OPTIMIZING SCHOOL MANAGEMENT THROUGH TERRITORIAL CLUSTERING TO ENSURE AN INCLUSIVE EDUCATION ENVIRONMENT: INTERNATIONAL EVIDENCE AND AN IMPLEMENTATION FRAMEWORK FOR UZBEKISTAN

Abstract

This paper examines the further development of Uzbekistan’s inclusive education system, with particular attention to the governance mechanisms through which specialist resources are distributed across the school network. While a substantial legal and institutional framework for inclusive education has been established, the effective coordination and territorial allocation of specialist resources remain important areas for continued development. Drawing on UNICEF baseline data, national statistics, and international comparative evidence on resource centres and itinerant-teacher models, the paper proposes a three-tier territorial clustering framework for school management. It also introduces a set of performance indicators and outlines a phased implementation sequence for 2026–2030 aimed at supporting the efficient use of available resources and expanding access to inclusive education.