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PRIORITY TASKS AND PHILOSOPHICAL ANALYSIS OF
EDUCATIONAL REFORMS AT A NEW STAGE OF SOCIETY'S
DEVELOPMENT
Shakhnoza Qodirovna Okhunova
Independent Researcher at Fergana State University
ORCID ID: 0009-0002-5760-2021
https://doi.org/10.5281/zenodo.15165005
Abstract:
The article studies the theoretical and methodological
foundations of the formation of an enlightened society in New Uzbekistan, the
socio-philosophical aspects of the formation of an enlightened society in New
Uzbekistan, the future tasks of the formation of enlightenment as a high moral
value in New Uzbekistan. Also, the synergistic strategy of the formation of an
enlightened society in New Uzbekistan is analyzed.
Key words:
enlightened society, social laws, enlightenment, moral value,
socio-philosophical analysis, synergistic strategy, dialectic, social development,
enlightened reforms, stereotype, innovation mechanism.
Introduction.
The social development of society is determined by the
standard of living, welfare, lifestyle, and the economic stability of the state.
Today, as Uzbekistan steps into a new phase of its development, significant
changes are being implemented across all sectors based on the Action Strategy
for the development of the Republic of Uzbekistan. The educational tasks
emphasize the importance of “...the development of science, education, and
training, which is closely linked to our ability to compete globally,” as stressed
by the government. Therefore, the primary task is to reform the education
system in Uzbekistan through improving people's living standards, ensuring
adequate income, and creating new businesses and jobs. Changing people's
knowledge, worldview, and mindset, as well as fostering a generation of skilled
professionals, is also an integral part of this process. Indeed, education is seen as
“the rational solution to solve the society's most pressing issues and a guarantee
of youth development.”
Literature review and methods.
The issue of developing literacy in
society has been extensively researched in historical and contemporary
scientific literature by foreign authors. Specifically, the innovations in education
systems in individual countries, the organizational structure of regional
education, the role of higher education in societal development, the principles of
enhancing its quality, the adoption of common educational programs in
European educational systems, and the introduction of cultural concepts into
education have been systematically studied. In Uzbekistan, the philosophical
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aspects of social development, the liberalization of the education system, and the
impact of development on economic or legal consciousness have been examined
by philosophers, political scientists, economists, and sociologists.
Results and discussion.
In the educational process, it is essential to
communicate the main significance and necessity of the changes, focusing on
achieving the support of the organization's innovative policies and overcoming
the resistance to change from ordinary staff. These tasks align with the strategic
management approaches that ensure the effectiveness of development
strategies not only for company management but for the entire organization’s
workforce. As the development of modern science and advanced technologies
becomes an essential condition for any state's progress, Uzbekistan has
mobilized all its resources to ensure that the new generation is both physically
and mentally well-developed. As a result, effective education and a high level of
social prosperity must be formed.
In the new phase of Uzbekistan's development, the key demands and tasks
for education can be grouped into several categories:
Firstly, in industrialized countries, the training of personnel is seen as a
means of ensuring competitiveness and is based on a stable system of company-
employee relations. In the 1950s, representatives of Japanese industrial
management understood that the key asset of a company is its people. By the
1970s, developed countries had adopted the concept of continuous education,
recognizing it as an effective solution to ensure the qualification of personnel in
line with the dynamic demands of technical development. Every year, large
Western corporations allocate 2-5 percent of their budgets for employee
training and professional development. In the United States, educational
spending exceeds $200 billion, and in Canada, an average of $500 is allocated
per employee. For instance, according to Motorola, every dollar spent on
education returns $33 in profit. Such data can also be found in academic articles.
In Uzbekistan’s new development phase, creating a prospective educational
system, emphasizing quality and competitiveness in personnel training, and
establishing the principles of legality, fairness, and transparency in management
are critical factors for achieving social progress. According to Professor Sadulla
Otamuratov's reflections on the development opportunities of less advanced
countries in comparison to developed nations, several key points can be
highlighted:
Firstly, the technological and scientific achievements introduced by
developed countries are more affordable. This is because, in these countries, the
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necessary funding for development at the level of current demands is often
insufficient. Moreover, there is a need to form intellectuals who meet these
demands. However, it is often more economical to purchase these intellectuals
than to invest heavily in developing them.
Secondly
, time is changing at an unprecedented rate, and, consequently,
progress is accelerating, with countries leading the way in achieving high levels
of development. This fact cannot be ignored, as time is ruthless, and there is no
way to stop it. This forces countries on the path of development and nations
living in less developed countries to race against time. Indeed, failing to account
for the ongoing processes and the acceleration of development will result in
negative consequences for citizens’ lives in these countries, eventually leading to
fragmentation. Therefore, Uzbekistan, as a developing nation, must race against
time and urgently implement educational reforms to join the ranks of more
developed countries in social development.
In general, all countries worldwide strive for development. Is there a
measure of comparison between developed and underdeveloped nations? For
some countries, development means the accumulation of wealth, while for
others, it involves ensuring the well-being of people, creating conditions for
freedom and social security within society, and providing favorable working
conditions.
Modern researchers in the world have also proposed several theories about
the factors that contribute to social development. For instance, Nobel laureate
Amartya Sen, in his work
Development as Freedom
, argues that social
development should not be viewed solely as an increase in material or economic
well-being, but as a process of expanding human capital opportunities. Sen links
the process of social development with increasing human freedom, emphasizing
that creating broad choices for individuals is a crucial social demand.
At the current stage of societal development, the number of countries that
have achieved social progress is quite substantial, and this indicator continues to
rise year by year. According to statistics, in 1960, 36% of the world’s population
lacked even basic education. However, by the early third millennium, despite a
twofold increase in the global population, the percentage of people with basic
education had decreased by 25%.
In the 1970s, half of the adult population worldwide was illiterate. Today,
the number of illiterate individuals has almost halved, indicating that education
is now considered a priority.
In reality, quality education determines the development of a country, and
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in a dialectical relationship, the country's educational quality also improves,
with each one enhancing the other. Therefore, developing countries must pay
special attention to education. “While economically developed countries lead in
education level indices, African countries lag behind in this regard. In
industrialized countries, only 1-2% of the population is illiterate. In these
countries, an average of 32% of the working-age population (25-65 years) holds
higher education degrees. In Canada, 43% of people hold higher education
degrees, while in the U.S., it is 38%, and in Japan, it is 36%.”
In the current context of Uzbekistan's modernization, the development of
education is a crucial task that requires immediate attention and reform. For
example, the involvement of the private sector in the preschool education
system has increased, with the number of preschool institutions rising, and the
coverage of children in kindergarten reaching 60%. By 2023, this is expected to
increase to 75%. Additionally, in the past four years, the enrollment rate of
graduates in higher education has sharply increased from 9% to 25%, and this
figure is expected to grow annually.
Thus, “acquiring modern knowledge, becoming a true intellectual, and
possessing high culture should become a lifelong necessity for all of us. In order
to achieve progress, we must master digital knowledge and modern information
technologies, which will provide us with the shortest path to advancement.
Indeed, information technologies are deeply integrated into all fields today.”
Therefore, understanding that development is based on true intellectual growth
has always been a fundamental pillar of social progress in any society.
The global community has highlighted one of the unresolved issues in the
world’s education sector: “...100 million school-age children are not attending
school, and two-thirds of them are girls.” It has been emphasized that in
countries with rapid development, strong social management and quality
education lie at the core, and large investments are being made in education and
science. We can learn from the experience of countries such as Japan, European
nations, the United States, Singapore, Taiwan (China), and others, where
scientific discoveries have had a significant impact on their prosperity and
development.
In the 19th century, the industrial revolution initiated massive reforms in
the education system, but only three countries were able to implement these
reforms successfully and developed rapidly. In contrast, many African countries,
as well as the early medieval history of Europe and the later medieval periods of
South and Central Asia, witnessed stagnation in their educational systems for
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various reasons. During these periods, socio-economic development slowed,
many values lost their significance, and the low living standards of certain
segments of the population became evident. Therefore, it can be understood that
throughout historical development, societies that prioritized education as the
foundation for economic growth are those that advanced.
We recognize that the rapidly changing new models and paradigms in
education modernization pose new and challenging questions that we must be
prepared to address wisely. By doing so, it becomes possible to build a strong
civil society and establish democratic governance. For this, education must be
conducted in harmony with upbringing. “Today, in countries that have achieved
high economic development, the fact that the prosperity of the people living
there does not necessarily reflect true development is confirmed by the ongoing
processes of moral impoverishment. These countries face threats due to various
factors, one of which is the disconnection between education and upbringing, a
concern acknowledged by many scholars, specialists, and even politicians in
these countries. While focusing on specific areas of education has positively
impacted their development, the disconnect between education and upbringing
has led to moral impoverishment. These nations are now spending their
economic achievements on fighting moral, social, and ethical degradation.”
Conclusion:
In Uzbekistan, there is a strong emphasis on integrating
education and upbringing in the process of building a new society. Undoubtedly,
in a country where education is separated from upbringing, social problems will
continue to multiply. Therefore, finding rational ways to incorporate educational
principles of upbringing remains a critical task. The scholar Y. Qoriyeva, in her
analysis of the modernization of education in our republic, emphasized that the
improvement of educational levels in the development of individuals is the
cornerstone of social progress. We support the author’s ideas, particularly
concerning the correlation between graduates’ employability and the quality of
education. This is because employers typically identify a good specialist before
hiring, and recruitment is their right. We believe that it is time to develop new
methodologies for social partnerships regarding the quality and effectiveness of
education. Quality education is a driving force for societal development, and
through enhancing education, we can contribute to the progress of our society
by improving social perspectives, ways of thinking, and increasing social
activism.
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