COMPARATIVE ANALYSIS OF EDUCATION SYSTEMS IN ECONOMICALLY DEVELOPED COUNTRIES AND UZBEKISTAN

This study presents a comparative analysis of the educational systems in economically developed nations—specifically Germany, France, Japan, and the United States—alongside the rapidly evolving educational framework of Uzbekistan. The paper highlights the core organizational structures, pedagogical methodologies, and policy approaches of each system. Germany’s dual vocational training model, France’s centralized academic rigor, Japan’s holistic character building (Tokkatsu), and the United States’ flexible, credit-based interdisciplinary curriculum are critically examined. Furthermore, the abstract contextualizes recent structural reforms in Uzbekistan aimed at modernizing higher and secondary education, integrating digital pedagogy, and adopting international credit-module systems (ECTS). By evaluating these international models against Uzbekistan's current educational trajectory, the study identifies strategic pathways for enhancing pedagogical efficiency, practical skills alignment, and quality assurance. The findings emphasize that adapting Germany’s industry-integrated vocational mechanisms and the US model's emphasis on critical thinking can significantly complement Uzbekistan’s ongoing initiatives. Ultimately, this research offers insights into synthesizing proven global practices with local socio-economic requirements to foster an adaptable, high-quality, and globally competitive education system in Uzbekistan.