Primary education in Türkiye and Uzbekistan: A comparative analysis of its relationship with pre-school and secondary school levels

This article provides a comparative analysis of the primary education systems in Türkiye and Uzbekistan, focusing on their vertical integration with pre-school and lower secondary levels. Adopting a comparative case study method based on comprehensive document review, the study scrutinises the structural characteristics and reform dynamics of both nations. The findings reveal two divergent trajectories. Türkiye possesses a mature, centralised 4+4+4 system shaped by internal political dynamics. A key challenge within this model is the abrupt transition from the single-teacher primary level to the multi-teacher lower secondary level, which creates significant psycho-social difficulties for pupils. Conversely, Uzbekistan is pursuing a comprehensive "system-building" reform, substantially supported by international partners and oriented towards global standards. Its planned 1+4+5+2 model positions pre-school education as a foundational cornerstone and aims to ease the transition into primary school via a compulsory preparatory year. The analysis concludes that Türkiye employs an internal "problem-solving" approach, whereas Uzbekistan adopts a "system-building" approach based on global best practices.