Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Analysis of issues of development of worldview of high
school students
Olimjon ISOKOV
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received March 2024
Received in revised form
10 April 2024
Accepted 25 April 2024
Available online
25 July 2024
This article explores the dimensions of understanding the
outlook, perspectives, aspirations, and challenges of secondary
school learners, drawing insights from academic research and
reputable sources. It discusses initiatives and organizations
addressing these challenges, such as CAMFED, BRAC, Girl Child
Network, Rwanda Education Board, Room to Read, and various
initiatives in Uzbekistan focusing on strategies for developing
learners’ worldviews. The article concludes by emphasizing the
importance of equitable and inclusive education in driving
sustainable development and empowering future generations.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3-pp56-60
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
secondary school learners,
developing worldview,
educational access,
socio-economic influences,
cultural influences,
technology,
challenges,
resilience,
initiatives,
organizations,
equitable education,
sustainable development.
O‘rta
maktab
o‘quvchilarining
dunyoqarashining
rivojlanish masalalarining tahlili
ANNOTATSIYA
Kalit so‘zlar
:
o‘rta maktab o‘quvchilari,
dunyoqarashni
rivojlantirish,
ta’lim olish imkoniyati,
ijtimoiy-
iqtisodiy ta’sirlar,
madaniy ta’sirlar,
texnologiya,
muammolar,
chidamlilik,
tashabbuslar,
tashkilotlar,
Ushbu maqola o‘rta maktab o‘quvchilarining dunyoqarashi,
istiqbollari, intilishlari va muammolarini tushunish o‘lchovlari
tahlil qilinadi, akademik tadqiqotlar va nufuzli manbalardan
tushunchalar tahlili keltirilgan. Unda CAMFED, BRAC, Ruanda
ta’lim kengashi, “O‘qish xonasi” kabi ushbu muammolarni hal
qilish bo‘yicha tashabbus va tashkilotlar hamda O‘zbekistonda
o‘quvchilarning dunyoqarashini rivojlantirish strategiyalariga
qaratilgan turli tashabbuslar muhokama qilinadi. Maqolaning
yakunida barqaror rivojlanish va kelajak avlodlarning
imkoniyatlarini kengaytirishda adolatli va inklyuziv ta’lim
1
Independent Researcher, Namangan State University. E-mail: isaqovolimjon@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
57
adolatli ta’lim,
barqaror rivojlanish.
muhimligi ta’kidlangan.
Анализ
вопросов
развития
мировоззрения
старшеклассников
АННОТАЦИЯ
Ключевые слова:
учащиеся средних школ,
развивающееся
мировоззрение,
доступ к образованию,
социально
-
экономические
влияния,
культурные влияния,
технологии,
проблемы, устойчивость,
инициативы,
организации,
справедливое
образование,
устойчивое развитие.
В этой статье исследуются аспекты понимания
мировоззрения, перспектив, стремлений и проблем
учащихся средней школы, опираясь на выводы научных
исследований и авторитетных источников. В нем
обсуждаются инициативы и организации, решающие эти
проблемы, такие как CAMFED, BRAC, Сеть девочек, Совет по
образованию Руанды, Комната для чтения, а также
различные инициативы в Узбекистане, ориентированные
на
стратегии
развития
мировоззрения
учащихся.
В
заключение
статьи
подчеркивается
важность
справедливого
и
инклюзивного
образования
для
обеспечения устойчивого
развития и расширения прав и
возможностей будущих поколений.
INTRODUCTION
Understanding the outlook, perspectives, aspirations, and challenges of secondary
school learners in the developing world involves a multifaceted analysis of factors such
as educational access, socio-economic status, cultural influences, and the role of
technology. Here, we'll delve into various dimensions including educational access, socio-
economic status, cultural influences, and the role of technology, drawing insights from
academic research and reputable sources.
EDUCATIONAL ACCESS AND QUALITY
In many developing countries, access to quality secondary education remains a
challenge. Limited infrastructure, teacher shortages, and inadequate resources hinder the
educational experience of learners. According to UNESCO, approximately 258 million
children and youth globally were out of school, with the majority residing in low-income
countries. (UNESCO Global Education Monitoring Report, 2020). In countries like Malawi,
organizations such as CAMFED (Campaign for Female Education) have implemented
programs aimed at increasing access to quality secondary education. CAMFED provides
scholarships, mentorship, and community support to girls from marginalized
backgrounds, enabling them to stay in school and complete their education. (CAMFED)
SOCIO-ECONOMIC INFLUENCES
Socio-economic factors significantly shape the outlook of secondary school
learners in the developing world. Poverty often restricts access to education and
contributes to high dropout rates. According to a report by the World Bank, children from
the poorest households are four times more likely to be out of school than those from the
wealthiest households. (World Bank, 2018). Initiatives like BRAC's Education Program in
Bangladesh address socio-economic barriers by providing education to children from
impoverished families. BRAC offers flexible learning options, including non-formal
schools and accelerated learning programs, to reach children who may otherwise be
excluded from the formal education system. (BRAC)
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
58
CULTURAL INFLUENCES
Cultural norms and traditions play a vital role in shaping the aspirations and
perspectives of learners. Gender disparities persist in many societies, with girls often
facing greater barriers to education than boys due to cultural biases. A study conducted
by the United Nations Girls' Education Initiative (UNGEI) highlighted the importance of
addressing cultural barriers to enhance educational opportunities for girls. UNGEI,
2016.The Girl Child Network (GCN) in Kenya challenges cultural norms and empowers
girls through education and advocacy. GCN establishes safe spaces in schools where girls
can discuss issues related to gender equality, reproductive health, and education,
fostering a supportive environment for their academic and personal development. (Girl
ROLE OF TECHNOLOGY
Technology has the potential to bridge educational gaps and empower learners in
the developing world. The proliferation of low-cost devices and digital learning platforms
offers new opportunities for accessing educational resources. Initiatives such as the One
Laptop Per Child (OLPC) program have demonstrated the transformative impact of
technology on learning outcomes in resource-constrained settings. One Laptop Per Child
In Rwanda, the "Connected Classrooms" initiative by the Ministry of Education
aims to enhance learning outcomes through technology-enabled education. The program
provides schools with tablets loaded with educational content and promotes interactive
teaching methods, transforming traditional classrooms into dynamic learning
environments. (Rwanda Education Board)
CHALLENGES AND RESILIENCE
Despite numerous challenges, secondary school learners in the developing world
demonstrate remarkable resilience and determination to pursue education. Grassroots
initiatives and community-based organizations play a crucial role in supporting these
learners and providing them with the necessary resources and opportunities. (United
Nations Sustainable Development Goals)
CHALLENGES AND RESILIENCE
The "Schools for Sustainability" project in Nepal, implemented by the non-profit
organization Room to Read, empowers communities to improve educational access and
quality. Through this initiative, communities work together to build and maintain
schools, train teachers, and provide scholarships to students, fostering resilience and
self-reliance in the face of educational challenges. (Room to Read)
EXAMPLES IN THE EDUCATIONAL CONTEXT OF UZBEKISTAN
Educational Access and Quality.
In Uzbekistan, initiatives like the "Schools of
Tomorrow" project, supported by organizations such as the World Bank, aim to improve
access to quality education in rural areas. By renovating school infrastructure, providing
teacher training, and implementing modern teaching methods, the project enhances the
learning environment for secondary school students, particularly those in underserved
communities. (World Bank)
SOCIO-ECONOMIC INFLUENCES.
The "Oila" (Family) Public Foundation in Uzbekistan works to address socio-
economic barriers to education by providing financial assistance to families in need.
Through scholarships and stipends, the foundation enables economically disadvantaged
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
59
students to continue their secondary education, reducing dropout rates and promoting
social mobility. (Oila Public Foundation)
CULTURAL INFLUENCES
Ministry of Public Education of Uzbekistan has implemented initiatives to promote
cultural inclusivity and diversity in schools. For example, the "Ethno-Cultural Education"
program incorporates traditional Uzbek cultural elements into the curriculum, fostering
pride in cultural heritage and promoting understanding and tolerance among secondary
school learners from different ethnic backgrounds. (Ministry of Public Education of
Uzbekistan)
ROLE OF TECHNOLOGY
The "Smart School" initiative, launched by the government of Uzbekistan,
introduces technology-enhanced learning in secondary schools across the country.
By equipping classrooms with computers, interactive whiteboards, and educational
software, the initiative aims to modernize teaching practices and enhance digital literacy
skills among students, preparing them for the challenges of the 21st-century workforce.
(Ministry of Public Education of Uzbekistan)
CHALLENGES AND RESILIENCE
Non-governmental organizations like the "Youth Union of Uzbekistan" play a
crucial role in supporting secondary school students, particularly those from vulnerable
backgrounds. Through mentorship programs, extracurricular activities, and skills
development workshops, the organization empowers young people to overcome
educational challenges and become active contributors to society, promoting resilience
and self-confidence. (Youth Union of Uzbekistan)
These examples illustrate how various organizations and initiatives are addressing
the outlook of secondary school learners in the developing world by tackling barriers to
education and promoting inclusive and quality learning environments. By leveraging
innovative approaches and community-driven solutions, these efforts contribute to
broader goals of sustainable development and equitable education for all.
CONCLUSION
In conclusion, the outlook of secondary school learners in the developing world is
shaped by a complex interplay of factors including educational access, socio-economic
status, cultural influences, and technological advancements. While significant challenges
persist, there is a growing recognition of the importance of equitable and inclusive
education in driving sustainable development and empowering future generations.
Efforts to address these challenges must be holistic, involving multi-stakeholder
partnerships and targeted interventions to ensure that all learners have the opportunity
to fulfill their potential.
REFERENCES:
1.
UNESCO Global Education Monitoring Report. (2020). Retrieved from
https://en.unesco.org/gem-report/
2.
World Bank. (2018). Retrieved from https://www.worldbank.org/
3.
United Nations Girls' Education Initiative. (2016). Retrieved from
4.
Ministry of Public Education of Uzbekistan. (n.d.). Retrieved from
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
60
5.
Youth Union of Uzbekistan. (n.d.). Retrieved from https://youthunion.uz/
6.
CAMFED. (n.d.). Campaign for Female Education. Retrieved from
7.
BRAC. (n.d.). BRAC: Creating opportunities, changing lives. Retrieved from
8.
Girl Child Network. (n.d.). Empowering girls to become women of influence.
Retrieved from https://www.gcnkenya.org/
9.
Rwanda Education Board. (n.d.). Connected Classrooms. Retrieved from
10.
Room to Read. (n.d.). Room to Read: Education changes everything. Retrieved
