The article examines the formation and development of vocational and technical education in Uzbekistan through a historical-institutional approach. The periodisation is based not on changes in institutional names, but on transformations in education levels, governance powers, cooperation with industry, and mechanisms for validating learning outcomes. Content analysis of regulatory documents and a comparison of official statistics identified six institutional stages. The study substantiates the need to account for changes in classification and statistical coverage when interpreting data for the 2024/2025 and 2025/2026 academic years. A functional framework linking needs, programmes, resources, practical training, and validated outcomes is proposed for assessing system development.
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Urolovich et al. (2026) studied this question.
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