Publication Details
Abstract
This article examines the reform of doctoral education in Uzbekistan in the context of the continuing transformation of higher education and in the context of the development of the national scientific base. The most recent steps related to the Concept for the Development of Science until 2030 and to the newly adopted Law on Education propose more restrictions, clearer monitoring and more homogenous evaluation of doctoral programmes. Yet one problem remains. Partly for how structural and policy conversation focused, that motivation, challenges, and researcher development (now a term for PhD candidates itself) falls aside. Using data collection, econometric techniques and logical analysis, enrollment, gender participation and admissions practices in leading institutions are reviewed. The findings show striking progress. The number of doctoral student researchers nearly quadrupled since 2014 and women now account for more than half of such researchers, up from around a third. Such transitions indicate growth and burgeoning demand. According to the study, this is a movement that implicates Uzbekistan toward a more liberalized and less hostile academic atmosphere. However, on the other hand, a PhD education that is better-targeted will give the country independent thinkers who engage in the process of national innovation and long term growth.