TSUULL actively contributes to poverty reduction at the global, national, regional, and local levels through the strategic involvement of its leadership and academic staff in policy-making, legislative processes, and educational reform. At the community level, the university operates a Support HUB with neighbouring mahallas, providing targeted educational, psychological, and skills-based assistance to vulnerable groups, in line with SDG 1.
University has become a recognised national and regional hub for high-level academic dialogue, capacity-building and policy-oriented engagement in higher education. It is specifically this institutional leadership and expert representation within the Erasmus+ framework that has enabled the University to host, on an annual basis, major Erasmus+ National Office Technical Assistance Missions, international expert seminars and strategic workshops addressing the most pressing challenges in contemporary higher education.
These recurring high-level academic and policy-oriented platforms focus on inclusive internationalisation, the social dimension of higher education, and the reduction of structural inequalities that limit access to education for students from low-income, disadvantaged and marginalised backgrounds. In this respect, the University functions not only as a host institution, but as a national flagship for the implementation and dissemination of advanced global approaches to inclusive and equitable education across Uzbekistan’s higher education system.
Through its sustained collaboration with Erasmus+ structures and international expert networks, the University actively supports the integration of innovative global practices into national institutional frameworks, while simultaneously contributing Uzbek experience, research and policy insights to international academic and policy-making communities. This two-way exchange strengthens both national and global approaches to higher education reform, reinforcing the role of universities as key agents in advancing the UN Sustainable Development Goal 1 (No Poverty) by expanding access, promoting social mobility, and addressing the educational dimensions of systemic poverty.
In this way, Alisher Navo’i Tashkent State University of the Uzbek Language and Literature operates as both an implementer and a shaper of transformative higher education policies, contributing at the institutional, national, and international levels to efforts aimed at ending poverty in all its forms through education, inclusion and capacity development.
Policy Engagement for Poverty Reduction at Multiple Levels
University actively contributes to poverty reduction policy-making at the global, national, regional, and local levels through the strategic engagement of its leadership and academic community.
Rector of the University, Sirojiddinov Shuhrat Samariddinovich, serves as a deputy in the national parliament and as a member of the Tashkent City Permanent Commission on Industry, Transport, Construction, Utilities, and Public Services. In these capacities, he participates in legislative and municipal decision-making processes related to social development, inclusive urban planning, and poverty reduction at the national and regional levels. His regular visits to local mahallas provide first-hand insight into the socio-economic challenges faced by vulnerable populations, ensuring that community needs are reflected in national and regional policy discussions.
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Many university professors serve as permanent members of the Scientific and Technical Council under the Ministry of Higher Education, Science, and Innovation of the Republic of Uzbekistan. As standing expert members of this national advisory body, they participate in regular council meetings, cross-ministerial working groups, and inter-agency discussions that shape the strategic direction of the country’s higher education system. Their continuous engagement ensures that the University’s academic expertise directly informs the development, assessment, and implementation of educational reforms, innovation policies, and institutional modernization initiatives.
As part of their permanent mandate, TSUULL professors also contribute to international policy dialogues, actively participating in joint forums, expert sessions, and bilateral ministerial meetings held in cooperation with the Ministries of Education of partner countries. These events bring together policymakers, research institutions, and international organizations to exchange best practices on inclusive education, digital transformation, vocational pathways, and student support mechanisms. Through these platforms, the University helps align national development priorities with global standards while promoting evidence-based approaches to social inclusion and poverty reduction.
The involvement of TSUULL scholars in these national and international structures significantly amplifies the University’s contribution to SDG 1. Their research-driven recommendations support the creation of upward mobility pathways for disadvantaged youth, improvements in the quality and accessibility of education, and the strengthening of human capital across regions. By channeling academic expertise into national policymaking and global cooperation initiatives, the University plays a central role in advancing policies that reduce inequality, expand opportunities, and ensure that education becomes a transformative tool for lifting individuals and communities out of poverty.
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TSUULL operates a Community Support HUB in partnership with neighbouring mahallas (Tepa, Belariq, Konstitutsiya, and Shoxjahon). This HUB serves as a permanent coordination platform that brings together the University Council, the University Youth Parliament, the Student Union, the Board of Trustees, and the Gender Equity Committee to jointly identify vulnerable families, at-risk youth, and individuals experiencing socio-economic hardship. Through systematic needs assessments conducted in cooperation with mahalla leaders, the HUB ensures that support is not only timely but also tailored to specific community needs.
The HUB provides a wide range of targeted services, including access to preparatory and language courses, digital and financial literacy training, psychological counselling, sign language instruction, and employability skill development. In 2024, additional mentoring initiatives, career-guidance workshops, and legal-information sessions were introduced to help young people transition into education and employment more effectively. These programmes strengthen local human capital and contribute to sustainable, community-based poverty reduction at the neighbourhood level.
Through this multi-level engagement, TSUULL plays an active role in shaping inclusive policies, strengthening social protection mechanisms, and supporting poverty reduction in all its dimensions, in line with SDG 1. By combining academic expertise with community partnerships, the University helps create an ecosystem of support where vulnerable groups gain access to new opportunities, resources, and pathways to long-term social and economic resilience.
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KEY ROLES & LEADERSHIP IN POLICY ENGAGEMENT
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 Ashirboyev Samixon Read CV |
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 Gulnoza Jo‘rayeva Vice-Rector Read CV |  Nozliya Normurodova Vice-Rector Read CV |
 Saodat Muhamedova Read CV |  Karimov Bahodir Read CV |
 Xolmanova Zulxumor Read CV |  Azizova Ra’no Read CV |
The National Teams of Higher Education Reform Experts (HEREs) are pivotal in propelling progress and reform in higher education systems across partner countries. These experts provide an essential pool of expertise aimed at supporting and modernizing higher education systems in alignment with Sustainable Development Goals (SDGs). Their core mission is threefold: to bolster policy development by aiding in modernization reforms such as curriculum innovation, governance enhancement, and bridging academia with the broader societal and economic landscape; to support policy dialogues with the EU, including through collaborations that align with Erasmus+ and other initiatives guided by the European Commission; and to support Erasmus+ and prior EU program projects by disseminating results, best practices, and innovative initiatives to foster modernization and sustainable progress across institutions.
Internationally, HEREs are engaged in activities orchestrated by the European Commission and the Executive Agency, including thematic seminars that address common needs across partner countries. These seminars foster knowledge exchange and practical insights into key reform processes, often involving visits to higher education institutions and stakeholders committed to sustainable practices. Study visits to leading universities across the EU and partner countries enable HEREs to meet with experts responsible for implementing targeted reforms, further enhancing HEREs’ capacities to adopt best practices in sustainability and SDG education. International conferences, featuring expert keynote speakers and dedicated workshops, allow HERE teams to engage with current issues around modernizing higher education, covering topics such as governance, funding, lifelong learning, and curriculum development.
Additionally, HEREs can request technical assistance missions, where experts provide tailored training and consultancy to address specific reform needs in partner countries. Through surveys and publications commissioned by the European Commission and EACEA, HEREs contribute research and analysis on higher education reforms, advancing knowledge on sustainability within the education sector. A virtual community platform further supports HEREs by enabling ongoing collaboration and access to informational materials, case studies, and resources to enhance sustainable education practices.
For the latest updates on HEREs' work in advancing higher education reforms and promoting sustainable development goals, follow HEREs on their Facebook page. Stay informed about how HEREs are building partnerships, fostering cross-sectoral dialogue, and advancing best practices for sustainability and SDG-focused education in higher education reform efforts.
HEREs perform a comprehensive array of activities at both national and international levels, targeting a diverse audience that includes Erasmus+ participants, potential Erasmus+ beneficiaries, higher education institutions, NGOs, government bodies, and stakeholders committed to sustainable development. Through these efforts, HEREs advance SDG-aligned policies by strengthening relationships with regional NGOs, government authorities, and community organizations for SDG-focused dialogues, and by fostering cross-sectoral collaboration for SDG best practices. This multi-level engagement allows HEREs to build critical partnerships and expand their impact in promoting sustainable development within higher education.
HEREs provide critical support at the national level, advising higher education institutions on the introduction and implementation of reforms that promote SDG-aligned education and development. By conducting advisory and promotional activities, HEREs raise awareness about higher education reforms and support the integration of EU policies, promoting a sustainable framework for future education. National-level activities also involve collaboration with government authorities to design, implement, and monitor policy reforms in higher education. Through these efforts, HEREs facilitate the advancement of SDG-focused education within institutions and communities, promoting a commitment to meaningful education for sustainable development.
HEREs' national activities include advising on policy making, assisting in drafting laws and reports, organizing workshops, and engaging in public discourse through interviews, lectures, and publications. By focusing on sustainability and SDGs, HEREs drive meaningful education reforms that benefit both institutions and the wider community.
We have lived in this mahalla all our lives, and it used to be very difficult for me to go outside — especially with my joint problems. The entrance to the pedestrian underpass was steep and had no handrails. After the monitoring visits carried out by the University team and the city engineers, safe ramps and a renovated underpass were finally built. Now I can go to the clinic and the market on my own. This has made daily life much easier for us, especially elderly residents. We are grateful that our concerns were heard and real improvements were made.
I come from a low-income family, and for many years entering a university felt out of reach for me. When TSUULL launched free preparatory courses in our mahalla, I joined with the hope of at least improving my language skills. The teachers supported us not only academically but also morally — they believed in us even when we doubted ourselves. Thanks to these courses, I was able to prepare for the entrance exams and successfully earn a place at TSUULL. The University has continued to support me after admission — providing access to learning resources, mentorship, and financial assistance that has made it possible for me to continue my studies without putting pressure on my family. I am proud to be a student of TSUULL, and I am grateful that the University gives real opportunities to young people like me who simply need a chance to prove themselves.
As an elderly resident living on a modest pension, I have often struggled with the complicated procedures required to receive social assistance. Before the reform, every application meant collecting multiple certificates, visiting different offices, and waiting in long queues — which was extremely difficult for someone my age. This year, when the new digital model of social support was introduced under the 2024 reform, I felt the difference immediately. Thanks to the work of the National Working Group on Poverty Reduction — especially the efforts of Rector–Deputy Sirojiddinov, who coordinated consultations with communities like ours — the process has become far simpler and more transparent. Now, with the unified digital registration system and the Social Card, I no longer need to submit the same documents over and over again. Verification happens automatically, and the mahalla office can track my application in real time. For older people, this is a huge relief. I am grateful that the concerns of ordinary residents were taken seriously and that our feedback helped shape these reforms. For the first time in many years, accessing social assistance feels fair, respectful, and efficient. It has made my life — and the lives of many others in our mahalla — much easier.
As a homemaker with limited experience in technology, I used to feel completely lost when it came to digital platforms. I relied on others even for simple tasks like submitting online applications or using government services. When TSUULL offered free digital literacy courses in our mahalla, I joined with the hope of gaining at least some basic skills. The instructors were patient and supportive, and the training was very practical. Step by step, I learned how to use a computer, navigate online services, and work with essential applications. For me, this was life-changing. Not only did I become more confident in using modern technologies, but I was also able to find stable employment afterwards. The skills I gained opened new opportunities that I never imagined were possible for someone like me.
I decided to join the free sign-language courses offered by TSUULL because my hearing has been gradually weakening over the years, and communication was becoming more difficult for me. I often felt isolated, even in my own community. The courses helped me far more than I expected. The instructors taught us not only the basics of sign language but also how to communicate confidently in everyday situations. Thanks to this training, I can now interact freely with my neighbours who have hearing impairments, and even help them during visits to the clinic or mahalla office. Most importantly, I no longer feel cut off from people. The skills I gained restored my ability to participate in community life and support those facing the same challenges.
