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VOLUME
Vol.05 Issue05 2025
PAGE NO.
32-39
10.37547/ajsshr/Volume05Issue05-09
The Prospects of Implementing Finnish Experience in
The Field of School Education in Uzbekistan
Yuldashev Ulugbek Kadirjanovich
Department of Social Sciences, University of Business and Science, Namangan, Uzbekistan
Received:
09 March 2025;
Accepted:
05 April 2025;
Published:
08 May 2025
Abstract:
The government of Uzbekistan is currently focusing on reforms in the education system. International
experiences, particularly in school education, have been studied to identify the achievements of developed
countries. Implementing Finland's experience, which has made significant progress in school education and whose
students have achieved high results in the PISA test in recent years, is now a top priority. This article compares
aspects of the school education systems of Uzbekistan and Finland, analyzing the prospects of introducing Finnish
experience. It specifically addresses education management, economic factors, types of schools, and stages of
education, with each aspect concluding with insights into the specifics of the Finnish experience. This article
explains the differences between Uzbek and Finnish schools based on historical approaches. Therefore, the
methods of history were mainly used in this article. Investigating the data from the official documents helped to
understand the government’s policy in school education in Uzbekistan. The articles and books written by
researchers were main resources for uncovering the specific characters in Finnish school education system.
Historical background of Finnish school management system might help to understand how Finnish experience
can solve problems of school education system in Uzbekistan. The article analyses whether the outcomes of recent
reforms in school education in Uzbekistan might tackle the issues of implementing Finnish experience in this area.
Furthermore, it suggests that giving more authority for schools and teachers like in Finland might be a solution for
some problems of Uzbek school management system. However, final
results might be related to people’s societal
worldview about education which includes the reputation of teachers in society.
Keywords:
School administration, educational management, educational quality assessment, teacher training,
school finance, teaching language.
Introduction:
Education system is the foundation for
the development of any society. Countries with quality
education have also achieved economic growth.
Individuals who receive quality education can access
well-paying professions, contributing to the country's
development by reducing poverty and unemployment.
Examining the education systems of economically
developed countries reveals numerous achievements
in this field. However, some countries, even if not
among the economically developed, can serve as
exemplary models in education. Finland is one such
country. On December 4, 2001, the PISA (Program for
International Student Assessment) test results from
Finnish students drew global attention. In all three
areas of this test
–
mathematics, reading and science
–
Finns ranked highest among OECD (Organization for
Economic Co-operation and Development) countries
(Sahlberg, 2015). Remarkably, they achieved these
results without extra courses, tutoring, or homework,
sparking worldwide interest in the Finnish education
system. Experts from various countries visited Finland
to uncover the secrets of its success.
Literature review
Two types of literature were used to compare the
education system of Uzbekistan and Finland. Official
documents provided a basis for evaluating Uzbekistan’s
current education system, including the Constitution of
the Republic of Uzbekistan, laws from the Oliy Majlis
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(Parliament of Uzbekistan), decrees and decisions from
the President, and decisions from the Cabinet of
Ministers (The Constitution of the Republic of
Uzbekistan, 2023; Oliy Majlis, 2019, 2020; The
President of the Republic of Uzbekistan, 2020; the
Cabinet of Ministers, 2017, 2018, 2020, 2021; Statistics
Agency, 2023).
The evaluation of the Finnish education system was
based on research by scientists who studied Finnish
educational practices. Pasi Sahlberg’s book provided
insights into the Finnish education system (Sahlberg,
2015). Timothy Walker's book, drawing on his
experience as a teacher in Helsinki, offered additional
information (Walker, 2023). Ilkka Taipale's edited book
also contributed valuable information on social
innovations and the education system in Finland
(Taipale, 2019). Further research by various scientists
on the Finnish education system was instrumental in
this study (Simola, 2005; Simola et al., 2017; Kauko,
2019; Thrupp et al., 2023).
METHODS
The research employed a comparative approach to the
education systems of the two countries. Key aspects of
both systems were studied, and conclusions were
drawn by comparison.
In examining Uzbekistan's education system, official
documents were supplemented with the author's
views and conclusions based on personal experience.
For the Finnish education system, conclusions were
drawn from experts who had directly observed the
system. After studying the features of both educational
systems, comments were made on the feasibility of
introducing Finnish practices in Uzbekistan.
RESULTS AND DISCUSSION
Recent ef
forts have been made to introduce Finland’s
advanced educational technologies in Uzbekistan. The
Cabinet of Ministers' decision to establish the
Uzbekistan-Finland Pedagogical Institute considered
regional development prospects, priority tasks in
pedagogy, and modern techniques and technologies,
drawing from Finland's advanced experience in teacher
training (Cabinet of Ministers, 2021). The primary goal
is to introduce Finland's advanced educational
practices in Uzbekistan.
Introducing a foreign country's educational experience
requires attention to specific features of the
educational system, economic and demographic
conditions, and historical development aspects. For the
Finnish educational experience, it is crucial to consider
the differences between the educational systems of
Uzbekistan and Finland. Table 1 highlights the unique
features and differences in school education between
these two countries.
The table primarily includes general characteristics of
education, with additional differences in class
organization and the perspectives of teachers and
students in both educational systems. Below, the
aspects listed in the table are discussed in more detail.
Education system management
The highest organization in the field of education in the
Republic of Uzbekistan is the Cabinet of Ministers.
According to Article 23 of the Law of the Republic of
Uzbekistan ‘On Education’ which entered into force on
September 24, 2020, it was determined that the
Cabinet of Ministers leads the competent state bodies
in the field of education (Oliy Majlis, 2020). The Cabinet
of Ministers manages all educational organizations,
operating on educational standards it develops. The
Education Quality Control Inspectorate under the
Cabinet of Ministers carries out tasks such as
certification of educational organizations and teaching
staff, granting and revoking licenses to non-
governmental
educational
organizations,
and
compiling educational ratings. The Agency for the
Presidential, Creativity and Specialized Schools
Development supervises the activities of its
educational organizations. Additionally, the Ministry of
Preschool and School Education is the competent state
management div in education, responsible for
developing state standards for school education,
assessing learners' knowledge, skills, and abilities, and
preparing and publishing educational literature (Oliy
Majlis, 2020). Local government bodies finance
educational institutions, define areas attached to
educational institutions, and ensure the employment
of graduates of general secondary education
organizations. Educational organizations are managed
by pedagogic and supervisory councils and the head of
the organization, as outlined in Article 28 of the Law
(Oliy Majlis, 2020). Schools are managed from top to
bottom by organizations with defined powers, with
teaching processes organized by teachers based on
state standards set from above. Learners' knowledge
and teacher certifications are controlled by competent
bodies, and textbooks are published by the ministry,
with teachers organizing training sessions based on
approved textbooks.
One of the main challenges facing the education system
of Uzbekistan is school independence. According to
PISA, establishing clear requirements for student
learning outcomes and ensuring school independence
in curriculum and assessment positively impacts the
entire educational system. Independence encourages
schools to innovate, which is difficult to achieve
through strict officialdom (Pulatov, 2023).
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In Finland, since the 1990s, municipalities have been
granted more decision-making power in school
management due to the Basic Education Act of 1998,
which came into force in 1999. Municipalities were
empowered to determine the number and location of
educational institutions in their territories, leading to
the closure of small comprehensive schools and the
establishment of larger schools covering grades 1-9.
They were also given freedom in economic and
ideological management. The law provided educators
with choices in the education they provide and in
evaluating its outcomes (Thrupp et al., 2023). Such
management of education can be understood as
adaptation to the population and economic potential
of the regions.
In Finnish schools, teachers are given wide authority in
carrying out their activities. Erkki Aho, who served as
chairman of the National Board of Schools in Finland
from 1973 to 1991, noted that teachers enjoyed
significant pedagogical autonomy and the trust of both
students' parents and the administration. This means
that schools in Finland are not inspected by state
commissions, and there is no supervision by
educational authorities over their activities (Taipale,
2019). This high level of autonomy and trust reflects the
high status of teachers in Finnish society, allowing them
substantial freedom in their professional activities.
Timothy Walker, an American teacher who worked in
Finland, observed that teachers are not monitored
through standardized tests or school inspections.
Despite the absence of such oversight, the learning
process is not negatively impacted. According to
Walker, there is a high level of professional
responsibility among Finnish teachers, made possible
by the society's trust in them (Walker, 2023).
Therefore, the lack of control over teachers in Finland
does not detract from their work quality. Instead, their
sense of responsibility ensures the high quality of the
educational process. Public trust in educators,
combined with their professional responsibility, results
in high-quality education.
To introduce a similar system in Uzbekistan, it is
necessary to cultivate a sense of responsibility in each
teacher and build a high level of trust in them within
society. Walker points out a problem in the U.S. school
system, where there is too much emphasis on
reporting, driven by fear, and too little on the
responsibility associated with the notion of trust
(Walker, 2023). This problem also exists in Uzbekistan's
educational system. Therefore, it is crucial to foster
high trust in teachers by state bodies and parents and
to respect their professional skills. Moreover,
developing a high level of professional responsibility
among teachers, where they take their work seriously
even without supervision, is essential to ensuring the
quality of education. This requires a societal shift where
individuals in any field are responsible for their
profession and approach their work as a duty, not out
of fear of reporting.
Another important aspect is the responsibility given to
children from an early age in Finland. People who learn
to take responsibility young will likely feel responsible
in their professions later. In Uzbekistan, creating a
foundation for professional responsibility requires
assigning children responsible tasks from a young age
to develop their independence. When introducing
Finland's educational experience to Uzbekistan, this
aspect must be considered.
The ministry responsible for school education
In Uzbekistan, the Ministry of Preschool and School
Education is responsible for school education. This
ministry has the authority to implement a unified state
policy in school education, methodically manage
general
education
institutions'
activities,
and
strengthen their material and technical base.
In Finland, the Ministry of Education and Culture
implements government policy in school education.
This ministry oversees introducing and implementing
laws and general plans, contributing 11.6% of budget
expenditures in 2019, ranking third among Finnish
ministries. The Finnish National Education Agency
under the Ministry develops general programs for
primary and secondary education (Thrupp et al., 2023).
Five departments within the Finnish Ministry of
Education and Culture perform functions equivalent to
those of four ministries in Uzbekistan (Ministry of
Preschool and School Education, Ministry of Higher
Education, Science and Innovation, Ministry of Culture
and Tourism, Ministry of Sports and Youth Policy). This
consolidated management reduces state budget
expenses and directs funds to more effective projects.
Moreover, the autonomy of local municipalities and
schools reduces the ministry's burden. Implementing
the Finnish education system in Uzbekistan would
require significantly reducing the functions under the
Ministry of Preschool and School Education and
granting more independence to schools, thereby
reducing the ministry's burden and state budget
expenses.
The role of trade unions
Trade unions play a crucial role in protecting
employees' interests across all sectors. In Uzbekistan,
primary trade union organizations operate in almost all
organizations, including schools. The Law of the
Republic of Uzbekistan “On Trade Unions” (2019)
stipulates that trade unions have the right to
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implement public control over regulatory legal
documents related to employees' socio-economic
rights and interests. They can also participate in
investigating occupational accidents and diseases (Oliy
Majlis, 2019). However, trade unions in Uzbekistan
have not effectively protected teachers' interests, as
evidenced by their involvement in forced labor for
cotton picking and street cleaning.
In Finland, the Education Trade Union, Opetusalan
Ammattijärjestö (OAJ), is a large organization uniting
employees from early childhood to adult education.
OAJ significantly influences education policy. During
the Sipilä government (2015-2019), OAJ protested
several times against education funding cuts,
highlighting the negative impact on municipal
education services and increased inequality among
students (Thrupp et al., 2023). Trade unions like OAJ
play a crucial role in advocating for the education
system, contributing to its development.
Introducing the Finnish education system in Uzbekistan
requires a strong trade union to protect teachers'
interests and the education system, similar to OAJ. A
robust community organization would encourage the
government to pay serious attention to the education
system.
Evaluation of education quality
In Uzbekistan, the quality of education is controlled by
higher authorities like the Cabinet of Ministers and the
Inspectorate for Quality Control of Education. For
example, the Inspectorate for Quality Control of
Education
certifies
and
accredits
educational
organizations and monitors the educational process's
quality (Oliy Majlis, 2020).
Uzbekistan's quality assessment system includes
international research, such as PIRLS, TIMSS, PISA, and
TALIS, to evaluate students' knowledge and learning
environment (Cabinet of Ministers, 2018). These
assessments help identify existing problems and find
solutions in the education system. In Finland, quality
control is based mainly on sample-based national
assessments and self-assessments by schools and
municipalities, rather than testing and monitoring by
higher institutions (Thrupp et al., 2023). Municipalities
are responsible for their education systems, with the
government providing non-binding guidelines (Kauko,
2019). This approach emphasizes schools' self-
assessment and minimizes constant inspections by
higher organizations.
Finland
actively
participates
in
international
assessments like PISA, PIRLS, and TIMSS. According to
the 2001 PISA results, Finnish students ranked first
among OECD countries without the need for extra
tutoring or extensive homework, demonstrating the
success of the Finnish education system (Walker, 2023;
Sahlberg, 2015).
To implement a self-assessment system in Uzbekistan
similar to Finland's, research is needed to determine its
effectiveness based on teachers' and students'
mindsets. The success of such a system depends on
fostering a sense of professional responsibility and high
aspirations among students.
Training of teachers
Recently, Uzbekistan has focused on training highly
qualified teachers, incorporating international best
practices and expanding higher education in this field.
A 2020 presidential decision outlined tasks for
improving Chirchiq State Pedagogical Institute and
Kokand State Pedagogical Institute, setting a three-year
education duration for some bachelor's courses and
developing mechanisms for special tests on
professional competence for pedagogical course
applicants (The President of the Republic of Uzbekistan,
2020). These initiatives aim to introduce significant
changes in teacher training.
Teachers play a crucial role in students' achievements.
Dr. Päivä Lipponen, a specialist in history and social
sciences and a former Finnish Parliament member,
noted that the teaching profession has always been
highly valued in Finland. The establishment of teacher
training seminaries in the 19th century, even before
Finland's independence, helped Finland become an
advanced country in teacher training (Taipale, 2019).
Päivi Lipponen also mentioned that teaching was the
fifth most prestigious profession in Finnish society and
explained the qualifications required of a teacher.
According to her, both classroom and subject teachers
must obtain higher education at a university.
Classroom teachers study the basics of education,
while subject teachers study specialized subjects and
pedagogy. At the end of their training, students write a
dissertation to receive a master’s degree, thus
acquiring scientific, practical, and ethical professional
competence (Taipale, 2019). The training of educators
is based on university curricula designed to ensure they
acquire all necessary skills.
Pasi Sahlberg, in the foreword to Timothy Walker's
book, noted that in the 1980s, Finland implemented
large-scale reforms in higher education, requiring all
teachers to conduct scientific research and obtain a
master’s degree (Walker, 2023). This requirement
encouraged young teachers to further their knowledge
and skills in teaching methodology and educational
organization before starting their professional careers,
positively impacting education quality.
The government of Uzbekistan decided to establish the
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Uzbekistan-Finland Pedagogical Institute based on
cooperation between Finland’s Turku University a
nd
Samarqand State University to implement teacher
training following Finland’s experience (Cabinet of
Ministers, 2021). This initiative aims to introduce
Finland's esteemed educational practices into
Uzbekistan's higher education system for teacher
training.
The reputation of teachers in society
In Uzbekistan, teaching is not considered one of the
most prestigious professions. Teachers' average
salaries are lower than the national average. For
example, according to a 2023 report by the Statistics
Agency, the average monthly salary in Uzbekistan was
4,409,000 UZS (about 357 USD), while the average
salary of general secondary education teachers was
3,030,000 UZS (about 245 USD) (Statistics Agency,
2023). Efforts are being made to improve the status of
teachers in society. The new Constitution of the
Republic of Uzbekistan, adopted on April 30, 2023,
includes an article recognizing the teaching profession
as foundational for societal and state development and
commits the state to protect teachers' honor and
dignity, their social and material well-being, and their
professional growth (Constitution of the Republic of
Uzbekistan, 2023). Enhancing teachers' status
constitutionally can increase their societal influence.
Improving their economic situation is the next step.
Pasi Sahlberg stated that having Finland's "best
teachers" was not solely due to the education system
that trained them. He attributed it to their professional
glory, societal respect, and teamwork (Sahlberg, 2015).
A teacher's development into a strong specialist
depends on education, working conditions, social
status, and cooperative work.
Introducing the Finnish education system in Uzbekistan
requires attention to teachers' societal position.
Studies show that teaching is highly valued in Finland.
For example, 86% of parents surveyed by Hannu Räti
expressed satisfaction with teaching in Finnish
secondary schools (Simola, 2005). A study by University
of Helsinki researchers Janne Säntti and Jari Salminen
analyzed changes in teacher training, demand, and the
ideal teacher from 1945 to 2015. Since the 1990s,
Finnish teachers have been seen as research-oriented,
change agents, and professionals working in a free
environment. They must be ready for change and
constantly develop their skills and knowledge (Säntti &
Salminen, 2015). This demand allows teachers to play a
decisive role in educational development.
When introducing the Finnish educational experience
in Uzbekistan, it is essential to consider not only
teacher training but also other factors, such as work
requirements, working conditions, societal status,
mutual cooperation, and autonomy in decision-making.
Types of schools
Uzbekistan has general education schools, specialized
schools, presidential, creative, and specialized schools
under the Presidential Educational Institutions Agency,
and private schools. The regulation “On General
Secondary Education,” approved by the Cabinet of
Ministers on March 15, 2017, sets model charters for
general secondary education organizations and
specialized schools (Cabinet of Ministers, 2017). The
Education Quality Control Inspectorate under the
Cabinet of Ministers oversees private educational
institutions.
Presidential, creative, and specialized schools have
more opportunities than other general secondary
schools. For instance, a 2020 decision by the Cabinet of
Ministers mandated that these schools adopt advanced
foreign textbooks and teach at least one foreign
language (Cabinet of Ministers, 2020). Such initiatives
contribute to educational development.
Article 50 of the new Constitution of Uzbekistan states
that the government ensures the development of a
continuous education system, various types and forms
of education, and the development of state and non-
state educational organizations (Constitution of the
Republic of Uzbekistan, 2023). This provision supports
the establishment of private schools.
In Finland, a completely different process can be
observed. According to a law passed by the Finnish
Parliament in 1968, every child or teenager, regardless
of wher
e they live or their parents’ financial situation,
had the right to nine years of quality education
(Taipale, 2019). 9-year comprehensive schools with the
same capabilities were started to be established. Old
public schools and paid secondary education were also
abandoned. In 1987, Holkeri, who was the Prime
Minister of Finland, explained in his address that a key
concept of Finnish education policy was that every
student, regardless of social background, had the same
access to education (Simola et al., 2017).
The main program goal was to create equality in Finnish
comprehensive schools. The debates in education
policy were related to the creation of equality and
justice in this education. Finland’s policy on the
establishment
of
comprehensive
schools
has
successfully led to beneficial social outcomes by
increasing the general well-being and education level
of the population (Kauko, 2019). Such schools, which
appeared in Finland in the 1970s, were the cause of
public criticism until 2001 (Walker, 2023). The results of
the 2001 PISA test put an end to all doubts.
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Although the principle of equality is the main goal in
Finnish comprehensive schools, some problems should
be mentioned. It is known that the management of
Finnish comprehensive schools is entrusted to local
municipalities. This situation has led to differences in
the number of students attending schools in cities
across the country. This calls into question the principle
of “one type of schools for all” (Thrupp et al., 2023).
Although the education system in schools is almost the
same, there are some differences due to the fact that
their financing depends on the municipalities. Despite
such shortcomings, Finland can be an example of a
country that has created equal opportunities for
students.
When int
roducing Finland’s experience in Uzbekistan,
focusing on equality and justice is crucial. In
Uzbekistan, various schools differ significantly in
teaching quality and conditions. Children from
economically well-off families can attend private
schools with modern equipment and highly qualified
teachers, while state-controlled schools provide
amenities that not all students can access. Therefore,
reviewing principles of equality and justice is essential
when implementing Finnish educational practices.
Languages of education
Education is conducted in seven languages in
Uzbekistan: Uzbek, Karakalpak, Russian, Tajik,
Turkmen, Kyrgyz and Kazakh (Murtazayeva et al. (Eds.),
2022). It is related to the multi-ethnic nature of the
population of Uzbekistan. Textbooks are published in
all these languages, and schools in languages other
than the national language are established based on
the number of representatives of the nationalities
living in a certain area.
In Finland, the population mainly speaks three official
languages: Finnish, Swedish, and Sami (Sahlberg, 2015).
Basic education is conducted in Finnish and Swedish.
The Sami people in northern Finland have the right to
education in their language. The Ministry of Education
and Culture established a working group in 2020 to
improve Sami language teaching (Thrupp et al., 2023).
This shows similarities in education policies between
Uzbekistan and Finland regarding minority languages.
Stages of education
According to the Law “On Education” in Uzbekistan,
education includes preschool education, general
secondary
and
secondary
special
education,
professional education, higher education, post-higher
education, personnel retraining, and extracurricular
education. General secondary education comprises
grades 1 to 11, divided into primary education (grades
1-4), lower secondary education (grades 5-9), and
secondary education (grades 10-11). Education is
compulsory and free of charge in state educational
institutions up to grade 11 (Oliy Majlis, 2020).
As of 2015, education in Finland consists of:
Early childhood education (ages 1-6)
Pre-school education (ages 6-7)
General secondary education (grades 1-9, ages 7-16)
General upper-secondary education (grades 10-11, up
to ages 18-19)
Vocational upper-secondary education (grades 10-11,
up to ages 18-19)
Higher education, universities or polytechnic schools (3
or 4 years) (Sahlberg, 2015).
Peruskoulu (general secondary education) in Finland
includes 9 years of education, with grades 1-6
considered primary education. In primary education,
students are usually taught by one class teacher, while
subject-specific teachers, such as science teachers,
start teaching in grades 7-9. After completing the 9th
grade, students continue their studies in general upper-
secondary schools or vocational schools.
Sonya Kosunen, a parliamentary assistant to Finland’s
education minister, stated that almost 92% of general
secondary school graduates immediately apply to
lyceums (general upper-secondary education) or
vocational colleges. These institutions prepare
students to study at universities or polytechnic
institutions in Finland or abroad (Taipale, 2019).
Comparing the education systems of Uzbekistan and
Finland, it is evident that education in Finland begins at
a much earlier age. Early childhood education has been
a main component of the Finnish education system
since 2013. Children are cared for in the family until
their first birthday, after which education for children
from the age of 1 is provided by municipalities, private,
or family educational institutions (Sahlberg, 2015). The
stage of preparation for school is conducted for one
year from the age of 6. In Uzbekistan, state-owned
preschools accept children from the age of 3, while
private preschool educational institutions may accept
children earlier based on their capabilities. However,
this education differs from early childhood education in
Finland. Therefore, from the Finnish educational
experience, it is necessary to first pay attention to the
issue of teaching children from an early age.
Additionally, while primary education in Finland lasts 6
years, it only lasts 4 years in Uzbekistan. Rethinking the
division of education into stages would be an important
step in introducing the Finnish educational experience.
Financing of education
General secondary education in the Republic of
Uzbekistan is provided free of charge by the
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government. Article 50 of the Constitution of the
Republic of Uzbekistan states that the government
guarantees free general secondary education and
primary professional education (Constitution of the
Republic of Uzbekistan, 2023). However, free
education is not guaranteed in private educational
institutions. Article 9 of the “Law of Education” states
that general secondary and secondary special
education can be provided on a fee-contract basis in
private educational institutions (Oliy Majlis, 2020).
While general secondary education is compulsory,
studying in private or public educational institutions is
optional.
One of the most notable aspects of Finnish education is
that it is free from primary education to universities
(Taipale, 2019). There are almost no private
educational
institutions
in
general secondary
education. Erkki Aho, who served as chairman of the
National Board of Schools in Finland from 1973 to 1991,
emphasized that education, including various support
services, textbooks, and hot meals, was completely free
for students (Taipale, 2019). In addition to free
education, children in Finland are provided with
healthy hot meals in schools. Although textbooks are
provided free of charge in general education schools in
Uzbekistan, free meals have not been organized,
except in Presidential schools. Addressing this aspect in
the introduction of the Finnish educational experience
could create better facilities for students. However, the
economic potential of the government must be taken
into account.
The greatest success in the Finnish education system
depends on the principles of equality and freedom in
educational management. To succeed in Uzbekistan, it
is necessary to focus on these aspects. Unfortunately,
there are no equal opportunities for students in general
education schools under the Ministry of Preschool and
School Education compared to those in Presidential,
creative, and specialized schools under the Presidential
Educational Institutions Agency. This is due to
differences in school buildings, modern equipment,
and teacher qualifications. Additionally, private schools
differ significantly in facilities compared to public
schools.
It is also essential to consider the Finnish approach to
school education management. Schools and teachers in
Finland are granted significant independence, allowing
them to make their own decisions on many issues.
However, for such freedom to be effective, societal
mindsets must change. There must be a creation of a
sense of responsibility and the formation of trust in
society towards teachers. Finnish society has a high
level of mutual trust and professional responsibility,
which is lacking in Uzbekistan not only in education but
in many other areas.
CONCLUSIONS
In conclusion, the Finnish experience in school
education cannot simply be copied and implemented in
Uzbekistan. Changing the societal worldview and
gaining a wider understanding of trust and
responsibility concepts are necessary. Therefore, it is
important not only to carry out governmental reforms
but also to change the entire society's attitude towards
education. The people should understand the value of
education in their life, prosperity and the development
of their country. Parents can pay more attention to the
education of their children from early ages. Children
should learn to be independent during lessons like in
Finland. Teachers should have wide authority for
choosing textbooks, organizing lessons and evaluating
processes. Lessons can be oriented for students,
teachers role should be only as an organizer, not as
lecturer.
Furthermore, reforms must be coherent across all
stages of education, not just in school education. This
is because the learning ability of individuals develops
step by step when they pass through the stages of
education. Early childhood education and pre-school
education provide basic skills for children to study at
school. Higher education is responsible for preparing
high-qualified teachers for schools. It can be concluded
that the outcomes of school education are connected
to the other stages of education. In Finnish education
system this connection can be one of important factors
to their good results.
It should be noted that learning Finnish schools was
limited because of the absence of the opportunity to
visit personally. It is important to mention that the
information about the Finnish school education system
based solely on secondary research which the author
did not observe firsthand.
In the future the author is going to visit Finland to gain
a deeper insight into their educational system. The
subsequent research of the author might pay attention
to other prospects of implementing Finnish education
system to Uzbekistan.
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