Shortcomings in the system of professional development of teachers discussed

At a meeting of the Senate Committee on Science, Education and Healthcare, several shortcomings in the professional development system for teaching staff were discussed.

On May 6, 2026, a joint meeting of the Senate Committee on Science, Education and Healthcare and the Kashkadarya Regional Council of People’s Deputies reviewed the implementation of tasks related to the professional development and retraining of managerial and teaching staff in state general education schools of the region, including the outcomes of studies on management courses organized for school principals.

During the meeting, senators also addressed several existing problems in the sector and questioned ministry officials regarding these issues.

Deputy Minister of Preschool and School Education Azizbek Turdiyev took part in the meeting and presented a report on the work being carried out by the ministry in this area.

According to the report, in January–December 2025, a total of 125,245 employees of general secondary education institutions completed professional development training under the five-year qualification improvement system.

During 2024–2025 and January–March 2026, 8,309 participants across the country were admitted to management training courses, of whom 4,595 (55.3%) successfully completed the program and obtained management certificates.

Senators also criticized the fact that the special electronic platform for continuous professional education, “onlinedu.uz,” is being used solely for organizing professional development courses.

According to the senators, although women with children under the age of three, retirees, and pedagogical and specialist staff with disabilities had previously been granted the opportunity to independently improve their qualifications through the electronic platform, this practice has now been restricted.

It was also noted that the final evaluation of general education school principals does not take into account the results of their many years of effective work, nor the achievements attained by students and teachers under their leadership. This situation has become a legitimate source of concern for school administrators.

Another issue raised was the absence of a monitoring system for evaluating the subsequent performance of state general education school principals who have obtained management certificates. In other words, no mechanism has been created to assess the positive changes in principals’ performance after completing management training courses.

Based on the above-mentioned concerns, representatives of the preschool and school education system were given recommendations to fundamentally improve the professional development system for teaching staff, the training and final assessment procedures for management courses, as well as to introduce mechanisms for monitoring and evaluating the effectiveness of certified school leaders in their subsequent professional activities.

At the conclusion of the meeting, a joint resolution aimed at improving the professional development system for managerial and teaching staff of general education institutions was adopted.