Аңдатпа
The article presents a comparative analysis of current trends in the development of higher education systems in Kazakhstan and Uzbekistan. Key aspects are considered, including education financing, relevance of curricula, the state of science and innovation. Despite the common Soviet past, the countries demonstrate both similar problems - the mismatch of graduates with labor market requirements, lack of flexible skills, limited scientific base - and differences in approaches to reforms and the pace of their implementation. Both countries have typically implemented education reforms since independence, developing educational policies and programs consistent with the new economic regime and expanding investments in the physical and qualitative improvement of education. They view the education sector as a key component of their poverty reduction and economic growth strategies. Uzbekistan, a former Soviet republic, undertook a bold transformation of its education system, initiating a full-scale education reform in 1992. By 2015, the reforms were aimed at universal access and improving the quality of education. In the case of Kazakhstan, since independence in 1991, education development programs have also been continuously developed and implemented, along with institutional preparation for education system reform. The Programs until 2015 resolved to expand state financial support, recognizing the need to reform the education system and qualitatively improve the content of education. The analysis allows us to assess the current state of higher education in the region and identify areas for its further development.