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This article describes the social, economic, and political processes that have influenced educational reform in two countries of Central Asia since the fall of the Soviet Union in 1991. It compares and contrasts the various educational reform initiatives that have occurred in each country, including legal and policy frameworks, curriculum change, decentralization, privatization, finance, structure, and emphasis of educational systems, and the fit between what is taught in educationaldoi:10.5195/ehe.2010.16 fatcat:xikrykcaxfhijc2mnkyqah5dey