Uzbekistan Self Assessment Report Final+

VET GOVERNANCE
SELF-ASSESSMENT
RESULT IN UZBEKISTAN
Assessment Report
2021
CONTENTS
ABBREVIATIONS 3
1. BACKGROUND AND INTRODUCTION 4
2. METHODOLOGICAL APPROACH 7
3. MAIN FINDINGS AND ANALYSIS 9
3.1. Background information about the respondents 9
3.2. Overall planning, management and financing of VET and Skills 12
3.3. Institutional Coordination Mechanisms of VET and skills 33
4. CONCLUSIONS AND RECOMMENDATIONS 46
4.1. Conclusions 46
4.2. Recommendations 49
ANNEX 1. LIST OF PEOPLE PARTICIPATED IN SELF-ASSESSMENT 52
ANNEX 2. DATA COLLECTION TOOL (DCT) 53
ANNEX 3. SUMMARY OF SELF-ASSESSMENT RESULTS AS BY THE
STATEMENTS AND THE GROUPS OF RESPONDENTS 63
VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 2

ABBREVIATIONS
CoE Centre of Excellence
CVET Continuing Vocational Education and Training
DCT Data Collection Tool
EC European Commission
EMIS Education Management Information System
ETF European Training Foundation
EU European Union
GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit
IVET Initial Vocational Education and Training
KOICA Korean International Cooperation Agency
LLL Lifelong Learning
LM Labour Market
LMIS Labour Management Information System
MIS Management of Information Systems
MoELR Ministry of Employment and Labour Relations
MoF Ministry of Finance
MoHSSE Ministry of Higher and Secondary Specialised Education
NC National Council
PPP Public Private Partnership
PCs Partner Countries
QA Quality Assurance
RC Republican Council
SC Sector Committee
SCDVC Sector Councils for Development of Vocational Competences
SISQE State Inspectorate for Supervision of Quality in Education
SSC Sector Skills Council
VET Vocational Education and Training
WBL Work-Based Learning

1. BACKGROUND AND INTRODUCTION
The European Training Foundation (ETF) has developed a Vocational Education and Training (VET)
Governance Toolbox which should be adapted to the country reality and needs in dialogue with key
stakeholders. It is expected to be used for a tailored review of VET system with a focus on the
following 6 components: 1) Method for vision building; 2) Assessment of institutional arrangements; 3)
Costing, Budgeting, Financing and Funding; 4) Role of Social Partners linking VET policy to Labour
Market (LM) needs; 5) Territorial Governance (sub-national governance dimension); 6) Monitoring and
assessment of progress in VET multilevel Governance.
The ETF Governance Inventory is a reference tool for monitoring VET governance arrangements in
Partner Countries (PCs) and aims to identify policy priorities that the European Union (EU) and the
international community can support in skills governance issue. The objectives of VET governance
inventory – Data Collection Tool (DCT) – are:
1. Keep abreast of ETF analytical and operational actions carried out in good multilevel governance in
VET;
2. Provide analytical information and comprehensive picture of the governance of VET in ETF PCs to
complement and strengthen policy analysis and advice provided by ETF Torino process;
3. Implement regular updating and monitoring of VET governance functions & arrangements, to
support ETF corporate and operational approaches addressing dialogue, advice and/or policy
learning working with European Commission (EC) and PCs in VET & skills governance issues;
4. Support ETF on having indications about efficiency and effectiveness of institutional arrangements
in place to bring regular evidence on performance on VET policies and systems in PCs;
5. Support showcasing good practices on VET & Skills good multilevel governance as drivers to
inspire possible reforms;
6. Facilitate ETF sharing and acknowledging a common analytical and conceptual framework
(glossary) and mutual understanding working with PCs & positioning ETF at international level on
good multilevel governance in VET.
The main source of information to nurture the first VET governance DCT was the ETF’s Torino
process, namely the governance and financing sections. After this milestone, the ETF VET
Governance team has moved forward with monitoring and assessing VET governance and financing
arrangements in ETF PCs. The idea was to introduce self-assessment, and work together with PCs to
appraise the role and shifts of VET governance processes, practices, coordination mechanisms, whilst
addressing system change.
Thus, VET governance methodological framework was updated and prepared for conducting self-
assessment working with ETF PCs. Overall, the main goal of the new methodological framework is to
facilitate (self) assessments in ETF PCs, focusing on governance and financing arrangements
engaging different policy stakeholders. It consists of two parts and 12 sections:
Overall Planning, Management & Financing of VET and skills:
A. Formulation and implementation of overall policy framework, including strategic policy tools:
capture the quality of actual practice in the country for policy design and policy implementation in
the VET and skills sector.
B. Provision of legal, normative and/or regulatory framework: capture the quality of actual practice in
the country for preparing and implementing legislation and regulations in the VET and skills sector.

C. Management of VET (and skills) provider network: get deeper understanding on whether the VET
provider network management is effective, transparent and accountable and meet user needs (e.g.
useful for employers, parents, workers, students etc.).
D. Operationalisation, alignment and coordination of financial arrangements: capture the quality of
actual practice in the country for budgeting in VET and skills, including the allocation of financial
resources.
E. Management of public-private partnerships (PPP) for VET & Skills development: get a deeper
understanding of modus operandi in the relevant country when it comes to public-private
partnerships in VET and skills sectors.
F. Monitoring, evaluation and review of VET & Skills policies. This also include Research &
Development: explore in greater detail if there are established systems and practices for monitoring
and review of VET and skills policies to inform VET policy cycle.
G. Management of Information Systems (MIS). This also includes Data and Statistical provision:
explore in grater details the practices in collecting data to inform policy cycle in VET and skills.
Institutional Coordination Mechanisms of VET and skills:
H. National VET/Skills Councils (SC): explore in greater detail the National VET Councils and their
contribution to development of VET and skills.
I. Sectoral VET/Skills Councils / Committees: explore in greater detail the Sectoral VET/Skills and
their contribution to development of VET and skills.
J. Regional/ Subnational VET & Skills -Authorities (e.g. Education Departments, Councils): explore in
grater details the role of vertical governance level and existing coordination mechanisms;
mechanisms that allow flexibility and innovation, rather than promoting bureaucratic rigidity or
compliance.
K. National VET Agencies and/or other type of executive and supervisory bodies: looking at the
performance of national VET Agencies and other bodies and explores in grater details this type of
institutions.
L. Inter-Ministerial Working Cooperation/ Coordination: explore in greater detail the inter-ministerial
cooperation as a key practice to address a whole-of-government approach.
In total, the DCT contains 65 process indicators, and a minimum of 7 different type of stakeholders
should be involved/engaged in the self-assessment according with those indicators:
■ Key Ministry or Agency in charge of VET skills policies;
■ Key Ministry participating and/or financing VET & Skills policy making;
■ Key Employers organisation participating in VET & Skills policy making;
■ Key representative of relevant national Trade Union organisation;
■ Key representative of National and/or sectoral skill councils/committees;
■ Key representative of Regional or local departments/bodies dealing with VET and Skills policy
development;
■ Key experts on VET & Skills working on and/or with leading institutions.
The ETF implemented the first Vocational Education and Training inventory of governance
arrangements (hereafter, the Governance Inventory) in 20 partner countries in 2016-2018. The main
results of this first wave are:

■ ETF Policy Briefing in VET Good Multilevel Governance1;
■ Twenty (20) Country ETF fiches-profiles on VET Governance2;
■ A Cross-Country Analytical Report for monitoring how good multilevel governance vocational
education and training is influencing policy reforms (2012–2017). This report covers 23 ETF PCs3.
The self-assessment has been conducted on a pilot basis in 5 ETF PCs: Albania, Jordan, Kazakhstan,
Moldova, and Uzbekistan4. On average, 20 different types of stakeholders-per country participated in
the self-assessments (around 100 informants in total). Overall, the self-assessments have been
smoothly implemented in each country. The main products obtained are:
■ Assessment reports (1 per country around 30 pages each);
■ VET governance country profiles (1 per country 10 pages each);
■ Blogs in ETF Open Space (1 per country, 2 pages);
■ Five excel files (one per country) with all data collected during self-assessment process.
In a subsequent phase, by November 2021, also following outputs were produced:
■ Two analytical reports for Moldova and Jordan, based on the country assessment reports and
collected data;
■ Cross-country analysis – a comparative report based on 5 VET governance country profiles –
Albania, Jordan, Kazakhstan, Moldova, and Uzbekistan;
■ Comparative data statistics of 5 surveyed countries with narrative comments on the comparative
data analysis.
In December 2021, ETF launched an assignment having a purpose to produce inter alia analytical
country reports also for Albania, Kazakhstan and Uzbekistan. This is the country report for Uzbekistan.
1
https://www.etf.europa.eu/en/publications-and-resources/publications/inform-issue-24-good-multilevel-governance-vocational.
2
The 20 profiles are available in ETF website acceding sections on Regions and Countries.
3
https://www.etf.europa.eu/en/publications-and-resources/publications/governance-arrangements-vocational-education-and-
training.
4
Egypt was also involved but in the middle of the project -implementation phase- Ministry of Foreign Affairs stopped the
activities for security clearance reasons.

2. METHODOLOGICAL APPROACH
The VET Governance self-assessment exercise in Uzbekistan was conducted in 2021 but no report
was produced. Twenty one representatives of 14 entities participated in the self-assessment exercise
(see Annex 1):
■ Ministries: Ministry of Higher and Secondary Specialised Education (MoHSSE); Ministry of
Employment and Labour Relations (MoELR); Ministry of Finance (MoF) – 7 people in total;
■ Public institutions: Institute of Pedagogical Innovations, Retraining and Further Training of VET
Managers and Pedagogues under the MoHSSE; Republican Research Centre for Employment
and Occupational Safety; State Inspection for Supervision of Quality in Education – 6 people in
total;
■ Education providers: Academy of Public Administration under the President; Academic Lyceum
under Uzbekistan State World Languages University; Non-governmental educational Institution
Mahorat & Management5 - 3 people;
■ Social partners: Federation of Trade Unions of Uzbekistan; National Association of Accountants
and Auditors of Uzbekistan – 2 people;
■ NGO: Youth Union of Uzbekistan – 1 person;
■ Development partners: GIZ Uzbekistan; British Council Uzbekistan – 2 people.
As a tool for data collection, online questionnaires were used. They contained sets of positively
formulated statements per sections mentioned above, and the respondents were asked to answer to
what extent they agree with those statements. The following grading was used: (1) Strongly Agree,
(2) Agree, (3) Neither Agree nor Disagree, (4) Disagree, (5) Strongly Disagree. Therefore, in the
sections below, where the self-assessment results are summarised, the lower the average mark, the
stronger is aggregated agreement of the stakeholders with the statement (Annex 2).
In the questionnaires, there was also an option “Do not know / Not Applicable”, which was taken into
account but not considered while calculating the average marks.
Not only general average as per question but also average by categories of interviewees are provided
for comparison purposes. The respondents are divided into the following groups:
■ Public bodies – representatives of ministries, public institutions, public VET providers (15
people);
■ Social partners – representatives of Trade Unions and a professional association (2 people);
■ Others – representatives of the development partners, an NGO and a private education provider
(4 people).
In terms of average, the intervals were defined as follows:
■ from 1.0 to 1.4 – Strongly Agree;
■ from 1.5 to 2.4 – Agree;
■ from 2.5 to 3.4 – Neither Agree nor Disagree;
■ from 3.5 to 4.4 – Disagree;
■ from 4.5 to 5.0 – Strongly Disagree.
5 Within this analysis is considered under the group “Others” due to its non-public ownership.

For none of the questions, the average mark appeared in the interval of “Strongly disagree”.
In the tables below presenting the average marks per question, the following legend is used:
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Majority of the questions were closed, but there were also series of open questions for collecting
qualitative information where participants came up with details and explanations to argue the
assessments given to different indicators.
The Section 3 of this document presents main findings and analysis of the self-assessment results as
per every statement, while the summary of the results can be found in the Annex 3.

3. MAIN FINDINGS AND ANALYSIS
3.1. Background information about the respondents
Out of total 21 respondents, there were 17 men (81.0%) and 4 women (19.0%). Men also comprised
overwhelming majority among the representatives of Public bodies – 80% and half of the Social
partners. All those representing the group of Others, were men (Graph 1).
Graph 1. Distribution of men and women among the interviewees
100.0%
20.0% 19.0%
80.0%
50.0%
60.0%
100.0%
40.0% 80.0% 81.0%
50.0%
20.0%
0.0%
Public bodies Social partners Others Total
Men Women
There were only 2 respondents younger than 31 years old, both from Public bodies. The largest age
group was those 51-60 years old (6 people or 28.6%), followed by 31-40 and 41-50 years old (both 5
people or 23.8). The share of people over 60-year comprised 14.3% (3 people).
The largest age groups among the representatives of the Public bodies were those 31-40 and 51-60
years old, and among the Others – 41.50 years old. The Social partners were represented by two
people 51 and older (Graph 2).
Graph 2. Distribution of respondents by age groups
100%
13.3% 14.3%
25.0%
80%
26.7% 50.0%
28.6%
60%
20.0% 50.0%
23.8%
40%
26.7% 50.0%
20% 23.8%
25.0%
13.3% 9.5%
0%
20-30 years 31-40 years 41-50 years 51-60 years over 60 years

Distribution of the respondents by the highest level of formal education they have completed, was
as follows: 1 person with Bachelor degree (from Public bodies), 9 Master degree holders (5 – Public
bodies, 1 – Social partners and 3 – Others), and 11 acquired degree of Candidate or Doctor of
Sciences (9 – Public bodies, 1 – Social partners and 1 – Others). Thus, more than half of the
respondents were scientific degree holders (Graph 3).
Graph 3. Distribution of respondents by the highest level of formal education attainment
60.0%
60.0%
70.0%
52.4%
50.0%
50.0%
60.0%
42.9%
50.0%
33.3%
40.0%
20.0%
30.0%
20.0%
6.7%
4.8%
10.0%
0.0%
Bachelor Master Candidate/Doctor of Sciences
There were only three respondents with more than 30-year work experience in education / VET/
Skills policies, all representing Public bodies. The largest cohort (8 people or 38.1%) were those with
up to 10-year experience, and their share was the most considerable among the Others (3 people or
75%). Among the Public servants and the Social partners, they comprised 26.7% (4 people) and 50%
(1 person), respectively.
The second large cohort were those with 11-20 years of experience in education (6 people or 28.6% in
total, 5 people or 33.3% representing Public bodies, and 1 person or 25% among the Others), followed
by those with 21-30 years of experience (4 people or 19.0% in total, 3 people or 20% representing
Public bodies, and 1 person or 50% among the Social partners), Graph 4.
Graph 4. Distribution of respondents by the work experience in education / VET/ Skills policies
80.0%
75.0%
70.0%
60.0%
50%
50%
38.1%
50.0%
33.3%
28.6%
40.0%
26.7%
25.0%
20.0%
20.0%
19.0%
30.0%
14.3%
20.0%
10.0%
0.0%
0-10 years 11-20 years 21-30 years More than 30 years

There were no respondents without work experience in positions with management responsibilities.
Moreover, 8 people or 38.1% had more than 15-year experience in this field (of them, 5 from the
Public bodies, 2 from the Social partners and 1 from the Others). The cohort with 10-15 years of
experience in management comprised 6 people or 28.6% (5 from the Pubic bodies and one from the
Others).
Only 2 people (9.5%) had 5- to 10-year managerial experience and 5 respondents cumulated less
than 5-year experience (Graph 5).
Graph 5. Distribution of respondents by the work experience in managerial positions
100.0%
25.0%
33.3% 38.1%
80.0%
60.0% 25.0%
33.3% 100% 28.6%

40.0%
25.0%
6.7% 9.5%
20.0%
26.7% 25.0% 23.8%
0.0%
0-5 years 6-10 years 11-15 years More than 15 years
Of the 15 representatives of Public bodies, there was 1 Deputy Minister, 8 Heads of Department or
Division, 1 Director, 3 Team leaders/Coordinators and 1 Expert/specialist. One more person, working
at the State Inspection for Supervision of Quality in Education, did not specified her position.
The Social partners were represented by a Director (National Association of Accountants and Auditors
of Uzbekistan) and a Head of Department (Federation of Trade Unions of Uzbekistan). In contrast,
among the Others, all were Heads of Departments or Divisions (Table 1).
Table 1. Distribution of the respondents by the types of positions

Deputy Minster
Department of
Team leaders
or Managers
Unspecified
Specialist/
Division
Director
Head of
Expert
Total
Public bodies 1 8 1 3 1 1 15
Social Partners - 1 1 - - - 2
Others - 4 - - - - 4
TOTAL 1 13 2 3 1 1 21

3.2. Overall planning, management and financing of VET and Skills
There are two national development strategies in Uzbekistan, i.e. Strategy of Action on Five Priority
Directions of Development for 2017-2021 and National Sustainable Development Goals and
Objectives 2030 and Roadmap. The latter document has a number of VET-related objectives which
are about improving VET access, increasing involvement in VET and ensuring its inclusiveness,
providing knowledge and skills necessary for promoting sustainable development, and establishing
safe and effective learning environment for all. A sectoral policy paper Concept for the Promotion of
Lifelong Learning in Uzbekistan was drafted with support of dvv International and UNESCO but is still
under consideration of the Cabinet of Ministers.
The main governmental body coordinating the activities of all professional (vocational) educational
institutions, is the Ministry of Higher and Secondary Specialised Education (MoHSSE). Under its
supervision, three types of providers – 339 initial vocational schools, 201 colleges and 185
tekhnikums, are acting. There are also vocational training centres, multidisciplinary training centres
under the Ministry of Employment and Labour Relations, and private providers of vocational training
services. Several other ministries (including Ministry of Finance) and state bodies play a considerable
role in the management, financing and provision of VET.
The functions related to the monitoring of the education system are dispersed among a number of
bodies. Six ministries and the National Statistics Committee collect education data at different times
over the year. This results in low effectiveness of data collection and affects their reliability.
The budgetary financing of the VET sector in Uzbekistan is divided into three levels: national, regional
and local budgets. The parameters for financing are calculated based on actual expenses for previous
periods with adjustments for changes in the price level, forecasts of student population movements,
changes in the infrastructure of institutions and implemented target programmes. The number of
students for the next year, as well as the cost of providing educational services and predicted costs of
the VET institutions maintenance are estimated by the regional and local authorities.
This section presents and analyses the degree of the participants’ agreement with the statements
regarding the process indicators for planning, management and financing of VET and Skills.
A. Formulation and implementation of overall policy framework, including strategic policy tools
BOX 1. THE MAIN VET-RELATED NATIONAL AND SECTORAL POLICY DOCUMENTS

OF THE REPUBLIC OF UZBEKISTAN:
1. Strategy of action on five priority directions of development of the Republic of
Uzbekistan 2017-2021
2. National Sustainable Development Goals and Objectives 2030 and Roadmap
3. Concept for the Promotion of Lifelong Learning in Uzbekistan (draft)
The findings reveal that most of participants mainly agreed that the policy for VET combines long-term
objectives and short-term targets; the policy can be updated to include new developments in both
initial training for young people and continuing training for adults and the national policy for vocational
education has a multiyear perspective (average mark 2.0 for all three).
The statements the national policy VET and skills has been developed involving both state and non-
state stakeholders and cooperation and coordination between national and sub-national (regional,

local) public departments and agencies are effective on average were only slightly less agreeable to
the respondents (2.2 for both).
At the same time, on average the respondents were hesitant (neither agreed nor disagreed) whether
the cooperation between government and non-government organisations (including social partners) is
transparent and effective (2.5), Table 2.
Table 2. Summary of Answers for the Section “A”, Average Mark and % of Answers
Not applicable, %
nor disagree, %
Strongly agree,
Do not know /
Neither agree
Disagree, %
disagree, %
AVERAGE
Agree, %
Strongly
MARK
%
(A.1) The national policy for VET and skills has been
developed involving both state and non-state 2.2 23.8 52.4 4.8 19.0 - -
stakeholders
(A.2) The policy for VET combines long-term
2.0 33.3 47.6 9.5 9.5 - -
objectives and short-term targets
(A.3) The policy can be updated to include new
developments in both initial training for young people 2.0 28.6 47.6 19.0 4.8 - -
and continuing training for adults
(A.4) The national policy for vocational education has
2.0 33.3 38.1 19.0 - 4.8 4.8
a multiyear perspective
(A.5) Cooperation and coordination between national
and sub-national (regional, local) public departments 2.2 28.6 33.3 19.0 14.3 - 4.8
and agencies are effective
(A.6) Cooperation between government and non-
government organisations (including social partners) 2.5 9.5 52.4 14.3 19.0 - 4.8
is transparent and effective
Positions of the three groups of respondents (Public bodies, Social Partners and Others) were
relatively close (all within the interval “Agree”) only about the involvement of the state and non-state
stakeholders in the national VET and skills policy development (A.1) – 2.2, 2.0 and 2.3, respectively
(Graph 6).
About all other statements, the Public bodies were again positive (average marks from 1.8 to 2.3),
while the Others were hesitant (average marks from 2.5 to 3.3) in regard to the statements A.3, A.4,
A.5 and A.6, i.e. about the possibility to update the policy for including new developments in both initial
and continuing training; multiyear perspective of the national VET policy; and cooperation and
coordination between the national and sub-national levels on one hand, and between the government
and non-government organisations, on the other.
The Social partners were hesitant whether the VET policy combines long-term objectives and short-
term targets, as well as about the cooperation and coordination between the national and sub-national
levels (average marks 2.5 for both). Nevertheless, they strongly agreed (1.0) that the national policy
for vocational education has a multiyear perspective (A.4) and cooperation between government and
non-government organisations (including social partners) is transparent and effective (A.6)6.
6
It is to be considered that only one respondent of the two representatives of the Social Partners answered this question. The
other did not know.

Graph 6. Answers’ average marks for the Section “A” as by the groups of respondents
3.3
3.5
2.7
3.0
2.5
2.5
2.5
2.5
2.5
2.3
2.3
2.3
2.2
2.2
2.2
2.5
2.1
2.0
2.0
2.0
2.0
2.0
1.9
1.9
1.8
2.0
1.5
1.0
1.0
1.0
0.5
0.0
(A.1) (A.2) (A.3) (A.4) (A.5) (A.6)
TOTAL Public bodies Social partners Others
partners
TOTAL
bodies
Others
Public
Social
(A.1) The national policy for VET and skills has been developed involving
2.2 2.2 2.0 2.3
both state and non-state stakeholders
(A.2) The policy for VET combines long-term objectives and short-term
2.0 1.8 2.5 2.3
targets
(A.3) The policy can be updated to include new developments in both initial
2.0 1.9 2.0 2.5
training for young people and continuing training for adults
(A.4) The national policy for vocational education has a multiyear
2.0 1.9 1.0 2.5
perspective
(A.5) Cooperation and coordination between national and sub-national
2.2 2.1 2.5 2.7
(regional, local) public departments and agencies are effective
(A.6) Cooperation between government and non-government organisations
2.5 2.3 1.0 3.3
(including social partners) is transparent and effective
Answering the qualitative questions ‘Overall, do you think that current public administration practices
allow good multi-level cooperation, flexible, agile as well as less formal way of managing policy
processes on VET & Skill policies? How credible and effective are VET -and skills- strategies?’, the
respondents demonstrated slightly different positions 7:
■ Public body: ‘I believe that existing public and regional governance practices provide the flexibility and
adaptability of appropriate multi-level cooperation, as well as a less formal approach to managing VET
policy making and skills development. I find VET and skill development strategies to be reliable and
effective. I believe that this is to improve the quality of education.’
■ Social partner: ‘Does not fully provide. I do not consider it reliable and effective enough.’
■ Other: ‘Partially. Recent changes in the vocational education system allow the creation of flexible
mechanisms for multilevel cooperation. But this is still at the initial phase.’
7
The bullet points below are slightly edited quotations from the stakeholders’ statements.

■ Other: ‘It is known that Government Resolution <...> "On measures to organise the activities of the
National System for the Development of Professional Qualifications, Knowledge and Skills in the
Republic of Uzbekistan” <...> provides a base for the consolidation of long-term and short-term goals,
forging closer cooperation between governmental and non-governmental organisations in the field of
VET. It should be noted that the draft of this resolution was developed with the participation of
interested state and non-state organisations in accordance with the requirements of the labour market.’
BOX 2. SUMMARY FOR THE SECTION “A”

1. Involvement of both state and non-state stakeholders in the national policy for VET and
skills is mainly considered as satisfactory.
2. The VET policy mainly combines long-term objectives and short-term targets; only the
Social partners are slightly hesitant about this.
3. In general, the policy can be updated to include new developments in both initial training
for young people and continuing training for adults.
4. The national VET policy has a multiyear perspective; again only the Social partners are
not fully sure about this.
5. Only the Public bodies are satisfied with the effectiveness and transparency of the
cooperation and coordination between national and sub-national public departments and
agencies and between the government and non-government organisations (including
social partners).
6. Cooperation between government and non-government organisations (including social
partners) is transparent and effective to a certain extent only.
B. Provision of legal / regulatory / normative framework for VET and Skills
BOX 3. THE MAIN VET-RELATED LAWS AND OTHER LEGAL ACTS:

1. Law on Education, 1997
2. Law on Social Protection of Disabled People, 2008
3. Labour Code, 1995
The respondents were mainly positive about four statements of five under this section. The highest
level of agreement (2.0) was with legal framework for VET aims to meet the expectations of both
public and private stakeholders (Table 3).
The stakeholders were slightly less positive but still optimistic about the statements the legal
framework responds to the needs of women; the legal framework supports lifelong learning, not only
initial VET and it is common practice in the country to involve VET stakeholders in the updating of
regulations (2.3 for all three).
At the same time, they were hesitant whether there is a good understanding on the legal framework
for VET by all stakeholders which facilitates policy implementation (2.9).

Table 3. Summary of Answers for the Section “B”, Average Mark and % of Answers
Strongly disagree,
Do not know / Not

Strongly agree, %
Neither agree nor

AVERAGE MARK
applicable, %
Disagree, %
disagree, %
Agree, %
%
(B.1) Legal framework for VET aims to meet the
2.0 4.8 38.1 23.8 33.3 - -
expectations of both public and private stakeholders
(B.2) There is a good understanding on the legal framework
for VET by all stakeholders which facilitates policy 2.9 19.0 52.4 14.3 9.5 4.8 -
implementation
(B.3) The legal framework responds to the needs of women 2.3 33.3 23.8 23.8 19.0 - -
(B.4) The legal framework supports lifelong learning, not
2.3 19.0 42.9 19.0 14.3 - 4.8
only initial VET
(B.5) It is a common practice in the country to involve VET
2.3 - - - - - -
stakeholders in the updating of regulations and norms
The Public bodies were positive (2.1) about the involvement of the VET stakeholders in the updating
of regulations and norms, while the Social partners and the Others were hesitant about this (2.5 and
2.8, respectively), Graph 7.
The statement that the legal framework for VET aims to meet the expectations of both public and
private stakeholders was agreeable for both Public bodies and Others (1.9 and 2.3, respectively) but
not for the Social partners (2.5).
The only disagreement (4.0) was demonstrated by the Others in regard with a good understanding on
the legal framework for VET by all stakeholders which facilitates policy implementation. The two other
groups of stakeholders neither agreed nor disagreed with this (2.5-2.6).
The Public bodies and the Social partners agreed that the legal framework responds to the needs of
women (2.2 and 2.0, respectively), and again the Public bodies and the Others – that the legal
framework supports lifelong learning, not only initial VET (both 2.3). The Others were hesitant about
the former (2.8) and the Social partners about the latter (2.5).
Overall, only for two statements of five, the Public bodies were clearly more positive than the other
groups, and for one, they were unanimous with the Others.

Graph 7. Answers’ average marks for the Section “B” as by the groups of respondents
4.0
4.0
3.5
2.9
2.8
2.8
3.0
2.6
2.5
2.5
2.5
2.5
2.3
2.3
2.3
2.3
2.3
2.3
2.5
2.2
2.1
2.0
2.0
1.9
2.0
1.5
1.0
(B.1) (B.2) (B.3) (B.4) (B.5)
partners
TOTAL
bodies
Others
Public
Social
(B.1) Legal framework for VET aims to meet the expectations of both public
2.0 1.9 2.5 2.3
and private stakeholders
(B.2) There is a good understanding on the legal framework for VET by all
2.9 2.6 2.5 4.0
stakeholders which facilitates policy implementation
(B.3) The legal framework responds to the needs of women 2.3 2.2 2.0 2.8
(B.4) The legal framework supports lifelong learning, not only initial VET 2.3 2.3 2.5 2.3
(B.5) It is a common practice in the country to involve VET stakeholders in the
2.3 2.1 2.5 2.8
updating of regulations and norms
None of the Public servants answered the qualitative question ‘Overall, do you think that the current
legal framework is prepared for facing challenges of VET and Skills in XXI Century within LLL
perspective (e.g. relevant Qualifications, Work Based Learning, digitalisation of economy and learning
processes, regulating integration of innovation and research, etc.)?’
Only one representative of the Social partners and two from the Others shared their thoughts about
this:
■ Social partner: ‘I do not think, that they are ready.’
■ Other: ‘Not completely. <...> there is a need for further improvement of legislation, taking into account
the interests of stakeholders in the VET system. It should be noted that the introduction of the
necessary components of the national qualifications system (NQS) in the country is at an early stage.’
■ Other: ‘In order to further improve the regulatory framework of the system of secondary specialised,
vocational education, taking into account modern requirements for personnel training, on 6th July 2012,
the Cabinet of Ministers of the Republic of Uzbekistan adopted Resolution № 200 "On approval of the
regulation on secondary specialised, vocational education in the Republic of Uzbekistan" which also
supports lifelong learning and the equal participation of women in vocational education.’

BOX 4. SUMMARY FOR THE SECTION “B”
1. VET legal framework does not fully meet the expectations of the social partners.
2. Understanding of the VET legal framework by all stakeholders is insufficient. This is
accepted by the all groups of respondents.
3. In general, the legal framework seems responding to the needs of women but the
representatives of the development partners are either hesitant or disagreed with this.
4. Overall, the legal framework supports lifelong learning not only initial VET, but some
statements of the stakeholders suggest that they have doubts whether the legislation
responds to their needs of work-based learning, innovations, digital transformation, etc.
5. Only the Public bodies think that the VET stakeholders are properly involved in updating
the regulations and norms. The other groups of respondents are hesitant about this.
C. Management of VET provider networks
BOX 5. GENERAL STRUCTURE OF THE VET NETWORK AND ITS MANAGEMENT

1. VET providers: 339 initial vocational schools, 201 colleges and 185 tekhnikums.
2. Centres of excellence (CoE): Vocational Training Centres established in Tashkent,
Samarkand and Shakhrisabz regions with support of the Korean International
Cooperation Agency (KOICA), are suggested as centres of excellence but their formal
status is unknown.
3. Central VET Governance bodies:
■ Ministry of Higher and Secondary Specialised Education,
■ Ministry of Employment and Labour Relations,
■ Ministry of Finance.
4. Regional VET governance bodies: Territorial Departments for Development and
Coordination of Vocational Education.
5. VET support structure: Institute of Pedagogical Innovation, Retraining and Advanced
Training of Leading and Pedagogical Personnel of Professional Education.
6. Quality assurance structure: State Inspectorate for Supervision of Quality in Education
(SISQE) under the Cabinet of Ministers, responsible for developing criteria for the quality
control and performance evaluation of educational institutions, as well as for licensing
private providers.
In this section, the assessed set of indicators relates to the VET providers network and their
accessibility, quality assurance, the degree of autonomy that might support VET providers and
development of the VET sector.

On average, only two statements, i.e. VET providers are accessible to users, such as students,
parents, and employers and VET schools are accountable for the decisions they make, were
agreeable to the respondents (both 2.1). About all other statements, they were hesitant (Table 4).
The highest “level of hesitation” (3.1) was demonstrated for the statement VET School financial
autonomy is fair enough to support effective and efficient provider operations and partnerships with
industry, employers, civil society, followed by three others with equal mark 2.8: a Quality Assurance
policy is in place across, both system and provider levels; Centres of Excellence exist in the country
and, overall, these institutions meet stakeholder expectations; and Centres of Excellence are
partnership-based institutions (public-private, university and research, etc.), which are well resourced
in terms of both financial and human capacities. The stakeholders’ positions about the two latter
statements need further clarification, taking into account that no Centres of Excellence formally exist in
Uzbekistan.
The VET schools’ ability to make decisions on curriculum and teaching and innovation practices
received average mark 2.7; measurement of quality, internal and external, undertaken to support the
performance of VET provider – 2.6; and the optimality of the VET providers network, based on clear
governance structure – 2.5.
Table 4. Summary of Answers for the Section “C”, Average Mark and % of Answers
Strongly disagree,
Do not know / Not

Strongly agree, %
Neither agree nor

AVERAGE MARK
applicable, %
Disagree, %
disagree, %
Agree, %
%
(C.1) VET providers are accessible to users, such as
2.1 28.6 38.1 28.6 4.8 - -
students, parents, and employers (etc.)
(C.2) The network of VET providers is optimal and based
2.5 14.3 33.3 38.1 9.5 - 4.8
on clear governance structure
(C.3) A Quality Assurance policy is in place across, both
2.8 4.8 42.9 9.5 33.3 - 9.5
system and provider levels
(C.4) Measuring quality, internal and external, is
2.6 9.5 28.6 33.3 14.3 - 14.3
undertaken to support the performance of VET provider
(C.5) VET schools are able to make decisions on
2.7 9.5 28.6 33.3 19.0 - 9.5
curriculum and teaching and innovation practices
(C.6) VET School financial autonomy is fair enough to
support effective and efficient provider operations and 3.1 4.8 19.0 38.1 23.8 4.8 9.5
partnerships with industry, employers, civil society (etc.)
(C.7) VET schools are accountable for the decisions they
2.1 28.6 38.1 28.6 4.8 - -
make
(C.8) Centres of Excellence exist in the country and,
2.8 14.3 33.3 38.1 9.5 - 4.8
overall, these institutions meet stakeholder expectations
(C.9) Centres of Excellence are partnership-based
institutions (public-private, university and research, etc.),
2.8 4.8 42.9 9.5 33.3 - 9.5
which are well resourced in terms of both financial and
human capacities

Under this section, the Public bodies were clearly more positive than the other groups, only about one
statement C.2: the network of VET providers is optimal and based on clear governance structure (2.4
against 2.5 from the Social partners and 2.8 from the Others). About all other statements, they were
more sceptical than at least one of two other groups (Graph 8).
Strong agreement (1.0) was demonstrated by one of the Social partners’ representatives (the other did
not assess) to the following four statements: C.4: measuring quality, internal and external, is
undertaken to support the performance of VET provider; C.5: VET schools are able to make decisions
on curriculum and teaching and innovation practices (both Public bodies and Others were hesitant
about these with marks 2.6 and 3.3, respectively); C.6: VET School financial autonomy is fair enough
to support effective and efficient provider operations and partnerships with industry, employers, civil
society (Public bodies were hesitant – 3.0, and the Others disagreed – 3.8); and C.7: VET schools are
accountable for the decisions they make. The Public bodies agreed (2.0) and the Others were hesitant
(2.8) about the last statement.
The Others disagreed (3.7) also with C.3: a Quality Assurance policy is in place across, both system
and provider levels.
Graph 8. Answers’ average marks for the Section “C” as by the groups of respondents
3.8
3.7
4.0
3.3
3.3
3.3
3.3
3.5
3.1
3.0
2.8
2.8
2.8
2.8
2.8
2.8
2.7
2.7
3.0
2.6
2.6
2.6
2.6
2.5
2.5
2.5
2.4
2.3
2.5
2.1
2.1
2.1
2.0
2.0
2.0
2.0
2.0
1.5
1.0
1.0
1.0
1.0
1.0
0.5
0.0
(C.1) (C.2) (C.3) (C.4) (C.5) (C.6) (C.7) (C.8) (C.9)

partners
TOTAL
bodies
Others
Public
Social
(C.1) VET providers are accessible to users, such as students, parents, and
2.1 2.1 2.0 2.3
employers (etc.)
(C.2) The network of VET providers is optimal and based on clear
2.5 2.4 2.5 2.8
governance structure
(C.3) A Quality Assurance policy is in place across, both system and
2.8 2.6 2.5 3.7
provider levels
(C.4) Measuring quality, internal and external, is undertaken to support the
2.6 2.6 1.0 3.3
performance of VET provider
(C.5) VET schools are able to make decisions on curriculum and teaching
2.7 2.6 1.0 3.3
and innovation practices

partners
TOTAL
bodies
Others
Public
Social
(C.6) VET School financial autonomy is fair enough to support effective and
efficient provider operations and partnerships with industry, employers, civil 3.1 3.0 1.0 3.8
society (etc.)
(C.7) VET schools are accountable for the decisions they make 2.1 2.0 1.0 2.8
(C.8) Centres of Excellence exist in the country and, overall, these
2.8 2.7 2.0 3.3
institutions meet stakeholder expectations
(C.9) Centres of Excellence are partnership-based institutions (public-private,
university and research, etc.), which are well resourced in terms of both 2.8 2.8 2.0 3.3
financial and human capacities
The respondents’ answers to the qualitative question ‘Overall, do you think that the VET provider
network functions effectively?’ were again rather limited. Besides, they are not always well supporting
the given marks:
■ Public body: ‘I believe that the composition and supply of the network of VET providers support access
to VET. The existing network of VET providers is able to provide the necessary conditions for those
who wish to obtain vocational education. Improving the efficiency of VET providers is one of the main
challenges of the system.’
■ Social partner: ‘Not quite effective.’
■ Other: ‘The VET system was not effective, so in 2017 a reform began. By the decree of the President
of the country dated 6th September 2019, an optimal network of professional educational institutions
with expanded access to VET, was created.’
■ Other: ‘VET providers operate efficiently in the country and are also accessible to users such as
students, parents and employers (etc.).
The educational programmes for public VET institutions are approved by the Ministry and the
institutions cannot take decisions on educational programmes and training.
Within the framework of strategic cooperation between the Republic of Uzbekistan and the Republic of
Korea in the field of education, the Ministry of Labour and the Korean International Cooperation
Agency (KOICA), Vocational Training Centres were established in three regions (Tashkent,
Samarkand and Shakhrisabz), which train and retrain specialists in four main areas in demand of the
labour market: diagnostics, repair and maintenance of cars; engineering production technologies and
welding; electronics and electrical engineering; information systems and technologies.’
BOX 6. SUMMARY FOR THE SECTION “C”

1. The VET providers are accessible to users, such as students, parents, and employers. At
the same time, only the Public bodies are convinced that their network is optimal and
based on clear governance structure.
2. The stakeholders also accept that the schools are accountable for the decisions they
make.
3. VET schools are not able to make decisions independently on curriculum and teaching
and innovation practices.

4. VET School financial autonomy is not enough for supporting effective and efficient
operations and partnerships particularly with industry, employers, and civil society.
5. Although there is a specific institution responsible for quality assurance, i.e. SISQE, the
stakeholders do not think that a Quality Assurance policy is in place (across both system
and provider levels) or measuring quality (internal and external) is undertaken to support
the performance of VET providers.
6. No VET institutions with a formal status of Centres of excellence are known in the
country. However, three VET providers established with support of Korean International
Cooperation Agency, are proclaimed as CoEs.
D. Financial arrangements (including budgeting, mobilisation and allocation processes)
BOX 7. VET FUNDING

1. Public funding of the VET system comes from three main sources: national, regional and
local budgets.
2. The parameters for financing are calculated based on actual expenses for previous
periods with adjustments for changes in the price level, forecasts of student population
movements, changes in the infrastructure of institutions and implemented target
programmes.
3. Regional and local authorities estimate the number of students for the next year, as
well as the cost of providing educational services and predict the costs of the VET
institutions maintenance.
The stakeholders were rather optimistic about the budget setting and planning, allocation of financial
resources and VET funding mechanisms. On average, they agreed with the following four statements
related to the mentioned aspects: the budget setting process for VET and Skills development is driven
by good dialogue among key ministries – 2.4; budget planning is targeted to long-term strategic goals
and challenges – 2.1; allocation of financial resources is based on criteria following clear and
transparent rules – 2.3; and funding mechanisms are well designed in terms of the objectives of
budget – 2.4 (Table 5).
Moreover, for the first two statements, agreement was demonstrated by two groups of the
stakeholders, i.e. Public bodies and Social partners. The other two were only agreeable to the Public
bodies, while two other groups were hesitant. Nevertheless, due to a relatively small weight of the
latter in the total number of respondents, the average was positive (see Graph 9 below).

Table 5. Summary of Answers for the Section “D”, Average Mark and % of Answers
nor disagree, %
Strongly agree,
Not applicable,
Do not know /
Neither agree
Disagree, %
disagree, %
AVERAGE
Agree, %
Strongly
MARK
%
(D.1) The budget setting process for VET and Skills
development is driven by good dialogue among key 2.4 4.8 42.9 42.9 - - 9.5
ministries
(D.2) Budget planning is targeted to long-term
2.1 19.0 47.6 19.0 4.8 - 9.5
strategic goals and challenges
(D.3) Allocation of financial resources is based on
2.3 14.3 38.1 23.8 9.5 - 14.3
criteria following clear and transparent rules
(D.4) Funding mechanisms are well designed in terms
2.4 14.3 33.3 33.3 9.5 - 9.5
of the objectives of budget
(D.5) Mechanism in place for mobilisation of additional
funding resources as required to meet needs of VET 2.7 - 33.3 52.4 4.8 - 9.5
and Skills stakeholders
(D.6) The need for equity of outcomes is taken into
2.6 - 38.1 47.6 4.8 - 9.5
account in decisions about the distribution of funding
(D.7) The sources of financing include both public and
2.1 4.8 42.9 42.9 - - 9.5
private sources
(D.8) Incentives for employer’s participation are in
place and adequate to support VET and Skills 2.5 19.0 47.6 19.0 4.8 - 9.5
financing policies
(D.9) Employer’s financial and/or fiscal incentives are
2.9 14.3 38.1 23.8 9.5 - 14.3
effective and transparent
Another statement assessed positively, was that the sources of financing include both public and
private sources – 2.1. All groups of stakeholders agreed with this but it is remarkable that the marks
given by the Social partners and the Others were even slightly lower (higher level of agreement) than
that of the Public bodies (2.0 against 2.2).
On average, the stakeholders were hesitant whether mechanism in place for mobilisation of additional
funding resources as required to meet needs of VET and Skills stakeholders – 2.7 and the need for
equity of outcomes is taken into account in decisions about the distribution of funding – 2.6. It is to be
mentioned that the Social partners agreed with these two statements (2.0), while the two other groups
gave marks from 2.5 to 3.3.
The average marks given to the statements about the employers’ incentives also appeared in the
interval “neither agree nor disagree”: incentives for employer’s participation are in place and adequate
to support VET and Skills financing policies – 2.5 and employer’s financial and/or fiscal incentives are
effective and transparent – 2.9. Here, however, the discrepancy between the different groups’
positions was considerable: the Others disagreed with both statements (3.7 and 3.8, respectively),
while the Public bodies and the Social partners agreed with the first statement (2.4 and 2.0,
respectively) and were hesitant about the second one (2.6 and 3.0, respectively).

Graph 9. Answers’ average marks for the Section “D” as by the groups of respondents
4.5
3.8
4.0
3.7
3.3
3.3
3.5
3.0
3.0
3.0
3.0
3.0
2.9
3.0
2.7
2.7
2.6
2.6
2.5
2.5
2.5
2.5
2.4
2.4
2.4
2.3
2.3
2.3
2.5
2.2
2.2
2.1
2.1
2.0
2.0
2.0
2.0
2.0
2.0
2.0
1.9
2.0
1.5
1.0
(D.1) (D.2) (D.3) (D.4) (D.5) (D.6) (D.7) (D.8) (D.9)
partners
TOTAL
bodies
Others
Public
Social
(D.1) The budget setting process for VET and Skills development is driven by
2.4 2.3 2.0 3.0
good dialogue among key ministries
(D.2) Budget planning is targeted to long-term strategic goals and challenges 2.1 1.9 2.0 3.3
(D.3) Allocation of financial resources is based on criteria following clear and
2.3 2.2 2.5 3.0
transparent rules
(D.4) Funding mechanisms are well designed in terms of the objectives of
2.4 2.3 3.0 2.5
budget
(D.5) Mechanism in place for mobilisation of additional funding resources as
2.7 2.7 2.0 3.0
required to meet needs of VET and Skills stakeholders
(D.6) The need for equity of outcomes is taken into account in decisions
2.6 2.5 2.0 3.3
about the distribution of funding
(D.7) The sources of financing include both public and private sources 2.1 2.2 2.0 2.0
(D.8) Incentives for employer’s participation are in place and adequate to
2.5 2.4 2.0 3.7
support VET and Skills financing policies
(D.9) Employer’s financial and/or fiscal incentives are effective and
2.9 2.6 3.0 3.8
transparent
Only two, completely opposite answers were given to qualitative questions ‘Overall, do you think
public VET and skills are well resourced?’ and ‘Are fiscal resources available and coordinated for
matching the current needs in terms of financing of VET and Skills systems?’. Expectedly, it was
positive from a Public body and sceptical from one of the Others:
■ Public body: ‘Yes, the available resources are sufficient for public VET. Material resources are
available to meet the funding needs of the VET systems.’
■ Other: ‘The most significant shortcomings of the current system of vocational education are the lack of
material, technical and informational base of the educational process, the lack of highly qualified
teaching staff, and the lack of quality educational and methodological, scientific literature and didactic
materials.’

BOX 8. SUMMARY FOR THE SECTION “D”
1. The budget setting process for VET and Skills development is driven by good dialogue
among the key ministries.
2. Budget planning is targeted to long-term strategic goals and challenges.
3. According to the Public stakeholders, the allocation of financial resources is based on
criteria following clear and transparent rules, and the funding mechanisms are well
enough designed in terms of the budget objectives. Social partners and other
stakeholders are hesitant about this.
4. There is no proper mechanism for mobilisation of additional funding resources as
required to meet needs of VET and Skills stakeholders.
5. The need for equity of outcomes is not taken into account in decisions about the
distribution of funding.
6. No financial incentives for employers’ participation are in place to support VET and Skills
financing policies.
E. Management of public-private partnerships for VET and Skills provision
BOX 9. MANAGEMENT OF PUBLIC-PRIVATE PARTNERSHIPS FOR VET AND SKILLS

DEVELOPMENT
1. The main legal base for PPP is the Law on Public-Private Partnerships (2019).
2. According to Government Decree № 394 (2019), in the vocational colleges preparation of

mid-level specialists and workers for large enterprises and clusters on the base of PPP,
should be introduced from the 2019-2020 academic year. A special Working Group was
established for organisation of the above PPPs. The following types of support to the
investors was defined:
■ free allocation of land plots for the construction of vocational training centres and
competency assessment centres;
■ renting out the buildings of vocational colleges with a low level of workload or requiring
reconstruction, major repairs or re-equipment, for organisation of VET centres and
competence assessment centres;
■ provision of unused buildings and structures to investors at a "zero" rental rate for
organising VET centres and competence assessment centres;
3. The role of the private sector in VET is considered as assistance to the VET
institutions in curriculum development, including training through company participation in
curriculum reviews, student assessments, the widespread use of hands-on exercises,
and assistance in career guidance decisions.
On average, the stakeholders agreed that PPPs in VET and Skills are supported by relevant
legislation (2.1) but were hesitant whether the fiscal arrangements are adequate for formation and

implementation of PPPs (2.6), Table 6. At the same time, the Social partners were hesitant even about
the first statement (3.0) but agreed with the second (2.0). The latter was not agreeable for the Others
(3.5), Graph 10. The mentioned absence of any financial incentives for the private companies is
probably the reason why no specific PPP cases in VET are known in the country.
Table 6. Summary of Answers for the Section “E”, Average Mark and % of Answers
Not applicable,
Do not know /
Neither agree
nor disagree,
Disagree, %
disagree, %
AVERAGE
Agree, %
agree, %
Strongly
Strongly
MARK
%
(E.1) PPPs in VET and Skills are supported by relevant
2.1 9.5 71.4 - 9.5 - 9.5
legislation
(E.2) Fiscal arrangements are adequate for formation
2.6 14.3 9.5 47.6 9.5 - 19.0
and implementation of PPPs
(E.3) Social Dialogue plays an effective role at national
and, in concrete, sectoral levels for VET and Skills 2.4 9.5 52.4 23.8 9.5 - 4.8
policy formation and implementation
(E.4) Financial and non-financial incentives motivate
employers’ participation in VET and Skill policy 2.6 9.5 38.1 33.3 19.0 - -
development
(E.5) Social Partners and Employers cooperation with
VET schools is structured and effective, for instance,
3.4 4.8 4.8 38.1 47.6 - 4.8
for having sound Work Based Learning policies and
practices
Overall, the respondents agreed that Social Dialogue plays an effective role at national and, in
concrete, sectoral levels for VET and Skills policy formation and implementation (marginal average
mark 2.4). Nevertheless, the Others were hesitant about this statement (2.8).
There was a complete unanimity in assessing the statement Financial and non-financial incentives
motivate employers’ participation in VET and Skill policy development. Here, the average mark was
equal to 2.6 (neither agree nor disagree). The Public bodies gave mark 2.5 and the two other groups –
3.0.
The highest average mark (close to disagreement) was given for the statement Social Partners and
Employers cooperation with VET schools is structured and effective, for instance, for having sound
Work Based Learning policies and practices (3.4). Moreover, the Others clearly disagreed with this
(4.0), while representatives of the Public bodies and Social partners were hesitant (3.2 and 3.0,
respectively).

Graph 10. Answers’ average marks for the Section “E” as by the groups of respondents
4.5
4.0
4.0
3.5
3.4
3.2
3.5 3.0
3.0
3.0
3.0
2.8
3.0
2.6
2.6
2.6
2.5
2.4
2.3
2.5
2.1
2.0
2.0
2.0
2.0
2.0
1.5
1.0
(E.1) (E.2) (E.3) (E.4) (E.5)
partners
TOTAL
bodies
Others
Public
Social
(E.1) PPPs in VET and Skills are supported by relevant legislation 2.1 2.0 3.0 2.0
(E.2) Fiscal arrangements are adequate for formation and implementation of
2.6 2.6 2.0 3.5
PPPs
(E.3) Social Dialogue plays an effective role at national and, in concrete,
2.4 2.3 2.0 2.8
sectoral levels for VET and Skills policy formation and implementation
(E.4) Financial and non-financial incentives motivate employers’
2.6 2.5 3.0 3.0
participation in VET and Skill policy development
(E.5) Social Partners and Employers cooperation with VET schools is
structured and effective, for instance, for having sound Work Based 3.4 3.2 3.0 4.0
Learning policies and practices
The answers (only three in total) given to the qualitative question ‘Overall, what do you think of the
potential for public private partnerships in your country?’ come to prove that actually no PPPs in VET
are existent in Uzbekistan, yet:
■ Public body: ‘PPP in VET has a good perspective. The PPP Law, adopted in 2019, is the base for the
development of public-private partnerships in the VET system.’
■ Other: ‘Developing of PPP as an approach for VET, is in its early stages. Only the Law on PPP has
been adopted, its mechanisms are being developed and gradually introduced.’
■ Other: ‘In the country, the implementation of a public-private partnership project is carried out in
accordance with the requirements of the Law "On public-private partnership". However, the procedure
for implementing PPP projects is still not approved. Draft resolution of the Cabinet of Ministers "On
measures on the implementation of public-private partnership projects in the field of vocational
education” was published on the SOVAZ portal, where the following statements were provided:
- regulation on the procedure for implementing PPP projects in the field of vocational education;
- a list of professional colleges, which will organise the training of mid-level specialists and personnel in
blue-collar professions that are in demand in large enterprises and clusters under the terms of public-
private partnership.’

BOX 10. SUMMARY FOR THE SECTION “E”
1. In the country, there is a PPP legislation but mechanisms for PPPs in VET are not yet
introduced. There are also no adequate fiscal arrangements for that, too.
2. The results of introducing PPP in VET institutions or any specific PPP cases in VET are
not known yet.
3. According to the stakeholders’ assessment, the Social Dialogue plays an effective role at
national and, in concrete, sectoral levels for VET and Skills policy formation and
implementation. However, the mechanisms of this cooperation are not clear.
4. There are no financial or non-financial incentives which would motivate employer’s
participation in VET and Skill policy development.
5. Cooperation of Social Partners and Employers with VET schools (e.g. for Work-based
Learning policies and practices) is absent or at least very poor.
F. Monitoring, Evaluation and review of VET and Skills policies
BOX 11. GENERAL DESCRIPTION OF MONITORING & EVALUATION MECHANISMS

The functions related to the monitoring of education system are dispersed among a
number of bodies. Six ministries and the National Statistics Committee collect education
data at different times over the year.
The battery of indicators that were assessed in this section are focusing on whether the evaluations
and monitoring practices are key components of the policy review phase.
Overall, the respondents neither agreed nor disagreed (2.5) that there is a recognised and sound
monitoring and research system in the country (Table 7). However, this average mark is composed of
the agreements from the Public bodies and Social partners (2.4 and 2.0, respectively) and
disagreement of the Others (4.0), Graph 11.
Again, Public bodies and Social partners agreed (2.1 and 2.0, respectively) that monitoring is used to
support evaluations and policy review. The Others were hesitant about this (3.0). This resulted in
overall average mark of 2.2 (agreement) for this statement.

Table 7. Summary of Answers for the Section “F”, Average Mark and % of Answers
Do not know / Not

Neither agree nor
AVERAGE MARK
Strongly agree,
applicable, %
Disagree, %
disagree, %
disagree, %
Agree, %
Strongly
%
(F.1) There is a recognised and sound monitoring and
2.5 9.5 33.3 23.8 14.3 - 19.0
research system
(F.2) Monitoring is used to support evaluations and
2.2 9.5 47.6 23.8 - - 19.0
policy review in the country
(F.3) Different type of evaluations (e.g. on different
policies such as qualifications, school operations,
2.5 - 52.4 28.6 9.5 - 9.5
occupations, adult learning etc.) are conducted to
inform VET policy implementation
(F.4) Evaluation and reviews of VET and Skills
policies, involve the participation of different 2.1 19.0 52.4 14.3 4.8 - 9.5
stakeholders
(F.5) Research, development and innovation are used
2.5 - 57.1 19.0 14.3 - 9.5
to support VET and Skills policy development
Only Public bodies agreed (2.3) that different types of evaluations (e.g. on different policies such as
qualifications, school operations, occupations, adult learning etc.) are conducted to inform VET policy
implementation. The Social partners were hesitant (3.0) and the Others disagreed (3.5). On average,
the statement received a mark of 2.5 (neither agree nor disagree).
Overall, the stakeholders agreed (2.1) that evaluation and reviews of VET and Skills policies, involve
the participation of different stakeholders. Nevertheless, the Others were hesitant about this (2.8). It is
to mention that for this statement too (see e.g. the cases of C.4-C.7), only one of the two Social
partners’ representatives gave a mark (1.0 – Strong agreement), while the other did not assess at all.
Graph 11. Answers’ average marks for the Section “F” as by the groups of respondents
4.0
4.0
3.5
3.5
3.0
3.0
3.0
3.0
2.8
3.0
2.5
2.5
2.5
2.4
2.4
2.3
2.5
2.2
2.1
2.1
2.0
2.0
1.9
2.0
1.5
1.0
1.0
(F.1) (F.2) (F.3) (F.4) (F.5)

partners
TOTAL
bodies
Others
Public
Social
(F.1) There is a recognised and sound monitoring and research system 2.5 2.4 2.0 4.0
(F.2) Monitoring is used to support evaluations and policy review in the
2.2 2.1 2.0 3.0
country
(F.3) Different type of evaluations (e.g. on different policies such as
qualifications, school operations, occupations, adult learning etc.) are 2.5 2.3 3.0 3.5
conducted to inform VET policy implementation
(F.4) Evaluation and reviews of VET and Skills policies, involve the
2.1 1.9 1.0 2.8
participation of different stakeholders
(F.5) Research, development and innovation are used to support VET and
2.5 2.4 3.0 3.0
Skills policy development
On average, the respondents were hesitant (2.5) whether research, development and innovation are
used to support VET and Skills policy development. Only the Public bodies agreed (2.4) with this
statement. It would be extremely useful and interesting to study particularly, what research and
innovations are existent and supporting VET development in the country.
In general, the respondents answered the qualitative question ‘Overall, how far do you think that data
is used in the planning and decision-making processes for VET and skills development?’ positively.
Nevertheless, it is uncertain whether they gave a “theoretical” answer or meant the situation in the
country. Only one of the answers received from Others, was clear about that:
■ Public body: ‘I believe that research, development and innovation help to adapt to changes in the
labour market.’
■ Social partners: ‘To a certain extent.’
■ Other: ‘Yes, the research and innovation help the VET system to adapt to change and lay the
foundation for the future of VET and the development of skills from a lifelong learning perspective.’
■ Other: ‘The role of research and innovation is essential for the country in laying a foundation for future
vocational education and is essential in adapting to any change. However, as far as I know, the
country does not have a recognised and effective monitoring and research system to improve VET and
develop skills.’
BOX 12. SUMMARY FOR THE SECTION “F”
1. Monitoring functions are attached to a number of public institutions but in practice, there
is no sound monitoring and research system.
2. Different types of evaluations seem informing VET policy implementation to a limited
extent only.
3. Overall, the stakeholders think that monitoring is used for supporting evaluations and
policy review in the country. However, under the conditions formulated in the above
bullet-points, this issue will need to be additionally studied.
4. VET and Skills policy development is not effectively supported by research, development
and innovation. No VET research seems being carried out in the country.

G. Management of Information Systems and Statistical provision to support policy making
BOX 13. GENERAL DESCRIPTION OF VET INFORMATION SYSTEMS, INCLUDING

EMIS
1. The National Statistics Committee collects education data at different times over the
year.
2. No EMIS is known for the country.
The objective of this section was to explore and evaluate the practices in data collection that are to
inform the policy cycle in VET and skills.
Under the conditions of non-existent EMIS, it was slightly surprising that the stakeholders agreed
about Management Information Systems are used to collect data to support planning and decision-
making processes (1.9) and information systems are used to improve governance decisions and
reducing uncertainties, for example, for adopting policy options on using of skills for employment/LM
purposes (2.1), Table 8. The first statement was agreeable not only to the Public bodies (1.6) but also
to the Others (2.3), Graph 12. Nevertheless, the latter were hesitating about the second statement
(2.7). The Social partners neither agreed nor disagreed with both statements (3.0).
Table 8. Summary of Answers for the Section “G”, Average Mark and % of Answers
Do not know / Not

Neither agree nor
AVERAGE MARK
Strongly agree,
applicable, %
Disagree, %
disagree, %
disagree, %
Agree, %
Strongly
%
(G.1) Management Information Systems are used to

collect data to support planning and decision-making 1.9 38.1 38.1 14.3 4.8 - 4.8
processes
(G.2) Information systems are used to improve
governance decisions and reducing uncertainties, for
2.1 14.3 52.4 14.3 4.8 - 14.3
example, for adopting policy options on using of skills
for employment/LM purposes
(G.3) Management Information Systems have been
designed and upgraded involving different type of VET 2.8 - 38.1 28.6 23.8 - 9.5
and Skills stakeholders
(G.4) Overall, data produced by information
management systems are public accessible to VET and 2.8 4.8 33.3 23.8 28.6 - 9.5
Skills stakeholders and citizens
At the same time, the respondents overall were hesitant (2.8) about the statement Management
Information Systems have been designed and upgraded involving different type of VET and skills
stakeholders. The Public bodies and the Social partners neither agreed nor disagreed with this (2.7
and 3.0, respectively) and the Others disagreed (4.0). However, it remains unclear what a
Management Information System the stakeholders had in mind while assessing this statement.
Both Public bodies and Social partners were hesitant (2.6 and 3.0, respectively) and the Others
disagreed (3.7) that overall, data produced by information management systems are public accessible

to VET and Skills stakeholders and citizens. The overall average mark for this statement was equal to
2.8 (neither agree nor disagree).
Graph 12. Answers’ average marks for the Section “G” as by the groups of respondents
4.0
4.0
3.7
3.5
3.0
3.0
3.0
3.0
2.8
2.8
3.0
2.7
2.7
2.6
2.3
2.5
2.1
1.9
2.0 1.8
1.6
1.5
1.0
(G.1) (G.2) (G.3) (G.4)
partners
TOTAL
bodies
Others
Public
Social
(G.1) Management Information Systems are used to collect data to support
1.9 1.6 3.0 2.3
planning and decision-making processes
(G.2) Information systems are used to improve governance decisions and
reducing uncertainties, for example, for adopting policy options on using of 2.1 1.8 3.0 2.7
skills for employment/LM purposes
(G.3) Management Information Systems have been designed and upgraded
2.8 2.7 3.0 4.0
involving different type of VET and Skills stakeholders
(G.4) Overall, data produced by information management systems are
2.8 2.6 3.0 3.7
public accessible to VET and Skills stakeholders and citizens
The answers given to the qualitative question ‘Overall, how far do you think that data is used in the
planning and decision-making processes for VET and skills development?’, specifically by those
representing the Social partners and the Others, proved our scepticism about the objectiveness of the
positive assessment of the statements G.1 and G.2:
■ Public body: ‘Management Information Systems are to be introduced in the VET system. Data from MIS are
necessary for analysing the VET situation and help to take timely decisions necessary for the further
development of the VET system.’
■ Social partner: ‘Currently, VET system does not have a unified MIS that could play an important role in the
planning and decision-making processes in the field of VET and skills development.’
■ Other: ‘In the field of VET, there are very limited data (reliable and specific) which are available for use in
planning and decision making processes.’

BOX 14. SUMMARY FOR THE SECTION “G”
1. There is no EMIS functioning for VET, yet.
2. Only the Public bodies think that the information systems are used to improve VET
governance.
3. VET statistical data are not freely available and accessible for stakeholders and citizens.
3.3. Institutional Coordination Mechanisms of VET and skills

There are Territorial Departments for Development and Coordination of Vocational Education under
MoHSSE in the Republic of Karakalpakstan, in all regions, and the city of Tashkent. There is also a
support structure, Institute of Pedagogical Innovation, Retraining and Advanced Training of Leading
and Pedagogical Personnel of Professional Education which develops methodological approaches
and teaching materials to be used by the VET system teachers.
The State Inspectorate for Supervision of Quality in Education (SISQE) under the Cabinet of Ministers,
is a governmental body responsible for developing criteria for the quality control and performance
evaluation of educational institutions. SISQE is also responsible for licensing the private providers.
However, it is not responsible for monitoring and evaluation at the system level.
A National VET Council, as well as Sector Skill Councils are presently under establishment.
Republican Council for the Development of Professional Qualifications is also expected to be formed.
H. National VET / Skills Councils
BOX 15. THE NATIONAL COORDINATION COUNCIL FOR VET

1. A National VET Council is presently under establishment.
2. Republican Council for the Development of Professional Qualifications has been
established in 2019 (Decree of the Cabinet of Ministers № 394). Its main tasks are:
■ quality control of the vocational training process, assessment and awarding of
professional competences in vocational training centres and competence assessment
centres, particularly through organisation of periodic and random checks and studies;
■ issuance of conclusions on the advisability of accreditation by the Ministry of Employment
and Labour Relations of vocational training centres and competence assessment
centres;
■ developing proposals for the further improvement of the National System for the
Development of Professional Competences, taking into account international standards
and advanced foreign experience.
Overall, the respondents were hesitant about all the statements under this section (Table 6). This is
again slightly surprising due to absence of any National VET Council in the country, and disagreement
was more expected.

The statement National Council for VET exists and, overall, outcomes meet stakeholder expectations
received average mark of 2.7. Both Public bodies and the Social partners were hesitant (2.5 and 3.0,
respectively, while the Others disagreed (3.7), Graph 13.
Table 9. Summary of Answers for the Section “H”, Average Mark and % of Answers
Do not know / Not

Strongly agree, %
Neither agree nor

AVERAGE MARK
applicable, %
Disagree, %
disagree, %
disagree, %
Agree, %
Strongly
(H.1) National Council for VET exists and, overall,
2.7 19.0 19.0 19.0 33.3 - 9.5
outcomes meet stakeholder expectations
(H.2) The National Council composition represents key
2.8 9.5 33.3 19.0 23.8 4.8 9.5
VET and Skills stakeholders at national level
(H.3) The National Council meets on regular and
effective manner in the course of the year 3.3 9.5 9.5 14.3 42.9 4.8 19.0
coordinating relevant VET and Skill policy agendas
(H.4) Advice/feedback processes delivered by the NC
is distributed to stakeholders in systematic and 3.3 9.5 4.8 23.8 47.6 - 14.3
transparent way
About the statement the National Council composition represents key VET and Skills stakeholders at
national level, which received 2.8, again the Public bodies but also the Others neither agreed nor
disagreed (2.6 and 3.3, respectively). The Social partners disagreed (3.5) with this.
The least agreeable statements were: the National Council meets on regular and effective manner in
the course of the year coordinating relevant VET and Skill policy agendas and advice/feedback
processes delivered by the NC is distributed to stakeholders in systematic and transparent. Both
received average mark of 3.3. Only the Others disagreed (4.0) with the first one. All other responses
were within the interval “Neither agree nor disagree” (3.0-3.3).
Graph 13. Answers’ average marks for the Section “H” as by the groups of respondents
4.0
3.7
4.0
3.5
3.3
3.3
3.3
3.3
3.3
3.2
3.5
3.0
3.0
3.0
2.8
2.7
3.0
2.6
2.5
2.5
2.0
1.5
1.0
(H.1) (H.2) (H.3) (H.4)

partners
TOTAL
bodies
Others
Public
Social
(H.1) National Council for VET exists and, overall, outcomes meet
2.7 2.5 3.0 3.7
stakeholder expectations
(H.2) The National Council composition represents key VET and Skills
2.8 2.6 3.5 3.3
stakeholders at national level
(H.3) The National Council meets on regular and effective manner in the
3.3 3.2 3.0 4.0
course of the year coordinating relevant VET and Skill policy agendas
(H.4) Advice/feedback processes delivered by the NC is distributed to
3.3 3.3 3.0 3.3
stakeholders in systematic and transparent way
For all four statements it could be assumed that the Social partners and the Others were not well
aware about the existence and function of a National VET Council, therefore they did not disagree.
This, however, could hardly be relevant for the Public bodies who should know that VET Council is not
functional in the country and their hesitation is incomprehensible. It is probable, however, that some
respondents meant the National (Republican) Qualifications Council while assessing the statements
under this section. This is referred particularly in one of the answers given (by a representative of the
Others) to the qualitative question ‘Do you think there is scope for more capacity development actions
to improve the performance of national council operations’:
■ Other: ‘According to the Resolution of the Cabinet of Ministers of the Republic of Uzbekistan № 394 of
13th May 2019 "On measures to improve the system of professional training of qualified personnel in
demand in the labour market", the Republican Council for the Development of Professional
Qualifications and sectoral councils were formed under the Ministry of Employment and Labour
Relations of the Republic of Uzbekistan. Development of professional competences is under the
governmental bodies that coordinate the assessment of qualifications and the development of
professional competences.
The Republican Council includes representatives of state and economic management bodies, trade
unions, unions and associations, representatives of the scientific community. Moreover, this Council
may also include foreign experts and representatives of foreign companies and international
organisations accredited in the Republic of Uzbekistan. Overall, it is difficult to say that the results of
this advice really meet stakeholders’ expectations.’
■ Public body: ‘Interaction of stakeholders should be intensified; the activities of the National Council
should be organised taking into account international practice.’
■ Social partner: ‘Implementation of the NQS is started. A National Council is needed to coordinate the
activities of all sectoral councils and participants in the NQS.’
BOX 16. SUMMARY FOR THE SECTION “H”

1. Establishment of a National VET Council is under consideration.
2. Republican Council for the Development of Professional Qualifications has been formally
established in 2019 but has not been functional.

I. Sectoral VET / Skills Councils / Committees
BOX 17. THE SECTOR COUNCILS FOR VET

Sector Councils for Development of Vocational Competences have been formally
established (Decree of the Cabinet of Ministers № 394, 2019) adjacent to the corresponding
bodies of central governance. One of their tasks is development of professional standards
jointly with the bodies responsible for labour and the competence assessment centres.
Like in the case of National VET Council, the respondents were generally hesitant about all
statements related to the Sector Councils (Table 10). The overall average mark for the statement the
Sector Councils / Committees exist and, overall, meet stakeholder expectations was marginal and
close to agreement (2.5). This probably is conditioned by the fact that, as mentioned in the Box 17, the
Sector committees have been formally established. Moreover, the Public bodies clearly agreed with
this (2.3), Graph 14.
Table 10. Summary of Answers for the Section “I”, Average Mark and % of Answers
Do not know / Not

Strongly agree, %
Neither agree nor

AVERAGE MARK
applicable, %
Disagree, %
disagree, %
disagree, %
Agree, %
Strongly
(I.1) The Sector Councils / Committees exist and,
2.5 9.5 28.6 33.3 9.5 - 19.0
overall, meet stakeholder expectations
(I.2) SCs composition represents key sectoral VET and
2.7 9.5 23.8 42.9 14.3 - 9.5
Skills stakeholders
(I.3) The SCs meet on regular and effective manner in
the course of the year and they have proper resources 3.1 9.5 9.5 33.3 28.6 4.8 14.3
to deploy mandate
(I.4) SCs sectors are the most appropriate ones to
contribute on VET and Skills and economic 2.5 9.5 47.6 33.3 4.8 4.8 -
development
(I.5) SCs have sub-committees to address specific
3.0 9.5 4.8 42.9 14.3 4.8 23.8
issues in different VET and Skills policy areas
(I.6) The results of the SC add value to VET and skills
2.5 19.0 28.6 28.6 9.5 4.8 9.5
policy development
(I.7) Advice / feedback processes delivered by the SCs
2.7 9.5 28.6 33.3 9.5 - 19.0
is effective and distributed to right stakeholders
The statement SCs composition represents key sectoral VET and Skills stakeholders was slightly less
agreeable to the stakeholders (2.7) but here all three groups were hesitant about this (2.5-3.3).
Almost the same situation, although with higher average mark equal to 3.1, was recorded for the
statement the SCs meet on regular and effective manner in the course of the year and they have
proper resources to deploy mandate. Again all groups neither agreed nor disagreed (3.0-3.3).
One of the lowest average marks (2.5) was received for the statement SCs sectors are the most
appropriate ones to contribute on VET and Skills and economic development which does not

necessarily reflect the stakeholders’ attitude to the Sector Committees in Uzbekistan but to their role in
general. Nevertheless, positions of the three groups were rather different; Public bodies agreed with
this (2.3), Social partners disagreed (3.5) and the Others were hesitant (2.5).
The same mark of 2.5 was given also to the statement the results of the SC add value to VET and
skills policy development. Again, it is unclear which results of the SC’s functioning were meant by the
respondents. It is to mention, however, that the Public bodies even agreed with this statement (2.2)
The Social partners and the Others disagreed (both 3.5) and the Public bodies were hesitant (2.8)
whether SCs have sub-committees to address specific issues in different VET and Skills policy areas.
The overall average mark was equal to 3.0 (“Neither agree nor disagree”).
For the advice / feedback processes delivered by the SCs is effective and distributed to right
stakeholders, the respondents were overall hesitant (2.7). Nevertheless, the Public bodies agreed
(2.4) and the Social partners disagreed (3.5).
Graph 14. Answers’ average marks for the Section “I” as by the groups of respondents
3.5
3.5
3.5
3.5
3.3
3.3
3.3
3.3
3.3
3.5
3.1
3.1
3.0
3.0
3.0
3.0
3.0
2.8
2.7
2.7
3.0
2.5
2.5
2.5
2.5
2.5
2.4
2.3
2.3
2.2
2.5
2.0
1.5
1.0
(I.1) (I.2) (I.3) (I.4) (I.5) (I.6) (I.7)
partners
TOTAL
bodies
Others
Public
Social
(I.1) The Sector Councils / Committees exist and, overall, meet stakeholder
2.5 2.3 3.0 3.3
expectations
(I.2) SCs composition represents key sectoral VET and Skills stakeholders 2.7 2.5 3.0 3.3
(I.3) The SCs meet on regular and effective manner in the course of the year
3.1 3.1 3.0 3.3
and they have proper resources to deploy mandate
(I.4) SCs sectors are the most appropriate ones to contribute on VET and
2.5 2.3 3.5 2.5
Skills and economic development
(I.5) SCs have sub-committees to address specific issues in different VET
3.0 2.8 3.5 3.5
and Skills policy areas
(I.6) The results of the SC add value to VET and skills policy development 2.5 2.2 3.0 3.3
(I.7) Advice / feedback processes delivered by the SCs is effective and
2.7 2.4 3.5 3.3
distributed to right stakeholders
The answers given to the qualitative question ‘Do you think there is scope for more capacity
development actions to improve the performance of sector councils?’ confirmed general positive
attitude of the stakeholders to the Sectoral Councils and appreciation of their role:

■ Public body: ‘Yes, it is necessary to improve the efficiency of the industry councils, taking into account
international practices.’
■ Social partner: ‘Implementation of the NQS has started. Sector Skills Councils are needed to
coordinate the activities of all sector participants.’
■ Other: ‘I think, in order to increase the effectiveness of the work of the sectoral councils for the
development of professional competences, it is necessary to establish close cooperation with the
private sector, i.e. with business entities to study the needs of the labour market and develop policies
for the development of professional competences of the population, as they know better about their
expectations from the vocational education system.’
BOX 18. SUMMARY FOR THE SECTION “I”

1. Sector Councils were formally established in 2019 but they seem non-functional yet.
2. All interviewed stakeholders were hesitant about the composition of the Councils as well
as about the meeting they convene.
3. They also could not express any certain position about the sectors covered by the
Councils, probably due to unawareness about that.
4. Overall, other issues related to the Councils seemed also unclear for the respondents.
5. At the same time, they demonstrated rather positive attitude to the Councils in general.
J. Regional/ Subnational VET and Skills Authorities (e.g. Councils)
BOX 19. THE REGIONAL / SUBNATIONAL VET AND SKILLS AUTHORITIES

The Ministry of Higher and Secondary Specialised Education has Territorial Departments
for Development and Coordination of Vocational Education in the Republic of
Karakalpakstan, the regions, and the city of Tashkent.
The objective of this section was to explore on the role of vertical governance level and existing
coordination mechanisms. The set of indicators is focussed on the regional and local authorities in VET.
The results of the evaluation under this section were not much optimistic. The stakeholders overall
were hesitant (2.6) whether the Regional / local level is well represented and contributes to the role of
VET and Skills socioeconomic and regional development (Table 11). It is remarkable that the Social
partners and the Others agreed with this statement (2.0 and 2.4, respectively), Graph 15.
Relatively the same situation was with the statement the regional / local levels participate on formation
and implementation of local partnerships with employers and other key actors (2.5). Here too, the
Social partners and the Others agreed (2.0 and 1.8, respectively), while the Public bodies were
hesitant. This could probably be explained by the level of different stakeholders’ awareness about the
role of the regional VET bodies.

Table 11. Summary of Answers for the Section “J”, Average Mark and % of Answers
Strongly disagree,
Do not know / Not

Strongly agree, %
Neither agree nor

AVERAGE MARK
applicable, %
Disagree, %
disagree, %
Agree, %
%
(J.1) The Regional / local level is well represented and
contributes to the role of VET and Skills 2.6 9.5 23.8 47.6 9.5 - 9.5
socioeconomic and regional development
(J.2) The regional / local levels participate on
formation and implementation of local partnerships 2.5 - 52.4 33.3 - 4.8 9.5
with employers and other key actors
(J.3) Overall, regional / local levels should have more
responsibilities in supporting national level on VET 2.0 23.8 61.9 4.8 - 4.8 4.8
and Skills policies
(J.4) Regional / local level cooperate with VET schools
2.5 - 57.1 23.8 4.8 4.8 9.5
and this add value to performance of VET institutions
(J.5) The Regional Council composition (if this exists)
3.5 - 4.8 23.8 19.0 4.8 47.6
operates under clear governance structure
At the same time, the stakeholders agreed (2.0) that overall, regional / local levels should have more
responsibilities in supporting national level on VET and Skills policies. All groups were unanimous
(1.8-2.0).
Again, the Social partners and the Others agreed (2.0 and 2.4, respectively) and the Public bodies
were hesitant (2.6) whether Regional / local level cooperate with VET schools and this add value to
performance of VET institutions. This resulted in overall average mark of 2.5 (“Neither agree nor
disagree”).
It was recorded an overall disagreement (3.5) with the statement the Regional Council composition (if
this exists) operates under clear governance structure. This is fully understandable due to absence of
such regional councils in the country. Nevertheless, this result was conditioned by a rather high
disagreement level (4.1) of the Public bodies (dominating by the number of respondents), while the
Social partners and the Others agreed with that (2.0 and 1.5, respectively). Grounds for the position of
these two groups are unclear.

Graph 15. Answers’ average marks for the Section “J” as by the groups of respondents
4.1
4.0
3.5
3.5 2.8
2.8
3.0
2.6
2.6
2.5
2.5
2.4
2.4
2.5
2.0
2.0
2.0
2.0
2.0
2.0
2.0
1.8
1.8
2.0
1.5
1.5
1.0
(J.1) (J.2) (J.3) (J.4) (J.5)
partners
TOTAL
bodies
Others
Public
Social
(J.1) The Regional / local level is well represented and contributes to the
2.6 2.8 2.0 2.4
role of VET and Skills socioeconomic and regional development
(J.2) The regional / local levels participate on formation and implementation
2.5 2.8 2.0 1.8
of local partnerships with employers and other key actors
(J.3) Overall, regional / local levels should have more responsibilities in
2.0 2.0 2.0 1.8
supporting national level on VET and Skills policies
(J.4) Regional / local level cooperate with VET schools and this add value to
2.5 2.6 2.0 2.4
performance of VET institutions
(J.5) The Regional Council composition (if this exists) operates under clear
3.5 4.1 2.0 1.5
Only one answer to the qualitative question ‘Overall, do you think there is a good level of delegated
policies and competences to regional and/or local authorities in the country?’ was received. It confirms
existence of the regional bodies but expresses doubt about their effectiveness, at least in terms of
participation in national policy:
■ Other: ‘Regional / local authorities are very well represented throughout the country, but I do not know
how effectively they influence the socio-economic and regional development of vocational education.
Since the system of involving employers, <...> in the process of studying the needs of the labour
market and designing policies for VET development has not been specifically imposed, it is difficult to
say that regional / local authorities are effectively involved in the formation and implementation of local
partnerships with employers and other key performers.’

BOX 20. SUMMARY FOR THE SECTION “J”
1. There are VET management bodies in all regions of the country. They act under
MoHSSE.
2. Nevertheless, it can hardly be stated that those regional bodies properly contribute to the
role of VET and Skills socioeconomic and regional development or participate in
formation and implementation of local partnerships with employers and other key actors.
3. Cooperation of the regional bodies with VET schools and contribution to their
performance was neither confirmed by the stakeholders.
4. All stakeholders agree that overall, regional/local levels should have more responsibilities
in supporting national level on VET and Skills policies.
5. There are no regional VET councils in the country.
K. National VET Agencies and/or other type of executive and supervisory bodies
BOX 21. THE NATIONAL INSTITUTES RELATED TO VET

1. Institute of Pedagogical Innovation, Retraining and Advanced Training of Leading
and Pedagogical Personnel of Professional Education develops methodological
approaches and teaching materials to be used by the VET system teachers.
2. State Inspectorate for Supervision of Quality in Education under the Cabinet of
Ministers is responsible for developing criteria for the quality control and performance
evaluation of educational institutions, as well as for licensing private providers.
Formulation of the statements under this section was not very much relevant to the country context.
For example, there is no national agency which would be the executive/supervisory body on
VET/Qualifications/Quality (statement K.1). Instead, besides MoHSSE which is the supervisory body,
there are two support structures mentioned in the Box 21 above.
Nevertheless, the stakeholders overall agreed (2.4) with the statement the national agency-executive /
supervisory body on VET / Qualifications / Quality (etc.) executes national policies in transparent and
accountable manner (Table 12). Only the Others were hesitant about this (3.0), Graph 16.

Table 12. Summary of Answers for the Section “K”, Average Mark and % of Answers
Not applicable, %
nor disagree, %
Strongly agree,
Do not know /
Neither agree
Disagree, %
disagree, %
AVERAGE
Agree, %
Strongly
MARK
%
(K.1) The national agency-executive / supervisory
body on VET / Qualifications / Quality (etc.) executes
2.4 19.0 28.6 28.6 14.3 - 9.5
national policies in transparent and accountable
manner
(K.2) There is a recognised level of expertise and good
outcomes provided by National Agency to support
2.6 14.3 14.3 38.1 14.3 - 19.0
VET and Skills policy development / implementation,
evaluation and review (etc.)
(K.3) Overall, governing board representation in the
national agency is composed by key VET and Skills 2.7 9.5 19.0 42.9 14.3 - 14.3
stakeholders
The average mark for the statement there is a recognised level of expertise and good outcomes
provided by National Agency to support VET and Skills policy development/implementation, evaluation
and review was within the interval “Neither agree nor disagree” (2.6). At the same time, positions of
three groups were different: Social partners agreed with this (2.0), Public bodies were hesitant (2.5)
and the Others disagreed (4.0). Nevertheless, it remains unclear which national agency was assessed
by the stakeholders.
The stakeholders demonstrated completely the same attitude also to the statement overall, governing
board representation in the national agency is composed by key VET and skills stakeholders, but with
slightly different average marks: Social partners – 2.0, Public bodies – 2.6 and the Others – 3.7. The
overall average was equal to 2.7. Again, it is uncertain governing board of which body they had in
mind.
Graph 16. Answers’ average marks for the Section “K” as by the groups of respondents
4.0
3.7
4.0
3.3
3.5
2.7
3.0
2.6
2.6
2.5
2.4
2.3
2.5
2.0
2.0
2.0
2.0
1.5
1.0
(K.1) (K.2) (K.3)

partners
TOTAL
bodies
Others
Public
Social
(K.1) The national agency-executive / supervisory body on VET /
Qualifications / Quality (etc.) executes national policies in transparent and 2.4 2.3 2.0 3.3
accountable manner
(K.2) There is a recognised level of expertise and good outcomes provided
by National Agency to support VET and Skills policy development / 2.6 2.5 2.0 4.0
implementation, evaluation and review (etc.)
(K.3) Overall, governing board representation in the national agency is
2.7 2.6 2.0 3.7
composed by key VET and Skills stakeholders
The answers to the qualitative question ‘Do you think there is scope for more capacity development
actions to improve the performance of national agency?’ prove that the stakeholders might be referring
to different structures while assessing the statements above:
■ Social partner: ‘By the Government's Resolution dated from 13/05/2019, Republican Council is created
but its role has not yet been noticed in the development of the NQS. It is necessary to form an
effectively working Republican Council, approve its regulative documents.’
■ Other: ‘The State Inspection for Supervision of the Quality of Education under the Cabinet of Ministers
of the Republic of Uzbekistan is a special authorised body of public administration that implements
state policy in the field of quality control of the educational process, teaching staff, training and
advanced training of personnel in the education system, conducting certification and state
accreditation of educational institutions, regardless of their departmental subordination and
organisational and legal form.
According with the Resolution of the Cabinet of Ministers, the Council consists of the Head of the State
Inspectorate, the First Deputy and deputy chief, chiefs of the main department, chiefs of departments
and highly qualified workers. The number of the Council members is approved by the order of the
Head of the State Inspectorate.’
BOX 22. SUMMARY FOR THE SECTION “K”

1. There are two institutions having functions related to VET, i.e. Institute of Pedagogical
Innovation, Retraining and Advanced Training of Leading and Pedagogical Personnel of
Professional Education and State Inspectorate for Supervision of Quality in Education.
2. None of them is a true VET support structure.

L. Inter-Ministerial Working, Cooperation / Coordination
BOX 23. INTER-MINISTERIAL COOPERATION AND/OR COORDINATION

MECHANISMS AND STRUCTURES
1. The Republican Council for the Development of Professional Qualifications is
expected to be the main platform for the inter-ministerial cooperation. Nevertheless, this
body is not functional yet.
2. No other forms of inter-ministerial cooperation (moreover institutionalised ones) are
known.
Overall, the stakeholders were hesitant about all statements under this section. This could probably be
explained by the fact that the Republican Council for the Development of Professional Qualifications is
not functioning and there are no other forms of cooperation between the ministries. Some ad hock
collaboration is possible, anyway.
Table 13. Summary of Answers for the Section “L”, Average Mark and % of Answers
Strongly disagree,
Do not know / Not

Strongly agree, %
Neither agree nor

AVERAGE MARK
applicable, %
Disagree, %
disagree, %
Agree, %
%
(L.1) There is effective cooperation among different
Ministries involved on shaping and financing VET and 2.7 - 57.1 14.3 19.0 4.8 4.8
Skills policies
(L.2) There are inter-ministerial cooperation
mechanisms (e.g. governmental committees, thematic
2.5 9.5 38.1 38.1 9.5 - 4.8
sub-committees etc.) to support VET and skills policy
dialogue and coordination
(L.3) VET providers and stakeholders believe there is
effective cooperation between different ministries 2.9 - 28.6 38.1 23.8 - 9.5
involved in VET and skills policies
The statement there is effective cooperation among different ministries involved on shaping and
financing VET and skills policies received average mark of 2.7, the statement there are inter-
ministerial cooperation mechanisms (e.g. governmental committees, thematic sub-committees etc.) to
support VET and skills policy dialogue and coordination – 2.5, and the statement VET providers and
stakeholders believe there is effective cooperation between different ministries involved in VET and
Skills policies – 2.9 (Table 13).
It is noticeable that the Public bodies were hesitant about all three statements (2.7, 2.5 and 2.9,
respectively) and the Social partners agreed with all of them with equal mark 2.0. The Others were
hesitant about the first two statements (2.8 and 2.5, respectively) and disagreed with the third one with
marginal mark 3.5 (Graph 17).

Graph 17. Answers’ average marks for the Section “L” as by the groups of respondents
4.0
3.5
3.5
2.9 2.9
3.0 2.8
2.7 2.7
2.5 2.5 2.5
2.5
2.0 2.0 2.0
2.0
1.5
1.0
(L.1) (L.2) (L.3)
partners
TOTAL
bodies
Others
Public
Social
(L.1) There is effective cooperation among different Ministries involved on
2.7 2.7 2.0 2.8
shaping and financing VET and Skills policies
(L.2) There are inter-ministerial cooperation mechanisms (e.g.
governmental committees, thematic sub-committees etc.) o support VET 2.5 2.5 2.0 2.5
and skills policy dialogue and coordination
(L.3) VET providers and stakeholders believe there is effective cooperation
2.9 2.9 2.0 3.5
between different ministries involved in VET and skills policies
Answers to the qualitative question ‘Overall, do you think there is scope for more cooperation and
interaction among different ministries with responsibilities on VET & Skill policies?’ were mainly about
the need of inter-ministerial cooperation but not about its forms or mechanisms:
■ Public body: ‘Yes, there is a need to increase the level of interaction between the concerned ministries
in the field of VET.’
■ Public body: ‘At the regional level, there is a good coordination between the local government and the
relevant departments and divisions dealing with educational organisations’ graduates.
Various national programmes in this area <...> actively implement the corresponding directives coming
down from the top, for example, the annual spring fairs on the proposal of vacant places for graduates
of colleges and other educational institutions.’
■ Other: ‘<...> coordination of the VET policy and the activities of the NQS participants on the
assessment of qualifications and the development of professional competences is carried out by the
Republican Council for the Development of Professional Qualifications, formed in accordance with the
Resolution of the Cabinet of Ministers. I believe it is necessary to strengthen interagency cooperation
at the national level, and have defined specific responsible persons.’
BOX 24. SUMMARY FOR THE SECTION “L”

1. No forms of inter-ministerial cooperation are identified.
2. All stakeholders are convinced that improvement of such cooperation is crucial.

4. CONCLUSIONS AND RECOMMENDATIONS
4.1. Conclusions
To draw conclusions, the findings of the self-assessment conducted among the key stakeholders in
Uzbekistan, were used. In addition, certain factual information about the topic was also considered.
1. There is no separate sectoral policy paper for VET or education. Some aspects of VET
development are covered by two national documents, i.e. Strategy of Action on Five Priority
Directions of Development of the Republic of Uzbekistan 2017-2021 and National Sustainable
Development Goals and Objectives 2030 and Roadmap. Recently, Concept for the Promotion of
Lifelong Learning in Uzbekistan was drafted, but it is still under consideration.
2. Nevertheless, the stakeholders think that the VET policy has a multiyear perspective and mainly
combines long-term objectives and short-term targets; only the social partners are slightly
hesitant about this. Involvement of the non-state stakeholders in the national policy for VET
and skills was assessed as satisfactory.
3. The stakeholders agreed that the policy could be updated to include new developments in both
initial training for young people and continuing training for adults. At the same time, three groups
of stakeholders had rather different positions (from strong agreement to neither agree nor
disagree) about the cooperation and coordination between national and sub-national (regional,
local) public departments and agencies on one hand, and between the government and non-
government organisations (including social partners), on the other.
* * *
4. Overall, the VET legal framework meets the expectations of the stakeholders. Moreover, it is
considered to support lifelong learning and meet the needs of women. Nevertheless, the non-
public stakeholders expressed a certain level of hesitation about all that.
5. It is commonly accepted that there is no good understanding of the VET legal framework by
all stakeholders.
6. Only representatives of the public structures are positive about the VET stakeholders’
involvement in updating the regulations and norms. Social partners and other non-public
stakeholders are rather hesitant about this.
* * *
7. The stakeholders are unanimously positive about the VET providers’ accessibility for users,
but only the public bodies agreed that the VET network is optimal and based on clear
governance structure.
8. There was a general acceptance of the VET schools’ accountability for their decisions.
9. The stakeholders are hesitant about a number of issues, particularly whether:
■ a Quality Assurance policy is in place at both system and provider levels, and measuring
quality (internal and external) is undertaken to support the performance of VET providers;
■ the VET schools are able to make decisions on curriculum and teaching and innovation
practices;
■ the VET schools’ financial autonomy is fair enough to support effective and efficient provider
operations and partnerships with different types of stakeholders;

■ Centres of Excellence exist in the country and they are partnership-based institutions.
* * *
10. The budgetary financing of the VET sector in Uzbekistan is divided into three levels: national,
regional and local budgets. The parameters for financing VET institutions for the planning period
are calculated based on actual expenses for previous periods with adjustments for changes in the
price level, forecasts of student population movements, changes in the infrastructure of
institutions and implemented target programmes.
11. Overall, stakeholders agreed that the budget setting process for VET and Skills development is
driven by good dialogue among key ministries. This position, however, can be argued taking into
account that inter-ministerial cooperation in general, was not assessed too positively (see
discussion under the section “L” above).
12. Also the budget planning was considered as targeted to long-term strategic goals and
challenges.
13. Only the public stakeholders agreed that allocation of financial resources is based on criteria
following clear and transparent rules and that the funding mechanisms are well designed in
terms of the objectives of budget.
14. Overall, the stakeholders were not much positive (they neither agreed nor disagreed with different
average marks) about the following issues:
■ mechanism for mobilisation of additional funding resources as required to meet needs of
VET and Skills stakeholders;
■ consideration of the need for equity of outcomes in decisions about the distribution of
funding;
■ incentives for employer’s participation and support to the VET and Skills financing policies;
■ effectiveness and transparency of the employer’s financial and/or fiscal incentives.
* * *
15. In the country, there is a Law on Public-Private Partnership (2019) and the Government Decree
№ 394 (2019) stipulates that in the vocational colleges, preparation of mid-level specialists and
workers for large enterprises and clusters on the base of PPP, should be introduced from the
2019-2020 academic year. Probably therefore, the stakeholders agreed that PPPs in VET are
supported by relevant legislation.
16. At the same time, the adequacy of the fiscal arrangements for formation and implementation of
PPPs was questioned. Moreover, it was doubtful whether the financial and non-financial
incentives motivate employers’ participation in VET and Skill policy development.
17. Cooperation of the Social Partners and Employers with VET schools was also not
considered as structured and effective enough. At the same time, the stakeholders agreed that
Social Dialogue plays an effective role at national and sectoral levels for VET and Skills policy
formation and implementation. However, it is not clear whether the actual situation in the country
or the importance of social partnership in general, was assessed.
* * *
18. The functions related to the monitoring of education system are dispersed among a number of
bodies. Ttherefore, the stakeholders were probably hesitant whether there is a recognised and
sound monitoring and research system in the country and if different types of evaluations are
conducted to inform VET policy.

19. It may seem slightly contradictory to the previous point but the respondents agreed that the
monitoring is used to support evaluations and policy review and that the evaluation and
reviews of VET and Skills policies involve the participation of different stakeholders.
20. Research, development and innovation were not accepted as used to support VET and Skills
policy development.
21. There is no effective management information system which would have an impact on the
quality of governance decisions. There is neither EMIS nor LMIS functioning in the country. The
National Statistics Committee, as well as other ministries, collect education data at different
times over the year.
22. Overall, the VET statistical data are not freely available and accessible for stakeholders and
citizens.
* * *
23. There is no National VET Council in the country. Recently (Decree of the Cabinet of Ministers №
394, 2019), a Republican Council for the Development of Professional Qualifications was
established but it is not functional yet. This is perhaps the reason that overall, the stakeholders
were hesitant (some groups disagreed) about the existence, composition, meetings of, and the
advice/feedback delivered by the National Council.
24. The Sector Councils too, were formally established by the above Decree. One of their tasks is
supposed to be development of professional standards jointly with the bodies responsible for
labour and the competence assessment centres. However, no information about the functioning
of those Councils is available. Accordingly, the stakeholders were also hesitant about all aspects
related to the Sector Councils: existence, composition, the covered sectors, meetings, sub-
committees, and the feedback.
* * *
25. The Ministry of Higher and Secondary Specialised Education has Territorial Departments for
Development and Coordination of Vocational Education in the Republic of Karakalpakstan,
the regions, and the city of Tashkent. Nevertheless, the stakeholders were hesitant whether the
regional / local level is well represented and contributes to the role of VET and Skills
socioeconomic and regional development and participates in forming and implementing local
partnerships with employers and other key actors. Remarkably, the public stakeholders were
more sceptical about these statements than other groups.
26. Cooperation of the regional / local level with the VET schools also was not assessed very
positively.
* * *
27. There are two institutions having functions related to VET. The Institute of Pedagogical
Innovation, Retraining and Advanced Training of Leading and Pedagogical Personnel of
Professional Education develops methodological approaches and teaching materials to be used
by the VET system teachers. The State Inspectorate for Supervision of Quality in Education is
responsible for developing criteria for the quality control and performance evaluation of
educational institutions, as well as for licensing private providers. These, however, are not full-
fledged VET support structures.
28. The main platform for the inter-ministerial cooperation is expected to be ensured through the
Republican Council for the Development of Professional Qualifications which, as mentioned

above, is not functional yet. No other forms of inter-ministerial cooperation are identified.
Nevertheless, the stakeholders are convinced that improvement of such cooperation is crucial.
4.2. Recommendations
Based on the analysis of the above conclusions, the following set of recommendations is formulated
for several clusters related to the VET governance in Uzbekistan:
VET policy development
■ It seems appropriate to have a strategic document for VET in lifelong learning context with strong
consideration of the overarching national policy papers (e.g. Strategy of Action on Five Priority
Directions of Development of the Republic of Uzbekistan 2017-2021 and National Sustainable
Development Goals and Objectives 2030 and Roadmap). This will ensure the relevance. Moreover,
the strategic document on VET in lifelong learning context, will allow to review it and update easily
instead of revising the fundamental national policy papers.
■ At the same time, the two above documents which were adopted in 2017 and 2018, respectively,
may need to be reviewed and updated with consideration of recent developments and the changed
reforms’ needs.
■ For addressing the priority needs of the VET reforms and appreciating the interests of the key VET-
stakeholders, the latter should be heavily involved in developing, discussing and preferably, ex-
ante evaluation of the new Strategy.
■ In order to be credible, the Strategy has to be annualised and clear indicators (measurable and
verifiable) should be defined for every objective and task. Moreover, the Strategy Action plan
should be costed with indication of the realistic funding sources. Capacities of human resources
and the existing institutional settings or their improvement (preferably within the initial phase of the
Strategy implementation) should also be taken into account.
■ The Strategy should cover not only IVET but also CVET (LLL, Adult education).
VET legislation
■ After adopting the new VET Strategy, comprehensive revision of the VET-related legal acts should
be initiated with a purpose to ensure that the legislation serves concrete objectives established by
the Strategy. Involvement of a wide range of key stakeholders (including non-public ones) in this
process is strongly recommended in order to consider their needs to the possible extent.
■ The needs of women should not only be considered but strongly mainstreamed in the new VET
legislation.
VET providers network management and financing

■ The VET providers network is to be optimised particularly in terms of institutions location and
offered qualifications. Moreover, the entire architecture of the VET system including its governance,
funding and the role of the private sector representatives, may need to be rationalised.
■ The VET institutions should be provided with a larger freedom for defining own curricula based on
the labour market requirements and for establishing direct links with businesses. At the same time,
the quality assurance mechanisms should be considerably improved and a system of licensing and
accreditation of the institutions and programmes to be introduced.

■ The subject of the VET Centres of Excellence is to be thoroughly studied and the feasibility of their
establishment analysed.
■ More effective mechanism for own income generation by the VET institutions should be designed
and introduced at the legislative level. A capacity building for the VET institutions’ managers
targeted at mobilisation of additional funding resources will be needed.
■ The VET financial planning is recommended to be restructured and budgeting based on the VET
strategy objectives and indicators, to be introduced. In addition, clear criteria of institutions funding
based on their performance indicators should be established and used. This is expected to
contribute to improved effectiveness and efficiency of VET funding and financing.
Policy dialogue and coordination, Social partnership and PPP

■ For ensuring effective policy dialogue between the stakeholders, first of all for policy and strategy
development, a National VET Council is to be established. The Republican Council for the
Development of Professional Qualifications can be attached to the National Council and be
responsible for the qualifications and the quality assurance aspects.
■ At the sectoral level, the Sector Councils for Development of Vocational Competences, formally
established by the government decree, should be operationalised instantly. For this, external
technical assistance would be appropriate.
■ The revised legal framework should define tangible financial incentives for the private sector to
invest in VET and Skills. Furthermore, this new legislation should foresee also adequate fiscal
arrangements for formation and implementation of PPPs in VET.
■ In general, new mechanisms for social partnership, specifically at the institutional level should be
developed. Improvement of the multi-level and multi-stakeholder governance and management of
VET institutions can be one of the solutions. This can be done through establishing institutions’
Boards of Governors and/or Management Boards with due involvement of the representatives from
the private sector. This may become a good pre-requisite for providing the institutions with
considerably more autonomy.
Data provision, monitoring and evaluation

■ The fragmented monitoring functions within the VET system are to be consolidated and a
comprehensive monitoring and evaluation mechanism to be operationalised. This should include at
least two dimensions: monitoring and evaluation of the VET Strategy implementation and the
external monitoring and evaluation of the VET institutions’ and the entire VET network’s
performance.
■ A mechanism of the VET institutions internal monitoring should be established and a set of
possible administrative implications derived from the monitoring results, to be defined.
■ Neither the monitoring and evaluation mechanism will be comprehensive, nor the VET policy
decision making appropriately grounded without an effective data provision system. Therefore,
EMIS should be launched instantly. For fitting to purpose, the systems need to be equipped with a
number of necessary service instruments and analytical toolsets but not serve as a simple
database.

Governance and support structures
■ Considering the stakeholders’ opinions about relatively low effectiveness of the regional bodies in
terms of contributing to regional VET development, formation and implementation of local
partnerships with employers and other key actors, their role should be enlarged and appropriate
mechanisms for that to be found.
■ Furthermore, an effective national structure assigned for complete scope of VET support activities
is strongly required. This could be assigned certain monitoring and evaluation functions, and
implement mediation between the educational institutions on one hand, and the labour market at
the national and sectorial levels, on the other.

ANNEX 1. LIST OF PEOPLE PARTICIPATED IN SELF-
ASSESSMENT
№ Name Organisation
1 Mr Aziz Meliboev Ministry of higher and secondary specialised education
2 Mr Utkir Alijonov Ministry of higher and secondary specialised education
3 Mr Nodir Ergashev Ministry of higher and secondary specialised education
4 Mr Bahodir Umurzakov Ministry of employment and labour relations
5 Mr Fazliddin Mamarasulov Ministry of employment and labour relations
6 Mr Sobir Uralov Ministry of finance
7 Mr Narimanjon Sodiqov Ministry of finance
Institute of Pedagogical Innovations, Retraining and Further Training of

8 Mr Zayniddin Khudoyberdiev
VET Managers and Pedagogues under the MoHSSE

9 Mr Shikhnazar Sharofaddinov

10 Mr Dilshod Ruziev
11 Mr Baysun Nazarov State Inspection for supervision of quality in education
12 Ms Gulbahor Jabbarova State Inspection for supervision of quality in education
13 Ms Adiba Nuriddinova Republican research centre for employment and occupational safety
14 Ms Muattara Rakhimova Academy of Public Administration under the President
15 Mr Sirojiddin Olimov Academic Lyceum under Uzbekistan State World Languages University
16 Minovar Tilakhojaeva National Association of Accountants and Auditors of Uzbekistan
17 Mr Khudaynazar Kurbanov Non-governmental educational Institution Mahorat & Management
18 Mr Djakhongir Dzhuraev GIZ Uzbekistan
19 Mr Shukhrat Amanov British Council Uzbekistan
20 Mr Makhmudjon Isaev Federation of Trade Unions of Uzbekistan
21 Mr Farrukh Omonov Youth Union of Uzbekistan

ANNEX 2. DATA COLLECTION TOOL (DCT)
BACKGROUND INFORMATION
Are you male or female? How many years of work experience do you
have in Education/VET/Skills policies?
 Female 
 Male   0-10 years 
 11-20 years 
 21-30 years 
Please indicate your age group:  More than 30 years 
 20-30 years  How many years of work experience do you

 31-40 years  have in positions with management
 41-50 years  responsibilities?
 51-60 years 
 Above 60 years   None 
 0-5 years 
 6-10 years 
What is the highest level of formal education  11-15 years 
you have completed?  More than 15 years 
What is your current position? (Tick one of the

 General secondary education  following options that best describes your
 Secondary vocational education  main position)
 Bachelor 
 Master   Minister/ Deputy Minister 
 Other higher education degree   Director 
 Candidate/Doctor of Sciences   Head of department/ Division 
 Team leader/ coordinator 
 Expert/Specialist. 
 Other (please specify)
PLEASE, GO TO BELOW TABLES AND ACCORDING TO YOUR KNOWLEDGE ASSESS

YOUR DEGREE OF AGREEMENT ON FOLLOWING INDICATORS
-REGARDING PERFORMANCE/OPERATIONS/ SETTINGS (etc.)-

OVERALL PLANNING, MANAGEMENT & FINANCING of VET & SKILLS: -SELF- ASSESEMENT ON CORE FUNCTIONS
(1) Strongly Agree
INDICATORS
(2) Agree
VET & SKILLS (3) Neither Agree nor Disagree
GOVERNANCE PLEASE, ASSESS IN NEXT COLUMN YOUR DEGREE OF AGREEMENT WITH
FUNCTIONS (4) Disagree
FOLLOWING INDICATORS REGARDING GOVERNANCE ARRANGEMENTS,
PERFORMANCE, OPERATIONS, INSTITUTIONAL SETTINGS (etc.) (5) Strongly Disagree
(6) Do not know/ Not Applicable
 (A.1) The national policy for vocational education and training (VET) -and skills- has been
(1)….(2)…..(3)…..(4)….(5) ...(6)
developed involving both state and non-state stakeholders.
 (A.2) The policy for VET combines long term objectives and short-term targets. (1)….(2)…..(3)…..(4)….(5) ...(6)
A. Formulate and
implement VET &  (A.3) The policy can be updated to include new developments in both initial training for young
(1)….(2)…..(3)…..(4)….(5) ...(6)
skills national policy people and continuing training for adults.
framework (goals,  (A.4) The national policy for vocational education has a multiyear perspective. (1)….(2)…..(3)…..(4)….(5) ...(6)
strategies, plans,
etc.)  (A.5) Cooperation and coordination between national and sub-national (regional, local) public
(1)….(2)…..(3)…..(4)….(5) ...(6)
departments and agencies are effective.
 (A.6) Cooperation between government and non-government organisations (including social
(1)….(2)…..(3)…..(4)….(5) ...(6)
partners) is transparent and effective.
A. Qualitative Assessment by interviewee
 Overall, do you think that current public administration practices allow good multi-level cooperation, flexible, agile as well as -less formal- way of managing
policy processes on VET & Skill policies? How credible and effective are VET -and skills- strategies? Please, outline your reasons for the scores that you provided.
Assessment of the interviewer of the questions in this section:

 Were the question clear to the interviewee.
 Were there parts of section that the interviewee did not understand.
 Any specific changes that you would recommend to the questions in this section.

 (B.1) Legal framework for VET aims to meet the expectations of both public and private
(1)….(2)…..(3)…..(4)….(5) ...(6)
stakeholders.
B. Provision of legal/  (B.2) There is a good understanding on the legal framework for VET by all stakeholders which
(1)….(2)…..(3)…..(4)….(5) ...(6)
regulatory/ facilitates policy implementation.
normative
 (B.3) The legal framework responds to the needs of women. (1)….(2)…..(3)…..(4)….(5) ...(6)
framework for VET
and Skills  (B.4) The legal framework support lifelong learning (LLL), not only initial VET (I-VET). (1)….(2)…..(3)…..(4)….(5) ...(6)
 (B.5) It is common practice in the country to involve VET stakeholders in the updating of
(1)….(2)…..(3)…..(4)….(5) ...(6)
regulations and norms.
B. Qualitative Assessment by interviewee
 Overall, do you think that the current legal framework is prepared for facing challenges of VET & Skills in XXI Century within LLL perspective? (e.g. relevant
Qualifications, Work Based Learning -WBL-, digitalization of economy and leaning processes, regulating integration of innovation & research, etc.) Please, outline
your reasons for the scores that you provided.

 (C.1) VET providers are accessible to users, such as students, parents, and employers (etc.). (1)….(2)…..(3)…..(4)….(5) ...(6)
 (C.2) The network of VET providers is optimal and based on clear governance structure. (1)….(2)…..(3)…..(4)….(5) ...(6)
 (C.3) A Quality Assurance (Q.A) policy is in place across, both system and provider levels. (1)….(2)…..(3)…..(4)….(5) ...(6)
 (C.4) Measuring quality –internal and external –is undertaken to support the performance of
(1)….(2)…..(3)…..(4)….(5) ...(6)
C. Management of VET provider.
VET provider  (C.5) VET schools are able to make decisions on curriculum and teaching -and innovation-
networks. (1)….(2)…..(3)…..(4)….(5) ...(6)
practices.
 (C.6) VET School financial autonomy is fair enough to support effective and efficient provider
(1)….(2)…..(3)…..(4)….(5) ...(6)
operations and partnerships with industry, employers, civil society (etc.).
 (C.7) VET schools are accountable for the decisions they make. (1)….(2)…..(3)…..(4)….(5) ...(6)
 (C.8) Centres of Vocational Excellence (CoVEs) exist in the country and, overall, these
(1)….(2)…..(3)…..(4)….(5) ...(6)
institutions meet stakeholder expectations.

 (C.9) Centres of Vocational Excellence (CoVEs) are partnership -based institutions (public-
private, university and research, etc.), which are well resourced in terms of both financial and (1)….(2)…..(3)…..(4)….(5) ...(6)
human capacities.
C. Qualitative Assessment by interviewee
 Overall, do you think that the VET provider network functions effectively? Is VET network provision and composition supporting sustainable access to VET ?
Please, outline your reasons for the scores that you provided above.

 (D.1) The budget setting process for VET & Skills development is driven by good dialogue
(1)….(2)…..(3)…..(4)….(5) ...(6)
among key ministries.
 (D.2) Budget planning is targeted to long-term strategic goals and challenges (1)….(2)…..(3)…..(4)….(5) ...(6)
 (D.3) Allocation of financial resources is based on criteria following clear and transparent rules. (1)….(2)…..(3)…..(4)….(5) ...(6)
D. Financial
 (D.4) Funding mechanisms are well designed in terms of the objectives of budget. (1)….(2)…..(3)…..(4)….(5) ...(6)
arrangements
(including  (D.5) Mechanism in place for mobilization of additional funding resources as required to meet
budgeting, (1)….(2)…..(3)…..(4)….(5) ...(6)
needs of VET & Skills stakeholders.
mobilization
 (D.6) The need for equity of outcomes is taken into account in decisions about the distribution
& allocation (1)….(2)…..(3)…..(4)….(5) ...(6)
of funding.
processes)
 (D.7) The sources of financing include both public and private sources. (1)….(2)…..(3)…..(4)….(5) ...(6)
 (D.8) Incentives for employer’s participation are in place and adequate to support VET & Skills
(1)….(2)…..(3)…..(4)….(5) ...(6)
financing policies.
 (D.9) Employer’s financial and/or fiscal incentives are effective and transparent. (1)….(2)…..(3)…..(4)….(5) ...(6)
D. Qualitative Assessment by interviewee
 Overall, do you think public VET and skills are well resourced? Are fiscal resources available and coordinated for matching the current needs in terms of financing
of VET & Skills systems? Please outline your reasons for the scores that you provided above.

 Were the question clear to the interviewee
 Were there parts of section that the interviewee did not understand
 Any specific changes that you would recommend to the questions in this section
E. Management of  (E.1) PPPs in VET & Skills are supported by relevant legislation. (1)….(2)…..(3)…..(4)….(5) ...(6)
public–private
 (E.2) Fiscal arrangements are adequate for formation and implementation of PPPs. (1)….(2)…..(3)…..(4)….(5) ...(6)
partnerships (PPPs)
for VET & Skills  (E.3) Social Dialogue plays an effective role at national and, in concrete, sectoral levels for VET
(1)….(2)…..(3)…..(4)….(5) ...(6)
provision. & Skills policy formation and implementation.
 (E.4) Financial and non-financial incentives motivate employer’s participation in VET & Skill
(1)….(2)…..(3)…..(4)….(5) ...(6)
policy development.
 (E.5) Social Partners & Employers cooperation with VET schools is structured and effective, for
(1)….(2)…..(3)…..(4)….(5) ...(6)
instance, for having sound Work Based Learning -WBL- policies and practices.
E. Qualitative Assessment by interviewee
 Overall, what do you think of the potential for public private partnerships in your country? Please outline your reasons for the scores that you provided above.

F. Monitoring,  (F.1) There is a recognised- and sound-monitoring and research system. (1)….(2)…..(3)…..(4)….(5) ...(6)
Evaluation and
 (F.2) Monitoring is used to support evaluations -and policy review- in the country. (1)….(2)…..(3)…..(4)….(5) ...(6)
Review of VET &
Skills policies.  (F.3) Different type of evaluations (e.g. on different policies such as qualifications, school
operations, occupations, adult learning etc.) are conducted to inform VET policy (1)….(2)…..(3)…..(4)….(5) ...(6)
implementation.
 (F.4) Evaluation and reviews of VET & Skills policies, involve the participation of different
(1)….(2)…..(3)…..(4)….(5) ...(6)
stakeholders.
 (F.5) Research, development and innovation are used to support VET & Skills policy
(1)….(2)…..(3)…..(4)….(5) ...(6)
development.
F. Qualitative Assessment by interviewee
 Overall, do you think that research, development and innovation functions support country to adapt to changes and preparing the future of VET & Skills within

LLL perspective? Please outline your reasons for the scores that you provided above.

G. Management of  (G.1) Management Information Systems (MIS) are used to collect data to support planning
(1)….(2)…..(3)…..(4)….(5) ...(6)
Information Systems and decision-making processes.
(MIS)
 (G.2) Information systems are used to improve governance decisions and reducing
& Statistical uncertainties, for example, for adopting policy options on using of skills for employment/labour (1)….(2)…..(3)…..(4)….(5) ...(6)
provision to support market purposes.
policy making
 (G.3) Management Information Systems have been designed and upgraded involving different
(1)….(2)…..(3)…..(4)….(5) ...(6)
type of VET & Skills stakeholders.
 (G.4) Overall, data produced by information management systems are public accessible to VET
(1)….(2)…..(3)…..(4)….(5) ...(6)
& Skills stakeholders and citizens.
G. Qualitative Assessment by interviewee
Overall, how far do you think that data is used in the planning and decision-making processes for VET and skills development? Please outline your reasons for the
scores that you provided above.


ASSESSMENT OF INSTITUTIONAL COORDINATION MECHANISMS FOR VET & SKILLS POLICY MAKING
TYPE OF INDICATORS (1) Strongly Agree
INSTITUTIONAL (2) Agree
MECHANISM PLEASE, ASSES IN NEXT COLUMN YOUR DEGREE OF AGREEMENT WITH (3) Neither Agree nor Disagree
FOLLOWING INDICATORS REGARDING GOVERNANCE ARRANGEMENTS, (4) Disagree
PERFORMANCE, OPERATIONS, INSTITUTIONAL SETTINGS (etc.) (5) Strongly Disagree
(6) Do not know/ Not Applicable
 (H.1) National Council (NC) for VET exists and, overall, outcomes meet stakeholder
(1)….(2)…..(3)…..(4)….(5) ...(6)
expectations.
 (H.2) The NC composition represents key VET & Skills stakeholders at national level. (1)….(2)…..(3)…..(4)….(5) ...(6)
H. National
VET/Skills Councils  (H.3) The NC meets on regular and effective manner in the course of the year coordinating
(1)….(2)…..(3)…..(4)….(5) ...(6)
relevant VET & Skill policy agendas.
 (H.4) Advice/feedback processes delivered by the NC is distributed to stakeholders in
(1)….(2)…..(3)…..(4)….(5) ...(6)
systematic and transparent way.
A. Qualitative Assessment by interviewee
 Do you think there is scope for more capacity development actions to improve the performance of national council operations? Please outline your reasons for
the scores that you provided above

 (I.1) The Sector Councils /Committees (SSCs) exist and, overall, meet stakeholder
(1)….(2)…..(3)…..(4)….(5) ...(6)
expectations.
I. Sectoral  (I.2) SSCs composition represents key sectoral VET & Skills stakeholders. (1)….(2)…..(3)…..(4)….(5) ...(6)
VET/Skills Councils/  (I.3) The SCs meet on regular and effective manner in the course of the year and they have
Committees (1)….(2)…..(3)…..(4)….(5) ...(6)
proper resources to deploy mandate.
 (I.4) SCs sectors are the most appropriate ones to contribute on VET & Skills and economic
(1)….(2)…..(3)…..(4)….(5) ...(6)
development.

 (I.5) SCs have sub-committees to address specific issues in different VET & Skills policy areas. (1)….(2)…..(3)…..(4)….(5) ...(6)
 (I.6) The results of the SSC add value to VET and skills policy development. (1)….(2)…..(3)…..(4)….(5) ...(6)
 (I.7) Advice/feedback processes delivered by the SSCs is effective and distributed to right
(1)….(2)…..(3)…..(4)….(5) ...(6)
stakeholders.
B. Qualitative Assessment by interviewee
 Do you think there is scope for more capacity development actions to improve the performance of sector councils? Please outline your reasons for the scores
that you provided above.

 (J.1) The Regional/local level is well represented and contributes to the role of VET & Skills
(1)….(2)…..(3)…..(4)….(5) ...(6)
socioeconomic and regional development.
 (J.2) The regional / local levels participate on formation and implementation of local
J. Regional/ (1)….(2)…..(3)…..(4)….(5) ...(6)
partnerships with employers and other key actors.
Subnational VET &
 (J.3) Overall, regional/local levels should have more responsibilities in supporting national level
Skills -Authorities (1)….(2)…..(3)…..(4)….(5) ...(6)
on VET & Skills policies.
(e.g. Councils)
 (J.4) Regional/ local level cooperate with VET schools and this add value to performance of
(1)….(2)…..(3)…..(4)….(5) ...(6)
VET institutions.
 (J.5) The Regional Council (RC) composition (if this exists) operates under clear governance
(1)….(2)…..(3)…..(4)….(5) ...(6)
structure.
C. Qualitative Assessment by interviewee
 Overall, do you think there is a good level of delegated policies and competences to regional and/or local authorities in the country ? Please outline your
reasons for the scores that you provided above


 (K.1) The national agency-executive/supervisory body- on VET/Qualifications/Quality (etc.)
(1)….(2)…..(3)…..(4)….(5) ...(6)
K. National VET executes national policies in transparent and accountable manner.
Agencies and/or
 (K.2) There is a recognised level of expertise and good outcomes provided by National Agency
other type of (1)….(2)…..(3)…..(4)….(5) ...(6)
to support VET & Skills policy development/implementation, evaluation and review (etc.).
executive and
supervisory bodies.  (K.3) Overall, governing board representation in the national agency is composed by key VET
(1)….(2)…..(3)…..(4)….(5) ...(6)
& Skills stakeholders.
D. Qualitative Assessment by interviewee
 Do you think there is scope for more capacity development actions to improve the performance of national agency? Please outline your reasons for the scores
that you provided above.

 (L.1) There is effective cooperation among different Ministries involved on shaping and
(1)….(2)…..(3)…..(4)….(5) ...(6)
L. Inter-Ministerial financing VET & Skills policies.
Working  (L.2) There are inter-ministerial cooperation mechanisms (e.g. governmental committees,
(1)….(2)…..(3)…..(4)….(5) ...(6)
Cooperation/ thematic sub-committees etc.) to support VET & Skills policy dialogue and coordination.
Coordination  (L.3) VET providers and stakeholders believe there is effective cooperation between different
(1)….(2)…..(3)…..(4)….(5) ...(6)
Ministries involved in VET & Skills policies.
E. Qualitative Assessment by interviewee
 Overall, do you think there is scope for more cooperation and interaction among different ministries with responsibilities on VET & Skill policies? Please, outline
your reasons for the scores that you provided above
Assessment of the interviewer of the questions in this section


Please, do you wish to add something else? (Use also for experts wrapping
up/comments)
THANK YOU VERY MUCH!
ETF contact person:
J. Manuel Galvin Arribas

-Senior Expert in Governance and Lifelong Learning-
jmg@etf.europa.eu

ANNEX 3. SUMMARY OF SELF-ASSESSMENT
RESULTS AS BY THE STATEMENTS AND
THE GROUPS OF RESPONDENTS
partners
TOTAL
bodies
Others
Public
Social
(A.1) The national policy for VET and skills has been developed involving
2.2 2.2 2.0 2.3
both state and non-state stakeholders
(A.2) The policy for VET combines long-term objectives and short-term
2.0 1.8 2.5 2.3
targets
(A.3) The policy can be updated to include new developments in both initial
2.0 1.9 2.0 2.5
training for young people and continuing training for adults
(A.4) The national policy for vocational education has a multiyear perspective 2.0 1.9 1.0 2.5
(A.5) Cooperation and coordination between national and sub-national
2.2 2.1 2.5 2.7
(regional, local) public departments and agencies are effective
(A.6) Cooperation between government and non-government organisations
2.5 2.3 1.0 3.3
(including social partners) is transparent and effective
(B.1) Legal framework for VET aims to meet the expectations of both public
2.0 1.9 2.5 2.3
and private stakeholders
(B.2) There is a good understanding on the legal framework for VET by all
2.9 2.6 2.5 4.0
stakeholders which facilitates policy implementation
(B.3) The legal framework responds to the needs of women 2.3 2.2 2.0 2.8
(B.4) The legal framework supports lifelong learning, not only initial VET 2.3 2.3 2.5 2.3
(B.5) It is a common practice in the country to involve VET stakeholders in
2.3 2.1 2.5 2.8
the updating of regulations and norms
(C.1) VET providers are accessible to users, such as students, parents, and
2.1 2.1 2.0 2.3
employers (etc.)
(C.2) The network of VET providers is optimal and based on clear governance
2.5 2.4 2.5 2.8
structure
(C.3) A Quality Assurance policy is in place across, both system and provider
2.8 2.6 2.5 3.7
levels
(C.4) Measuring quality, internal and external, is undertaken to support the
2.6 2.6 1.0 3.3
performance of VET provider
(C.5) VET schools are able to make decisions on curriculum and teaching and
2.7 2.6 1.0 3.3
innovation practices
(C.6) VET School financial autonomy is fair enough to support effective and
efficient provider operations and partnerships with industry, employers, civil 3.1 3.0 1.0 3.8
society (etc.)
(C.7) VET schools are accountable for the decisions they make 2.1 2.0 1.0 2.8
(C.8) Centres of Excellence exist in the country and, overall, these
2.8 2.7 2.0 3.3
institutions meet stakeholder expectations

(C.9) Centres of Excellence are partnership-based institutions (public-private,
university and research, etc.), which are well resourced in terms of both 2.8 2.8 2.0 3.3
financial and human capacities
(D.1) The budget setting process for VET and Skills development is driven by
2.4 2.3 2.0 3.0
good dialogue among key ministries
(D.2) Budget planning is targeted to long-term strategic goals and challenges 2.1 1.9 2.0 3.3
(D.3) Allocation of financial resources is based on criteria following clear and
2.3 2.2 2.5 3.0
transparent rules
(D.4) Funding mechanisms are well designed in terms of the objectives of
2.4 2.3 3.0 2.5
budget
(D.5) Mechanism in place for mobilisation of additional funding resources as
2.7 2.7 2.0 3.0
required to meet needs of VET and Skills stakeholders
(D.6) The need for equity of outcomes is taken into account in decisions
2.6 2.5 2.0 3.3
about the distribution of funding
(D.7) The sources of financing include both public and private sources 2.1 2.2 2.0 2.0
(D.8) Incentives for employer’s participation are in place and adequate to
2.5 2.4 2.0 3.7
support VET and Skills financing policies
(D.9) Employer’s financial and/or fiscal incentives are effective and
2.9 2.6 3.0 3.8
transparent
(E.1) PPPs in VET and Skills are supported by relevant legislation 2.1 2.0 3.0 2.0
(E.2) Fiscal arrangements are adequate for formation and implementation of
2.6 2.6 2.0 3.5
PPPs
(E.3) Social Dialogue plays an effective role at national and, in concrete,
2.4 2.3 2.0 2.8
sectoral levels for VET and Skills policy formation and implementation
(E.4) Financial and non-financial incentives motivate employers’ participation
2.6 2.5 3.0 3.0
in VET and Skill policy development
(E.5) Social Partners and Employers cooperation with VET schools is
structured and effective, for instance, for having sound Work Based Learning 3.4 3.2 3.0 4.0
policies and practices
(F.1) There is a recognised and sound monitoring and research system 2.5 2.4 2.0 4.0
(F.2) Monitoring is used to support evaluations and policy review in the
2.2 2.1 2.0 3.0
country
(F.3) Different type of evaluations (e.g. on different policies such as
qualifications, school operations, occupations, adult learning etc.) are 2.5 2.3 3.0 3.5
conducted to inform VET policy implementation
(F.4) Evaluation and reviews of VET and Skills policies, involve the
2.1 1.9 1.0 2.8
participation of different stakeholders
(F.5) Research, development and innovation are used to support VET and
2.5 2.4 3.0 3.0
Skills policy development
(G.1) Management Information Systems are used to collect data to support
1.9 1.6 3.0 2.3
planning and decision-making processes
(G.2) Information systems are used to improve governance decisions and
reducing uncertainties, for example, for adopting policy options on using of 2.1 1.8 3.0 2.7
skills for employment/LM purposes
(G.3) Management Information Systems have been designed and upgraded
2.8 2.7 3.0 4.0
involving different type of VET and Skills stakeholders
(G.4) Overall, data produced by information management systems are public
2.8 2.6 3.0 3.7
accessible to VET and Skills stakeholders and citizens

(H.1) National Council for VET exists and, overall, outcomes meet stakeholder
2.7 2.5 3.0 3.7
expectations
(H.2) The National Council composition represents key VET and Skills
2.8 2.6 3.5 3.3
stakeholders at national level
(H.3) The National Council meets on regular and effective manner in the
3.3 3.2 3.0 4.0
course of the year coordinating relevant VET and Skill policy agendas
(H.4) Advice/feedback processes delivered by the NC is distributed to
3.3 3.3 3.0 3.3
stakeholders in systematic and transparent way
(I.1) The Sector Councils / Committees exist and, overall, meet stakeholder
2.5 2.3 3.0 3.3
expectations
(I.2) SCs composition represents key sectoral VET and Skills stakeholders 2.7 2.5 3.0 3.3
(I.3) The SCs meet on regular and effective manner in the course of the year
3.1 3.1 3.0 3.3
and they have proper resources to deploy mandate
(I.4) SCs sectors are the most appropriate ones to contribute on VET and
2.5 2.3 3.5 2.5
Skills and economic development
(I.5) SCs have sub-committees to address specific issues in different VET and
3.0 2.8 3.5 3.5
Skills policy areas
(I.6) The results of the SC add value to VET and skills policy development 2.5 2.2 3.0 3.3
(I.7) Advice / feedback processes delivered by the SCs is effective and
2.7 2.4 3.5 3.3
distributed to right stakeholders
(J.1) The Regional / local level is well represented and contributes to the role
2.6 2.8 2.0 2.4
of VET and Skills socioeconomic and regional development
(J.2) The regional / local levels participate on formation and implementation
2.5 2.8 2.0 1.8
of local partnerships with employers and other key actors
(J.3) Overall, regional / local levels should have more responsibilities in
2.0 2.0 2.0 1.8
supporting national level on VET and Skills policies
(J.4) Regional / local level cooperate with VET schools and this add value to
2.5 2.6 2.0 2.4
performance of VET institutions
(J.5) The Regional Council composition (if this exists) operates under clear
3.5 4.1 2.0 1.5
(K.1) The national agency-executive / supervisory body on VET /
Qualifications / Quality (etc.) executes national policies in transparent and 2.4 2.3 2.0 3.3
accountable manner
(K.2) There is a recognised level of expertise and good outcomes provided by
National Agency to support VET and Skills policy development / 2.6 2.5 2.0 4.0
implementation, evaluation and review (etc.)
(K.3) Overall, governing board representation in the national agency is
2.7 2.6 2.0 3.7
composed by key VET and Skills stakeholders
(L.1) There is effective cooperation among different Ministries involved on
2.7 2.7 2.0 2.8
shaping and financing VET and Skills policies
(L.2) There are inter-ministerial cooperation mechanisms (e.g. governmental
committees, thematic sub-committees etc.) o support VET and skills policy 2.5 2.5 2.0 2.5
dialogue and coordination
(L.3) VET providers and stakeholders believe there is effective cooperation
2.9 2.9 2.0 3.5
between different ministries involved in VET and skills policies

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VET GOVERNANCE

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 2

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 3

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 4

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 5

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 6

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 7

Neither Agree nor Disagree

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 8

Graph 1. Distribution of men and women among the interviewees

Graph 2. Distribution of respondents by age groups

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 9

Graph 3. Distribution of respondents by the highest level of formal education attainment

Bachelor Master Candidate/Doctor of Sciences

0-10 years 11-20 years 21-30 years More than 30 years

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 10

Graph 5. Distribution of respondents by the work experience in managerial positions

33.3% 100% 28.6%

0-5 years 6-10 years 11-15 years More than 15 years

Table 1. Distribution of the respondents by the types of positions

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 11

BOX 1. THE MAIN VET-RELATED NATIONAL AND SECTORAL POLICY DOCUMENTS

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 12

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 13

TOTAL Public bodies Social partners Others

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 14

BOX 2. SUMMARY FOR THE SECTION “A”

B. Provision of legal / regulatory / normative framework for VET and Skills

BOX 3. THE MAIN VET-RELATED LAWS AND OTHER LEGAL ACTS:

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 15

Do not know / Not

Neither agree nor

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 16

TOTAL Public bodies Social partners Others

VET GOVERNANCE SELF-ASSESSMENT RESULT IN UZBEKISTAN | 17

C. Management of VET provider networks

BOX 5. GENERAL STRUCTURE OF THE VET NETWORK AND ITS MANAGEMENT

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Do not know / Not

Neither agree nor

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TOTAL Public bodies Social partners Others

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BOX 6. SUMMARY FOR THE SECTION “C”

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D. Financial arrangements (including budgeting, mobilisation and allocation processes)

BOX 7. VET FUNDING

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TOTAL Public bodies Social partners Others

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E. Management of public-private partnerships for VET and Skills provision

BOX 9. MANAGEMENT OF PUBLIC-PRIVATE PARTNERSHIPS FOR VET AND SKILLS

2. According to Government Decree № 394 (2019), in the vocational colleges preparation of

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TOTAL Public bodies Social partners Others

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F. Monitoring, Evaluation and review of VET and Skills policies

BOX 11. GENERAL DESCRIPTION OF MONITORING & EVALUATION MECHANISMS