ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
88
PUBLIC VS. PRIVATE HIGHER EDUCATION INSTITUTIONS IN UZBEKISTAN:
MANAGEMENT PRACTICES AND INSTITUTIONAL DYNAMICS
Iroda Turaeva
Webster University.
https://doi.org/10.5281/zenodo.17096669
Annotation. This article provides an in-depth examination of management practices in
public and private higher education institutions (HEIs) in Uzbekistan. It spans governance,
financial management, faculty recruitment, curriculum innovation, and accountability. The
analysis integrates empirical data, case examples—such as TEAM University and New
Uzbekistan University—and insights from scholarly and policy literature. It highlights how
ongoing reforms reshape institutional autonomy, quality assurance, and internationalization,
offering implications for higher education policy and institutional strategy.
Keywords: Higher Education in Uzbekistan, Public vs. Private Universities, Higher
Education Reform, University Governance, Institutional Autonomy, Higher Education Policy,
Centralization in Higher Education, Quality Assurance in HEIs, Curriculum Innovation, Faculty
Recruitment Practices, Financial Management in Universities, Internationalization of Higher
Education, Education Accreditation Uzbekistan, Dual Degree Programs, Market-Oriented
Education, Strategic Partnerships in Higher Education, Central Asia Higher Education, Post-
Soviet Education Systems.
Uzbekistan’s higher education system has historically been highly centralized, with state-
run institutions dominating the landscape. However, since 2017, reforms aimed at expanding
access, increasing autonomy, and promoting private sector participation have accelerated
changes in governance and institutional behavior.
As of the 2023–2024 academic year, there were 219 HEIs in Uzbekistan, compared to
just 72 in 2017–2018, representing a 304% increase; notably, the number of private and foreign
institutions has grown substantially
. Moreover, entering the 2024–2025 year, 67
private universities were operating—surpassing the government’s goal of 50 by
2026
The urgency to broaden higher education participation is clear: the enrollment rate for
18–23-year-olds climbed from 8.3% in 2017 to 47.7% in 2024
. These developments
signal profound shifts in institutional diversity and governance.
Governance structures in higher education vary significantly between public and private
institutions, primarily in terms of centralization and institutional autonomy. Public higher
education institutions (HEIs) largely remain under the control of the Ministry of Higher
Education, Science, and Innovation, with rectors appointed by the Cabinet of Ministers. This
governance structure is typically multilayered and hierarchical, which significantly limits the
decision-making autonomy of universities (Cambridge University Press & Assessment;
UzDaily.uz). Ruziev and Burkhanov (2018) elaborate on this legacy of centralized governance,
noting: “the approach to governance … can be characterized as top down and centralized,”
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
89
marked by overlapping ministerial oversight and restricted flexibility for institutions to innovate
or self-govern (Cambridge University Press & Assessment).
In contrast, private institutions—such as TEAM University, established in 2020—are
governed by independent boards of trustees, which are designed to safeguard academic integrity
and institutional operations against political or personal self-interest. These boards are typically
composed of external experts, industry leaders, and academic professionals, enabling a more
strategic and autonomous approach to governance. Additionally, such structures allow for
quicker adaptation to educational trends, responsiveness to student and labor market needs, and
the fostering of international collaborations.
A hybrid example is New Uzbekistan University, launched in 2021 by presidential
decree, which represents a new model of a public yet autonomous institution. It incorporates
international academic standards, merit-based recruitment, and modern governance
arrangements, including strategic partnerships with global universities and independent academic
councils. This evolution signals a potential shift in the governance of HEIs in Uzbekistan
towards more autonomy and accountability, even within the public sector.
Public higher education institutions (HEIs) in Uzbekistan primarily rely on funding from
state budgets. This centralized model limits their financial autonomy and offers restricted
opportunities for revenue diversification or strategic reinvestment. As a result, public universities
often face challenges in upgrading infrastructure, investing in research, or expanding academic
offerings without direct government support.
In contrast, private and autonomous HEIs operate under more flexible financial
frameworks. These institutions can diversify their revenue streams by leveraging tuition fees,
forming partnerships with international organizations, and attracting private sector investment. A
notable example is New Uzbekistan University, which actively collaborates with global partners
such as TUM International and the MIT Abdul Latif Jameel World Education Lab (J-WEL).
These partnerships not only enhance academic quality and innovation but also contribute
to a more resilient and diversified funding model. Through such collaborations, private HEIs are
better positioned to pursue long-term strategic goals, adopt cutting-edge educational practices,
and invest in human capital development.
In public higher education institutions (HEIs), faculty appointments, salary scales, and
promotion pathways are typically governed by centralized regulations. This often restricts
institutional flexibility in human resource management, limiting the ability to offer performance-
based incentives or innovative recruitment practices. As a result, public universities may face
challenges in attracting and retaining top academic talent, particularly in competitive or
emerging fields.
In contrast, private HEIs—such as TEAM University—enjoy greater autonomy in
designing and implementing their academic staffing strategies. These institutions can tailor
recruitment processes to align with institutional goals, offer competitive compensation packages,
and adopt merit-based hiring and promotion systems. This flexibility allows them to attract high-
caliber national and international faculty, foster academic innovation, and respond more
dynamically to market and educational trends.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
90
Private HEIs often emphasize performance, international collaboration, and
interdisciplinary teaching and research, which further enhances their appeal to both faculty and
students.
Public institutions operate within standardized curricula approved by the state, which can
limit responsiveness to labor market needs. Private and autonomous universities enjoy curricular
flexibility. New Uzbekistan University, for example, runs programs in mechanical, chemical,
software engineering, and AI, taught in English and supported by global collaborations. This
market-oriented approach aligns with strategic modernization goals.
Additionally, since 2020, Uzbekistan has transitioned to a credit-modular system aligned
with the European Credit Transfer System (ECTS), enabling flexibility, mobility, and double
degree programs
. Moreover, Vanchukhina et al. (2022) describe a dual-degree,
digitally integrated master's program between Russia and Uzbekistan focused on fintech,
blending distance learning and joint diplomas
Both public and private institutions undergo national accreditation. Private universities
often seek international accreditation to enhance global recognition. The regulatory environment
now includes institutional accreditation and oversight by the National Agency for Quality
Assurance,
reinforcing
accountability
Reform
emphasis extends to quality control, establishing governing councils and modern information
systems for data-driven decision-making
revistaespacios.comhttps://yuz.uz
Uzbekistan’s higher education sector faces distinct challenges and opportunities across
public and private institutions. Public HEIs are hindered by bureaucratic inertia, limited
autonomy, and outdated curricula, which slow innovation and responsiveness. However, they
benefit from stable infrastructure, state funding, and a broad legacy presence across the country
Private HEIs, such as TEAM University, enjoy more flexible governance and can quickly
adapt to market needs through modern curricula and international partnerships. Yet they face
challenges like regulatory uncertainty, concerns over affordability, and often limited research
capacity.
Balancing the stability of public institutions with the innovation of private ones is
essential for creating a resilient and forward-looking higher education system in Uzbekistan.
Uzbekistan’s higher education sector is undergoing dynamic transformation, driven by a
blend of central reforms and institutional innovation. While public HEIs continue to provide
wide coverage and institutional stability, they face challenges of agility and modernization.
Private and autonomous universities, with their flexible governance, curricular
innovation, and international partnerships, serve as engines for reform—but must navigate
regulatory complexity and equity concerns. A hybrid approach—combining state support,
institutional autonomy, rigorous quality assurance, and strategic collaboration—offers a
promising path toward sustainable and inclusive higher education development in Uzbekistan.
References
Journalistic & Policy Sources:
1.
ANKASAM Ekip. (2024, August 7). Reforms in the higher education system of
Uzbekistan aimed at preparing competitive personnel. The Asia Today.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
91
2.
Analysis of the results of higher education reforms in Uzbekistan from 2017 to
2024 (2025, July 6). UzDaily.com.
3.
Inside
Uzbekistan's
private
university
boom.
(2025,
May).
The
4.
Country
Page:
Uzbekistan
(n.d.).
Erasmus
Networks
Platform.
5.
President Shavkat Mirziyoyev chairs a meeting to improve the higher education
system (2021, June 16). Yuz.uz.
6.
Scholarly & Book Sources
7.
Ruziev, K., & Burkhanov, U. (2018). Uzbekistan. In Governing Universities in
Post-Soviet Countries (pp. xxx–xxx). Cambridge University Press.
8.
Vanchukhina, L. I., Leybert, T. B., Ergasheva, S. T., Khalikova, E. A., & Khanafieva, I.
R. (2022). Integration of the higher education systems of Russia and the Republic of
Uzbekistan in training for the digital economy. In E. G. Popkova & B. S. Sergi
(Eds.), Digital Education in Russia and Central Asia (pp. 3–13). Singapore:
Springer.
