«воспитание нового поколения в эпоху глобального преобразования: вызовы и перспективы»

particularly in the higher education sector.
Thus, firstly, in 1992, Uzbekistan adopted the “Law on Education” after prompt investigation of some 
foreign countries’ experience and models. After 5 years, in August 1997, a new version of the “Law on 
Education” was adopted with contemporary approaches and principles. At the same time, in August 1997, 
“The National Program of Personnel Training” was approved by government as a supplementary legal 
document. 
The main goal of the National Program was defined as a thorough reformation of the education sector, 
completely liberating education from historical ideological views and ideas, creation of a national system 
for the training of highly qualified personnel at the level of developed democratic states that meets the 
requirements of high spirituality and morality [12]. This obviously was a very ambitious goal of the country 
not only in the higher education sector, but in the education and research area at large. Additionally, it is 
important to note that in both laws on education (1992, 1997) of Uzbekistan, government clearly stated the 
importance of implementation of single state policy on education [4].
According to abovementioned legal documents, as a noticeable reform on higher education was 
the transformation of the “one step higher education system” to the “two-steps higher education”, which 
introduced to Uzbekistan undergraduate and postgraduate programs. At that time, this modification was 
inferred as an integration of Uzbek national higher education system to international, or global standard. 
Additionally, one should argue that from 1992 to 1997, Uzbek government accelerated international 
collaboration of higher education institutions of Uzbekistan with foreign universities, and this was 
undoubtedly done for the sake of training of qualified specialists. Perhaps, therefore, from the government’s 
point of view, the reformation of the higher education sector was regarded as the top priority.
Moreover, one can assume that promotion of student exchange programs was considered one of the 
priority steps leading to internationalization or integration with the global education system. For this 
reason, until 2005, many international non-governmental organizations, for instance, the American Council 

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