GOVERNANCE AND LEADERSHIP IN UZBEKISTAN’S PRESIDENTIAL SCHOOLS: A COMPARATIVE PERSPECTIVE

Authors

  • Ma’mura Tadjibayeva Researcher of the National Institute of Pedagogical Mastery named after A. Avloniy

Keywords:

Presidential Schools, governance, gifted education, autonomy, innovation, Uzbekistan.

Abstract

This paper examines the governance and leadership model of Uzbekistan’s Presidential Schools, launched in 2019 to educate gifted students. The study highlights merit-based admissions, integration of national and Cambridge curricula, professional teacher training, and digital innovation. Comparative insights from Finland, Singapore, Kazakhstan, and the U.S. show both opportunities and challenges. The findings suggest Presidential Schools serve as pilot institutions for broader education reform, promoting autonomy, accountability, and innovation.

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References

Cambridge Partnership for Education. (2023). Uzbekistan’s Presidential Schools case study.

Mirziyoyev, Sh. (2019). Presidential Decree PD–4199 on establishing Presidential Schools.

Renzulli, J. (1978). Three-Ring Conception of Giftedness.

Dewey, J. (1938). Experience and Education.

Rogers, E. (2003). Diffusion of Innovations.

Caldwell, B. (2005). School-based management.

Sahlberg, P. (2011). Finnish Lessons.

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Published

2025-10-04

How to Cite

Ma’mura Tadjibayeva. (2025). GOVERNANCE AND LEADERSHIP IN UZBEKISTAN’S PRESIDENTIAL SCHOOLS: A COMPARATIVE PERSPECTIVE. Journal of Applied Science and Social Science, 15(10), 29–32. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/1953

Issue

Vol. 15 No. 10 (2025): Volume 15 Issue 10

Section

Articles

License

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