State Educational Standard of Higher Education

Order of the Minister of Higher and Secondary Specialized Education of the Republic of Uzbekistan
On Approval of the State Standard of Higher Education: Basic Provisions
[Registered by the Ministry of Justice of the Republic of Uzbekistan on October 27, 2021, Registration No. 43]
(O'z DSt 3556:2021)

In accordance with the Law of the Republic of Uzbekistan on Education and the Presidential Decree No. PQ-4796 of August 3, 2020, on Measures for Further Development and Improvement of the National Statistical System of the Republic of Uzbekistan, I order:

1. The State Standard of Higher Education: Basic Provisions is approved in accordance with the attached annex.
2. This order shall come into force from the date of its official publication.

Minister A. Toshkulov
Tashkent,
October 19, 2021,
Order No. 35-2021

Annex to the Order of the Minister of Higher and Secondary Specialized Education of the Republic of Uzbekistan No. 35-2021, dated October 19, 2021
State Standard of the Republic of Uzbekistan
State Educational Standard of Higher Education: Basic Provisions
O'z DSt 3556:2021

Introduction
This State Standard is developed in accordance with the Law of the Republic of Uzbekistan on Education, other legislative acts, and the UNESCO International Standard Classification of Education (ISCED 2011), as well as the ISCED Fields of Education and Training (ISCED-F 2013).

1. General Provisions

1. The State Educational Standard of Higher Education: Basic Provisions (hereinafter referred to as State Educational Standards) defines:
   • The general requirements for the quality of personnel training and the content of education;
   • The essential and sufficient level of knowledge required for learners and the general qualification requirements for graduates of higher education institutions;
   • The volume of academic workload;
   • The procedures and mechanisms for evaluating the activities of educational institutions and the quality of personnel training.
2. The State Educational Standards form the basis for developing regulatory documents governing the educational process, including the operation of educational institutions, the quality of personnel training, and the preparation of textbooks and teaching aids (such as qualification requirements for bachelor’s and master’s programs, curricula, and syllabi).
3. The State Educational Standards are mandatory for all higher education institutions in Uzbekistan, regardless of their departmental affiliation and form of ownership, if they prepare graduates based on these standards.
   Non-state educational institutions may conduct educational activities using independently developed curricula as specified in their license.

2. References to Regulatory Documents in the Field of Technical Regulation

• O’z DSt 1.0:1998 — State System of Standardization of the Republic of Uzbekistan. Basic Provisions;
• O’z DSt 1.8:2009 — State System of Standardization of the Republic of Uzbekistan. Recommendations. Basic Provisions;
• O’z DSt 1.9:1995 — State System of Standardization of the Republic of Uzbekistan. Procedures for Developing, Approving, Registering, and Implementing Sectoral Standards.

3. Terms and Definitions
The following terms are used in this State Standard:

• Higher Education: An independent type of education delivered in higher education institutions comprising two levels—bachelor’s and master’s programs—aimed at training highly qualified specialists.
• Bachelor’s Degree: Foundational higher education providing in-depth knowledge, skills, and competencies in a specific field, with a minimum duration of three years.
• Master’s Degree: Advanced higher education specializing in a specific field based on a bachelor’s degree, with a minimum duration of one year.
• Higher Education Qualification: The result of a person mastering the curricula and programs of higher education and receiving the corresponding state diploma.
• Diploma: A state document awarded to graduates of accredited higher education institutions, confirming the completion of educational programs and allowing for further education or professional practice according to the academic degree attained.
• Classification of Higher Education Fields and Specialties: A structured list of fields of study and specializations for bachelor’s and master’s degree programs.
• Qualification Requirements: Standards defining the knowledge, skills, and competencies required of graduates from specific stages of higher education.
• Standard Study Period: The timeframe designated for mastering academic programs and curricula.
• Block of Academic Disciplines: Groups of subjects defined in the curriculum, generally categorized into "mandatory disciplines" and "elective disciplines."
• Curriculum: A document outlining the structure, sequence, and total academic load (in hours or credits) of educational activities, subjects, and courses for a complete period of study in a specific bachelor's or master's program.
• Academic Load: The total number of academic hours required to master a curriculum.
• Academic Discipline: A system of knowledge and skills selected from relevant scientific, industrial, economic, and social fields, tailored to a particular education field or specialization.
• Academic Year: A period of academic activity designed to complete one year of study, typically spanning two calendar years (e.g., 2021/2022 academic year).
• Semester: A segment of the academic year, usually half, designated for mastering interrelated subjects, culminating in final assessments; in some cases, a semester may represent one-third of the academic year.
• Syllabus: A document detailing the content, key topics, optimal learning methods, and information sources for a specific subject.
• Internship: A component of the academic process aimed at reinforcing theoretical knowledge, developing practical skills, and collecting materials for specific parts of curricula and syllabi.
• Final State Certification: An evaluation process that assesses the extent and quality of a student’s mastery of curricula, conducted in compliance with qualification requirements for bachelor’s or master’s degrees (including state exams, thesis defense, or dissertation defense).
• Teaching Quality Control: The process of assessing students’ knowledge and determining their level of curriculum mastery.
• Education Quality Control: Verifying that the content and outcomes of education meet state educational standards.
• Institutional Certification: The primary form of state control, evaluating higher education institutions' compliance with state standards for educational quality and content.
• Institutional Accreditation: Recognition by the state that a higher education institution meets state educational standards and is authorized to issue diplomas.
• Professional Practice (in industry, research institutions, or abroad): A component of master’s-level professional education, enhancing scientific research competencies through integration with practical and research activities, enabling students to conduct advanced research using modern technologies across various sectors, including economics, science, defense, and healthcare.

4. General Requirements for the Content of Curricula and Educational Programs for Higher Education Fields and Specializations

4.1. Bachelor’s Degree
The curricula and educational programs for bachelor’s degree fields of higher education are developed in alignment with state educational standards and qualification requirements for bachelor’s programs. They ensure continuity and coherence with general secondary and specialized vocational education. The curriculum structure includes blocks of compulsory subjects and elective subjects.

The structure of these curriculum blocks may be modified to reflect the unique characteristics of specific fields and specializations. In addition to attending classroom sessions, students are expected to engage in independent study and self-directed learning for academic subjects.

The educational process for bachelor’s programs concludes with a final state certification, as outlined in the relevant curricula. Curricula and programs are based on a credit-modular system, though in specific cases, a rating (grading) system may also be employed.

4.1.1. General Requirements for Subject Block Content

The compulsory subjects block must facilitate in-depth mastery of core subjects, enriching students' intellectual capacity and developing fundamental knowledge, professional skills, and competencies relevant to the field. This foundation should prepare graduates for professional practice in their chosen field or specialization and provide a basis for further study at the master’s level.

The elective subjects block should enable students to gain additional theoretical and practical knowledge and skills, tailored to the specific regional and sectoral factors of their specialization. This block supports expanded professional competencies and provides flexibility to pursue specialized professional trajectories and competencies aligned with students' educational goals.

The curricula and educational programs for bachelor’s degree fields are developed in accordance with state educational standards and qualification requirements for bachelor's education, ensuring continuity and integration with general secondary, specialized, and professional education. The structure of the curriculum includes two main blocks: compulsory subjects and elective subjects.

The composition of these curriculum blocks may be modified to reflect the unique characteristics of specific fields, specializations, or related sectors.

In bachelor’s programs, students are expected to participate in both classroom instruction and independent learning, completing self-directed assignments as part of mastering academic subjects.

The educational process for bachelor’s degree fields concludes with a final state certification, as outlined by the relevant curriculum.

Curricula and educational programs are typically designed based on a credit-modular system, although in certain cases, a rating or grading system may also be applied.

4.1.2. General Requirements for Practical Training in Bachelor’s Programs

To ensure students acquire professional skills comprehensively, curricula and subject-specific educational programs must include various forms of practical training, such as introductory (orientation), production (clinical, creative, or other types), and pre-graduation qualification internships.

Practical training is a mandatory component of the bachelor’s education process, aimed at developing students’ professional preparation, practical skills, and competencies.

The following types of internships are required in bachelor’s programs:

1. Introductory (orientation) internship
   Focuses on familiarizing students with sectors of the economy, relevant organizations, and enterprises, reinforcing theoretical knowledge from basic and general professional subjects.
2. Production internship
   Designed to consolidate theoretical knowledge in general and specialized subjects, integrate it with real-world production processes, and develop practical skills, competencies, and professional qualifications.
3. Pre-graduation internship
   Conducted in industrial settings, including sector-specific enterprises, organizations, and institutions. It aims to enhance professional skills, adapt students to their future careers, and gather and organize data for their final qualification project.
4. Pedagogical internship
   Applies to professional education fields and focuses on improving students' pedagogical skills and teaching mastery.

Additional types of practical training may be implemented depending on the specific characteristics of the academic field.

Each type of practical training is conducted in accordance with the curriculum and relevant educational program, leveraging advanced enterprises, foreign and joint ventures, scientific organizations, and institutions across various sectors such as education, healthcare, and culture. Practical experiences may also take place in field conditions, special experimental sites, and other appropriate venues.

Higher education institutions are responsible for organizing, conducting, and determining evaluation criteria for practical training.

4.2. Magistratura

4.2. Master's Degree Programs

The content of the curricula and educational programs for master’s degree specializations is designed as a foundational phase in preparing highly qualified scientific and academic-pedagogical personnel. It provides in-depth specialized theoretical and practical knowledge in a chosen field of expertise.

The curricula for master’s degree programs ensure continuity and consistency with undergraduate programs and are developed in accordance with state educational standards and qualification requirements for master’s degree specializations. The structure of the curriculum comprises:

• Compulsory subjects block
• Elective subjects block
• Scientific activity block

The structure and composition of these blocks may be modified to reflect the specific characteristics of the academic field and related industries.

In addition to attending classroom lectures, students are expected to engage in independent study and research activities. The master’s program culminates in a final state attestation, which includes the defense of a master’s thesis.

4.2.1. Minimum Content Requirements for the Blocks of Master’s Degree Curricula

1. Compulsory Subjects Block
   This block develops expertise in the methodology of scientific research, analytical techniques, empirical and theoretical research methods, specialized subject teaching methods, pedagogical technologies, and contemporary educational strategies. It also fosters a deep understanding of scientific, technical, and technological knowledge pertinent to the specialty, equipping graduates with the necessary skills and competencies for further education in doctoral studies.
2. Elective Subjects Block
   This block offers students the opportunity to acquire advanced theoretical and practical knowledge specific to their specialization. It broadens scientific, pedagogical, and professional competencies, taking into account innovative methods and regional industry factors. The courses within this block support the mastery of professional skills and qualifications aligned with individual learning trajectories.
3. Scientific Activity Block
   This block emphasizes the theory and practice of scientific research. It requires students to conduct specialized research and scientific-pedagogical work within academic or research institutions, aligning their efforts with the requirements of their academic and professional goals.

In this:

Scientific-research practice should help students develop practical skills in independent research activities, including conducting scientific research, analyzing and reflecting on their results, applying modern information databases, and acquiring knowledge, skills, and competencies for preparing scientific articles and master’s theses.

Pedagogical practice should help develop the pedagogical skills and competencies for organizing educational and methodological support of the learning process by using modern pedagogical and information technologies, and interactive methods of educational work.

In scientific-research practice, individual scientific studies and experimental tests are organized for gaining experience. The process of gaining experience is expected to be carried out according to the individual work plan of the student based on the schedule of the educational process.

The process of gaining experience should ensure that students conduct scientific research, deepen their theoretical and practical knowledge, become familiar with modern techniques and technologies in specific fields and sectors, develop practical professional and scientific-research competencies, and ensure their effective adaptation to the profession.

4.2.2. The curriculum for higher education fields and specialties is developed for the full normative duration of the education period (from the first year to the final year), and during this period, no changes, cancellations, or the development and implementation of alternative curricula are allowed.

5. Basic Rules for Qualification Requirements Regarding the Preparation of Graduates

5.1. The requirements for the preparation of graduates of higher education institutions are stated in the qualification requirements of undergraduate education programs and master's specialties.
According to the "International Classification of Education Standards" (ICED 2011), in the higher education system of the Republic of Uzbekistan, the undergraduate degree corresponds to the 6th qualification level, and the master's degree corresponds to the 7th qualification level.
The qualification requirements for the preparation of undergraduates should ensure that graduates are able to perform independent and effective professional activities in positions that require higher education in their field of study, and should allow them to continue higher education at the master's level in the relevant specialty.
The qualification requirements for the preparation of master's graduates should ensure that they can independently engage in scientific-research, scientific-pedagogical, and profession-related management activities in positions requiring the master's academic degree in their specialty, and allow them to pursue post-graduate education (doctoral studies, independent research).

5.2. The preparation of undergraduates and master’s students is carried out based on the state education standards, qualification requirements, curriculum, and study programs in full-time, evening (shift), part-time (special part-time), and, when necessary, distance learning formats. The educational process is organized based on a credit-module system. In certain (necessary) cases, the educational process may be conducted based on a rating (evaluation) system.

Students who fully master the theoretical and practical courses and successfully pass the final state certification in the undergraduate program are awarded the "bachelor" academic degree. Students who successfully defend their master’s thesis and pass the final state certification in the master’s program are awarded the "master" academic degree, along with an official state document on higher education.

Undergraduate education programs and master's specialties can also be implemented through joint educational programs ("Double degree"). In this case, the educational process is conducted based on the state education standards and in accordance with the requirements set in agreements (contracts) between local or local and foreign higher education institutions. The curriculum and study programs are designed and approved according to the established procedure.

5.3. Opportunities for Continuing Education for Graduates of Undergraduate Programs and Master’s Specialties:
Graduates of undergraduate programs have the right to continue their education in a master’s specialty. The list of master’s specialties for continuing education in certain undergraduate fields is determined by the authorized state body responsible for higher education management.
Graduates of master’s specialties may carry out scientific-research activities in doctoral programs, postdoctoral studies, or independent research institutes according to the established procedure.

6. Volume of Academic Load
   6.1. Undergraduate
   The volume of academic load, which includes all types of classroom and extracurricular educational activities, is set at 60 credits for one academic year and 30 credits for one semester. One credit equals 30 academic hours of academic load.

For higher education institutions implementing the educational process based on a rating (evaluation) system, the maximum volume of academic load, including all types of classroom and extracurricular educational activities, is set at 54 academic hours per week.

For full-time (daytime) study mode, when separated from production, the volume of classroom activities per week is:

• 22 to 32 academic hours when the educational process is based on the credit-module system;
• 22 to 36 academic hours when the educational process is based on the rating (evaluation) system.

For evening study mode, when not separated from production, the maximum volume of classroom activities per week is set at 20 hours, typically over five days.

For part-time (external, special part-time) study mode, when not separated from production, the volume of classroom activities is set at a minimum of 30% of the volume for full-time (daytime) study mode.

For full-time (daytime) study mode, the normative duration of education is distributed as follows:

*The full-time study mode is taken as the basis.

For evening, part-time, and special part-time study modes, the number of credits is adjusted to match the credits of the full-time study mode.

The total volume of the study period is distributed as follows:

* Based on the specific characteristics of certain fields, changes to these percentages may be made in agreement with the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan, according to the needs of the educational process.
** The winter break should not exceed two weeks.
*** The final qualification work includes the state certification related to its defense.

For all educational fields, at least 85% of the theoretical and practical education volume should consist of mandatory and elective courses in general professional and specialty (specialized) subjects.

The volume of mandatory and elective course blocks in the curriculum is determined by the higher education institution that designs the curriculum, based on the specific characteristics of the educational program.

The procedure for undergoing qualification practice and completing the final qualification work for undergraduate programs is determined by the authorized state body responsible for higher education management.

Based on international principles of the credit system, in order to systematize and optimize the catalog of subjects, it is recommended that the distribution of credits in the curriculum be established by courses and semesters as follows:

* This distribution also applies to the master’s program.

6.2. Master's Program
The volume of academic load, which includes all types of classroom and extracurricular educational activities, is set at 60 credits for one academic year and 30 credits for one semester. One credit equals 30 academic hours of academic load.

For higher education institutions implementing the educational process based on a rating (evaluation) system, the maximum volume of academic load, including all types of classroom and extracurricular educational activities, is set at 54 academic hours per week.

For full-time (daytime) study mode, when separated from production, the maximum volume of classroom activities and scientific work is set at 36 academic hours per week.

The normative duration of the study is distributed as follows:

* The full-time study mode is taken as the basis.
The total volume of the study period is distributed as follows:

* Based on the specific characteristics of certain fields, changes to these percentages may be made in agreement with the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan, according to the needs of the educational process.

** The winter break should not exceed two weeks.

Scientific activity for master's program students is carried out based on an individual academic schedule and is divided as follows:

• Research work and preparation of the master's thesis — 60-75%;
• Scientific-pedagogical work and qualification practice — 25-40%.

For all educational fields, at least 95% of the theoretical and practical education volume should consist of mandatory and elective course blocks in general methodological and specialty subjects.

The procedure for preparing scientific research work and the master's thesis, as well as the procedure for qualification practice (internship) for master's program students, is determined by the authorized state body responsible for higher education management.

7. Quality of Staff Training and Evaluation of Higher Education Institutions' Activities
7.1. General Requirements for the Composition of Professors and Teachers for Undergraduate and Master's Programs

In the implementation of the undergraduate curriculum and educational program, qualified teachers with basic knowledge, skills, and competencies in the subject being taught should be involved. These teachers should be master's degree holders or professionals with diplomas, candidates of science, philosophy doctors (PhD), associate professors, doctors of science (DSc), professors, and individuals with scientific, pedagogical, and creative titles, as well as highly skilled specialists and practitioners with experience.

In the implementation of the master's curriculum and educational program, candidates of science, philosophy doctors (PhD), associate professors, doctors of science (DSc), professors, and highly skilled specialists and practitioners with scientific, pedagogical, and creative titles (degrees) should be involved.

7.2. Monitoring the Quality of Staff Training
Monitoring the quality of staff training for undergraduate and master's programs consists of the following:

• Internal Monitoring is carried out by the higher education institution. Internal monitoring is conducted in accordance with the rating (evaluation) system and credit-module system criteria established by the authorized state body for higher education management. It follows the procedure set by the institution.
• Final Control of Graduates is conducted according to the curriculum of the respective undergraduate and graduate programs, including final state certification for academic courses in the undergraduate program and/or defense of the qualification thesis, as well as defense of the master's thesis in the graduate program.
• State-Public Monitoring is carried out according to the procedure established by the authorized state body for higher education management, public organizations, and personnel employers.
• External Monitoring is carried out in accordance with the established procedure by the authorized state body for higher education management and the State Inspectorate for Educational Quality Control under the Cabinet of Ministers of the Republic of Uzbekistan.

7.3. Evaluation of the Activities of Higher Education Institutions
The evaluation of the activities of higher education institutions in the Republic of Uzbekistan is carried out based on the Law of the Republic of Uzbekistan on "Education" and other legislative documents.

8. Procedure for Developing and Implementing Qualification Requirements for Higher Education Programs and Specializations

8.1. Main Purpose and Objectives of Qualification Requirements
The main goal and purpose of the qualification requirements are to define the knowledge, skills, competencies, and qualifications required for graduates of undergraduate and master's programs, based on the national qualification framework, professional standards, and the demands and needs of personnel employers, organizations, enterprises, and institutions.

8.2. Development of Qualification Requirements
Qualification requirements for each undergraduate and master's program are developed in accordance with the national standard, the "State Educational Standard for Higher Education," the "Classification of Higher Education Programs and Specializations," the national qualification framework, professional standards, and the needs and requirements of personnel employers, organizations, and institutions.

The qualification requirements will consist of the following sections:

• On the title page (cover page), the name of the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan will be stated, and the name of the educational program or specialization will be indicated in the middle.
• On the reverse side of the cover page, the information will include who developed, introduced, approved, and implemented the qualification requirements, as well as the document’s status.
• The main sections of the qualification requirements will be indicated in the content:
  • In the general description section of the educational program or specialization, the scope of the qualification requirements, the main users, descriptions of professional activities, fields of professional activities for bachelors or masters, their objects, types, and professional duties will be outlined.
  • In the section concerning the professional competencies required for bachelors in the educational program or masters in the specialization, the necessary general and professional competencies for the graduate will be clearly specified.
• Bibliographic details will be provided in the specified order.
• On the agreement page, the signature of the rector of the base higher education institution that developed the qualification requirements will be placed, along with the signatures of the leaders of the higher education institutions and organizations that reviewed the document.

Qualification Requirements:

• The qualification requirements are printed on standard A-4 format sheets in "book form" on both sides using the "Times New Roman" font at an appropriate size.
• The qualification requirements for educational programs are prepared by the leading higher education institutions in collaboration with personnel employers and organizations, and the proposals are discussed at the Council that coordinates the activities of the educational-methodical associations for higher, secondary-specialized, and vocational education. Once the positive conclusion of this council is obtained, the requirements are approved by the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan.
• The approved qualification requirements are formally documented in two copies. The first copy is kept as a reference at the Center for Research and Implementation of Advanced Technologies in Higher Education under the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, while the second copy is retained at the respective leading higher education institution. Copies are then distributed to other higher education institutions based on requests.

9. Procedure for Developing and Implementing the Educational Plan and Programs

9.1. Procedure for Developing and Implementing Educational Plans

9.1.1. Main Goal and Objectives of Educational Plans:

• The primary goal of the educational plan is to establish the subjects, their scope, types of activities, content, structure, duration, and the logical sequence of teaching for specific bachelor’s programs and master's specializations. These will align with the state educational standards and qualification requirements for graduates at the bachelor’s and master’s levels in order to prepare highly skilled and competitive professionals.
• The main objective of the educational plan is to structure the subjects logically for a specific bachelor’s program and master's specialization, ensuring the effective mastery of the courses by students across semesters and academic years. The plan will also specify the academic duration, types of activities, number of hours, credits, and the deadlines for final assessments.

9.1.2. The procedure for developing, approving, and implementing educational plans:

Educational plans for each bachelor's program and master's specialization are developed in accordance with the state educational standards, "State Educational Standards for Higher Education," "Classification of Higher Education Fields and Specializations," and the qualification requirements for bachelor's and master's programs.

The educational plans are formed with mandatory and elective courses for specific fields and specializations. They are structured logically, based on the content and essence of the subject matter, incorporating activities such as lectures, practical sessions, seminars, laboratory work, and independent work, as well as educational and practical (clinical, creative, and other) internships, course projects, course works, and other educational tasks, following the credits allocated to each subject.

The educational plans include at least 15 weeks of instruction per semester, with 2-4 week assessment sessions following each semester. The plans also include relevant duration for practical training, vacations, and other academic processes.

Educational plans:

• For the rating (assessment) system, they are printed in a table format on A-4 standard sheets, in "book form," using the "Times New Roman" font at an appropriate size.
• For the credit-modular system, they are printed in a table format on A-4 standard sheets, in "album form," using the "Times New Roman" font at an appropriate size, and are bound together.
• If necessary, with the agreement of the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, the educational plans may be developed in a different format.

The educational plans are prepared and approved by the higher education institutions.

The approved educational plans are formally documented in two copies. The first copy is kept at the Center for Higher Education Development Research and the Application of Advanced Technologies under the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, while the second copy is kept at the respective higher education institution.

If necessary, higher education institutions may add optional courses, special courses, or other types of activities to the educational plans.

Developed and approved educational plans for full-time (daytime) education are considered the core curriculum. Based on these, working educational plans for other forms of education, such as evening (shift), extramural (special extramural), and distance education, are developed in accordance with established procedures and approved by the relevant higher education institutions.

Working educational plans may also be developed and approved by higher education institutions in the following cases:

• When specific types of certain educational areas are designated (for example, sports disciplines);
• When there is a need to determine the relevance of elective courses within the educational plans.

The working educational plans are formalized in two copies according to the established procedure. The first copy is kept at the Center for Higher Education Development Research and Application of Advanced Technologies under the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, while the second copy is retained by the respective higher education institution.

9.2. Procedure for Developing and Implementing Educational Programs.

9.2.1. The main goal and tasks of the educational program:

The primary goal of the educational program is to define the knowledge, skills, competencies, and areas of expertise that need to be developed in specific subjects included in the curriculum, in accordance with the state educational standards and qualification requirements for bachelor's and master's degrees. This will ensure the preparation of competitive specialists by establishing the necessary knowledge, skills, and competencies, as well as organizing the subject content and its components.

The main tasks of the educational program include the following:

• Formulating topics for educational sessions, taking into account the latest achievements in science, technology, and innovations, as well as advanced international experience. Distributing educational materials based on topics and types of educational sessions, optimizing their distribution, and ensuring their logical sequence and integration with other subjects;
• Ensuring continuity between the types of education in the lifelong learning system, as well as making sure that the content and topics of the subject do not overlap with the content and topics of other subjects or related disciplines in other educational levels;
• Defining the necessary educational and methodological conditions, educational literature, didactic materials, as well as assessment tools and methods to control students' knowledge and the formation of competencies, professional knowledge, and skills in the subject.

9.2.2. In the educational program, the learning materials will be logically sequenced and defined in the form of lectures, seminars, colloquiums, practical and laboratory sessions, as well as educational and industrial (clinical, creative, and other) practices. Additionally, in line with the subject's objectives and tasks, course projects, course work, independent work, drawings-calculations, creative, laboratory, and other tasks will be included in the program, following the allotted time standards.

9.2.3. The educational program should consist of the following components:

The cover page should include the name of the state body responsible for higher education management, the name of the higher education institution, the code and name of the relevant field of knowledge, educational areas, and educational programs (specialties) in accordance with the "State Education Standard for Higher Education. Classification of Higher Education Fields and Specialties." It should also include the full name of the subject as per the current curriculum, along with the approval dates and signatures.

The first page of the program should indicate its key parameters (subject code, the academic year in which it was introduced, semester, credits (hours) allocated to the subject, type of subject (mandatory, elective), language of instruction, weekly hours, subject name, volume of classroom and independent work, total workload in a tabular format.

"Subject Content" will describe the purpose of the subject and its main tasks, linked to the objectives of preparing specialists in the relevant field.

"Main Theoretical Part (Lecture Sessions)" will present the subject's topics in logical sequence, covering the knowledge and skills that should be delivered to students based on state educational standards and qualification requirements. The theoretical part may be presented in modules.

"Practical Sessions Guidelines and Recommendations" will cover the topics of practical, seminar, and laboratory sessions, the forms of conducting these sessions, recommended technologies, methods, and tools, discussion topics, laboratory work content, purpose, and other information derived from the subject's nature. Additionally, the essence, content, purpose, topics, and execution forms of course projects, course works, creative works, and other related tasks will be outlined. This section will also provide guidelines for the goals, objectives, forms, content, and final assignments to be prepared by students during educational and industrial practices.

"Independent Learning and Independent Sessions" will describe the form and content of independent learning, the topics and tasks for independent work, and the tasks to be completed during independent sessions, including essays, creative work, reports, or other assignments.

"Learning Outcomes and Formed Professional Competencies" will describe the knowledge, skills, and competencies that students are expected to acquire in a particular subject according to their field of study (specialization).

"Procedure for Students to Earn Credits" will specify the requirements for controlling (evaluating) students' knowledge in the credit-modular system and the procedure for awarding credits.

For higher education institutions implementing the rating (evaluation) system — "Procedure for Assigning Students' Ratings" will define the procedure for controlling (evaluating) students' knowledge in the rating system.

"Core and Additional Educational Literature and Information Sources" will list the main textbooks, educational manuals, and additional literature related to the subject, including resources from the global Internet network, dissertations, monographs, and other recommended academic and methodological sources.

On the last page of the program, the name of the higher education institution that developed the program, the names, titles, academic degrees, and positions of the developers, as well as the names, titles, academic degrees, and positions of the reviewers, along with the program approval number from the higher education institution’s council, will be included.

9.2.4. The development, approval, and implementation of educational programs will be carried out in the following procedure:

Educational programs for each subject specified in the curricula will be developed and approved by state higher education institutions in accordance with this state standard, the "State Education Standard for Higher Education. Classification of Higher Education Fields and Specialties," the qualification requirements for bachelor's and master's programs, and the relevant curricula.

The educational programs for the subjects "Philosophy" (which includes modules on "Religious Studies" and "Anti-Corruption") and "Recent History of Uzbekistan" are to be developed and approved by the relevant core higher education institution for humanitarian sciences, and other higher education institutions will utilize them.

Educational programs are to be structured logically based on the goals, tasks, content, and essence of the educational programs and specialties. The topics and content of the subject will be defined in a logical sequence in accordance with the time allocated for each subject. Educational programs may also be developed in the form of a syllabus, meeting the requirements outlined in this state standard.

The text of the educational program will be printed on A-4 standard paper, using the "Times New Roman" font, size 14, with a line spacing of 1.15. Margins will be set to 20 mm on the left and right, 25 mm at the bottom, and 20 mm at the top. Page numbers will be placed at the bottom center of each page.

After approval, the educational programs will be printed in brochure format (A-5 size).

Educational programs prepared by higher education institutions will be monitored and analyzed by the Center for Higher Education Development Research and Advanced Technologies under the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan, in terms of their compliance with the state educational standards, qualification requirements, and curricula, as well as their quality. The results of monitoring and analysis will be presented for discussion and evaluation by the Council coordinating the activities of methodological unions for higher, secondary special, and vocational education under the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan.

The approved educational programs will be officially documented in two copies. The first copy will be kept at the Center for Higher Education Development Research and Advanced Technologies under the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan, and the second copy will be retained at the respective higher education institution.

The developed and approved educational programs (syllabi) will be considered as core educational programs for full-time education, separate from production. Based on these, working educational programs will be developed and approved by the respective higher education institutions for other forms of education (evening, part-time, distance learning).