashraf khodjaev, held talks with the qatari minister of state for international cooperation at the ministry of foreign affairs, lolwah rashid al-khater..

The parties discussed issues of social support, enhancing the role of women in society, improving the quality of education, and expanding cultural ties.

The sides also considered the organization of mutual cultural events. It was noted that the participation of folk artisans from Uzbekistan in the “Design Doha” biennale, which opened in Doha on February 22 this year and continues to date, has further enriched the event.

Additionally, the parties agreed on issues pertaining to the expansion of cooperation in the fields of education quality, women's status in society, and labor migration.

• #MFA #Qatar #diplomacy

Photo: Kholida Musulmon / Gazeta.uz

Culinary virtue. How traditional dish sumalak is prepared in a village in Uzbekistan. Photo story by Kholida Musulmon

For spring holiday navruz, families across uzbekistan gather to prepare sumalak, a traditional dish. stirring the mixture, they dream of their children’s education, availability of gas at home, and peace in their homeland. kholida musulmon captures this tradition in her photo story for gazeta.uz..

“These hands are not mine, they belong to my great-grandmothers,” Marhabo Zhumaboyeva whispers as she spreads golden wheat grains across the dasturkhon, a traditional Uzbek tablecloth. Through incantations, she calls upon the wisdom of her great-grandmothers, mastering the art of making sumalak passed down through generations.

Women gather around as Marhabo Zhumaboyeva scatters the grains — these people are her neighbors. Throughout the following week, they will assist the hostess in preparing the symbol of Navruz, the holiday marking the beginning of spring (celebrated on 21 March, the day of the vernal equinox). In a prearranged arrangement, the women collectively contributed to the ingredients: one provided wheat, another oil, and a third flour.

The timing for preparing sumalak is rather guided by the cues of nature than by the calendar. In the Chuvillok village, nestled in the foothills of the Gallaorol district of Jizzakh region, when icy winds still blow but the spring sun warms the air enough for locals to shed their outer layers, it signals the start of sumalak season. Sometimes, hints of spring emerge as early as February. The villagers obey nature, as sumalak does not tolerate the heat.

On the first day of preparation, wheat undergoes meticulous cleaning, removing any debris and small stones. Only whole grains capable of sprouting are deemed suitable, as shredded wheat will not sprout and may even rot.

The cleaned wheat is soaked in water for a day and a half. Once the grains have swollen, they are transferred to cotton bags. Periodically, the grains are sprayed with water and turned over. After two days, tiny milky sprouts break through the delicate skin of the wheat, and the grains are spread out in layers on the khon-takhta, a traditional low wooden table. The tabletop is covered with an oilcloth beforehand to prevent excess moisture from seeping into the wood, allowing it to drain out instead.

The grains germinate in a warm room, tended to three times a day by Markhabo Zhumaboyeva. As she sprays them with warm water, she murmurs: “These hands are not mine, they belong to my great-grandmothers. Bismillah.” She ensures the wheat remains moist, preventing excessive sprouting that could lead to bitter sumalak.

Once sprouted, the wheat is ground in a meat grinder and rinsed multiple times in water until the liquid takes on a thick, milky hue. This liquid is then strained.

With the preparations complete, the women gather around the hearth and generously oil the cauldron. Stones collected by the children are added to the cauldron, believed by the villagers to carry their wishes and intentions into the sumalak.

With the elders' prayers, the ingredients are added to the cauldron: oil first, followed by the juice of the sprouted wheat and flour. As the sumalak boils, bubbles emerge on its glossy surface, resembling coins, as people call them — a signal to add more wheat juice to the mixture. Throughout the entire boiling process, wheat juice is added nine times.

Sumalak simmers until late into the night. The elderly men take charge of the children, while the women, gathered around the cauldron, share village news, anecdotes, and reminisce. In the past, sumalak was accompanied by old folk songs, but as time passes, those who remembered the lyrics have departed, and now modern music from speakers is gradually replacing the traditional tunes. In honor of those who remembered the old songs, it’s customary to fry bauyrsaqs, puffed up pastry, to accompany the sumalak.

On the night of sumalak preparation, women share a legend about the symbol of Navruz. According to the tale, people began cooking sumalak long before they understood the nutritional value of sprouted wheat.

The first time sumalak was cooked by Bibi Fatimai Zahro, the daughter of Prophet Muhammad, during a year of poor harvest and winter food supplies. When nothing was left to feed the children, the woman dug up sprouted wheat, cut them up, and put them in a cauldron along with the stones she had collected. She poured water over the sprouts and stones and stirred the mixture, simulating cooking to comfort her children, who believed their mother was making a tasty meal. Fatimai Zahro fell asleep, tears in her eyes. During the night, angels descended and prepared nutritious sumalak. By morning, the cauldron was filled with sweet food, saving the family from starvation. Since then, sumalak has been prepared to replenish strength after winter hardships.

Another legend suggests that the word “sumalak” translates from Persian as “30 angels”. It is believed that these angels visit the home where sumalak is made, each contributing a blessing to the cauldron — health, prosperity, fertility. Thus, wishes made while stirring sumalak may come true, provided they are made with pure intentions and belief in miracles.

Chuvillokians believe in miracles. As they stir sumalak with good intentions, they ask the universe to ensure their children are always well-fed, to secure university scholarships, to bring gas to the village, to maintain harmony in their homeland, to enable families to buy cars, travel to the U.S. and bless them with sons.

Photos by Kholida Musulmon. Translation by Nozima Khodjimatova.

Rights for the text and images belong to Gazeta.uz.

• # kholida musulmon
• # village life
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