Ministry statement on teacher salaries is sparking debate
The issue of teachers' salaries in Uzbekistan has resurfaced, prompting discussions following comments from Deputy Minister of Preschool and School Education Azizbek Turdiev. He stated that the average basic salary for teachers is around 5.1 million soums, asserting that there are no significant problems in the system, as opportunities exist for teachers to earn higher incomes based on qualifications and performance. However, statistics reveal that only 3% of teachers earn above 10 million soums, with many struggling to meet daily needs on their current salaries. Critics highlight disparities in opportunities across regions, particularly for teachers in remote areas, raising concerns about inequality within the education system.
The topic of teacher salaries in Uzbekistan has returned to the agenda. Deputy Minister of Preschool and School Education Azizbek Turdiyev provided an official explanation regarding the low base salaries of educators. According to his statement, the average base rate for a teacher currently stands at approximately 5.1 million soums.
According to the ministry's position, there is no serious problem within the system, as opportunities have been created for teachers to achieve higher incomes. It is stated that depending on qualification levels, certification results, and professional growth, monthly salaries can be increased to between 10 million and 20 million soums.
However, despite official statements, statistical data presents a different picture. According to available figures, only 3 percent of teachers in the country have reached a salary level exceeding 10 million soums. The remaining 97 percent of educators continue to work with the base salary rate.
Critics argue that this base salary is insufficient to fully cover even daily needs. Consequently, many teachers are forced to seek additional sources of income.
Experts are also drawing attention to another important aspect: opportunities are not equal in all regions. In particular, for teachers working in remote areas, opportunities for professional development, certification, and achieving higher categories are limited. This is viewed as one of the factors creating inequality within the overall system.
Thus, a certain discrepancy remains between the official perspective and the current situation. The main question now is how this problem will be resolved and whether true equal conditions will be created for teachers. This issue remains at the center of public attention.
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