INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 163
PRINCIPLES OF TARGETED FINANCING OF EDUCATION IN IMPROVING THE
COMPETENCE OF HUMAN CAPITAL IN UZBEKISTAN
Karimov Farkhod Erkinovich,
International Islamic Academy of Uzbekistan,
ORCID: 0000-0002-7995-7678
email:
uz
phone: +99890 975 19 19
Annotation:
This article examines the concepts, types and importance of targeted funding in
improving the quality of education. Foreign experience and national practice are described. It is
shown that targeted funding of education has a positive effect on the quality of education, and
suggestions and conclusions are given for improving work in this direction.
Key words:
quality of education, targeted funding, additional education programs.
What is earmarked funding in education? In general, education around the world is
mainly financed from the state budget. Funding is allocated depending on the number of
students, the number of classes and the salary and seniority of teachers. The most common
method around the world is per-pupil funding. However, earmarked funding is a little different,
it is a type of additional funding to achieve a specific goal in education.
Many students have special education needs that provide targeted individualized support.
By funding this support, it enables schools to respond to the additional learning needs of
students. For example, in Australia, a model of additional funding for education has been
developed, which is called The Resource Allocation Model (RAM for short). RAM provides
earmarked funds to provide support to students who need individual support.
RAM targets the following components, including:
Children from refugee (status) families who have been attending Australian schools for
less than three years;
English as an Additional Language or Dialect (EAL/D) learners in the early and
advanced stages of English Language Proficiency;
Students with verified disabilities in regular classrooms who require moderate or high
levels of adaptation and integration.
For example, the following educational programs are in place to ensure that refugee
children are not falling behind in academic performance and that they can quickly adapt and
integrate into school and community life:
- support for bilingual learning;
- counselor (psychologist) help;
- additional English language learning and literacy support;
- helping refugee students to actively participate in the school community;
1
Targeted
funding
,
https://education.nsw.gov.au/public-schools/schools-funding/resource-
allocation-model/targeted-funding
. Last updated: 21-Apr-2022.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
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page 164
- mentoring to support refugee students in their transition to work or further education.
At this point, the question arises as to how and from where the schools get the funding to
organize these educational programs. Schools will be required to include the funding in their
annual strategic improvement plan and publicly request funding from the school fund. If there
are not enough funds in the school fund, they should contact the educational inspectorate
(district/city education department). Funding is provided as a monthly salary to teachers and
specialist staff, and the teacher's additional teaching hours may not exceed two hours. The Head
of School is responsible for implementing the most appropriate form of supplementary funding
and the school reports annually on the progress and outcomes of supplementary education
programmes, as well as the impact of supplementary funding. It will be necessary to state the
opinions and results.
What is the purpose of this add-on? The first is to ensure equity in education by
preventing the children of refugee families from falling behind in education. In addition, it is to
facilitate and speed up their adaptation to society and to help them become the owner of a
profession through professional knowledge. To do this, there will be mentoring, tutoring, peer
support, bilingual support, vocational training, and the provision of equipment to encourage
active participation in school and community life.
In the United States of America, we can see a lot of research and practical work on
additional funding for education. In particular, researchers Henry, Fortner, and Thompson study
the impact of additional funding on student achievement in the case of schools in North
Carolina, USA. Researchers select the most underperforming schools in the state and receive
additional funding of $250 per student and $840 per academically disadvantaged student over 2
years as part of the supplemental funding program. Using a continuous regression design and
multilevel models with extensive controls, the authors found an average positive effect of
additional funding of 0.133 standard deviation units on education for low-performing students.
siri is estimated to be 0.098 standard deviation units. It reports that the positivity effect accounts
for about one-third of the difference between mean scores in high-performing and low-
performing schools.
Another example is the mechanism established in the US state of California, which shows
the importance of additional funding to prevent educational inequality in rich and poor areas. In
the state of California, a new mechanism for financing education was developed and put into
practice. Called The Local Control Funding Formula (LCFF), it will fundamentally change how
all local educational organizations (schools) in the state are funded, how outcomes are
measured, and the services and supports they receive to help all students succeed. is specific
legislation. According to it, schools receive a basic grant (amount) from the state per unit of
average daily attendance, which varies slightly depending on the grade level. At the same time,
schools serving "high-needs" (poor, disabled, etc.) students receive additional funding on top of
the basic grant. Schools that do not have such "needy" students do not receive additional
2
Refugee student support, https://education.nsw.gov.au/public-schools/schools-funding/resource-allocation-
model/targeted-funding/refugee-students. Last updated: 21-Apr-2022.
3
Integration funding support, https://education.nsw.gov.au/public-schools/schools-funding/resource-allocation-
model/targeted-funding/integration-funding-support . Last updated: 21-Apr-2022.
4
Refugee student support, same source.
5
Henry Gary T., Fortner C. Kevin, Thompson Charles L. Targeted Funding for Educationally Disadvantaged
Students: A Regression Discontinuity Estimate of the Impact on High School Student Achievement. Educational
Evaluation and Policy Analysis, vol. 32 No. 2. 2010, pp. 183-204.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 165
funding at the district level. This will have a major impact on reducing educational inequality
between poorer counties and richer counties. Prior to the introduction of the LCFF system, there
was a large disparity in funding between counties, but it was found to have narrowed
significantly after the LCFF system was introduced.
It should be noted that important practical work on additional financing of education has
been started in Uzbekistan. In this regard, it is worth noting that the mechanism of attracting
qualified teachers to work in poorer or remote areas is worthy of attention. In order to ensure
the implementation of the decision of the President of the Republic of Uzbekistan, signed on
January 11, 2021, No. Regulation No. 646 on the procedure for attracting teachers-pedagogues
from other regions to teach in schools with a low level of education is adopted.
According to
Cabinet of Ministers Resolution No. 646, from March 1, 2021, special increases were
introduced to the basic tariff rates of teachers-pedagogues with higher and first category
recruited from other regions to teach in schools with a low level of education, in which:
50 percent to the basic tariff rates of teachers-pedagogues working within the same
administrative-territorial units from other districts and cities;
100 percent special allowances to the basic tariff rates of teachers-pedagogues operating
from other administrative-territorial units are determined.
Acceptance of applications for work in remote schools with poor quality of education
through the ustozfondi.uz electronic platform, one-time transfer of teachers selected after oral
and written exams to remote areas in addition to the above-mentioned bonuses It is reported
that the initial 12 million 250 thousand soums, 490 thousand soums will be allocated for
monthly rent, and the project will continue for a long time.
This mechanism can be effective. Because, as a rule, qualified teachers-pedagogues rarely
go to work in remote areas. From the point of view of socio-economic status of the region,
work activity and impact on labor, remote areas or poorer areas cannot attract and train
qualified specialists on their own. Therefore, the government should pay attention to this
situation, ensure equality in education, improve educational standards in all regions and
improve the quality of education.
Special funding is used to improve the quality of education in poor areas or in
educationally backward (unsatisfactory) schools, to involve children with disabilities in the
educational process and to ensure that they have access to educational opportunities that are not
inferior to their peers, their intellectual and It may take the form of financing additional tutoring
(remedial) educational programs to improve physical fitness, mastery of a particular subject (for
example, mathematics or language), and so on. It is necessary to set up mechanisms for
applying (online if possible) for additional funding for a targeted educational program, taking
into account the situation of each school and including it in the annual plan of the schools.
Funds should be attracted in the form of extra-budgetary funds, sponsorship, entrepreneurship
based on the schools' own capabilities, and if insufficient funds are found, they should be
reimbursed from the state budget.
6
Lafortune J. Targeted K–12 Funding and Student Outcomes: Evaluating the Local Control Funding Formula.
Public Policy Institute of California. Report, October 2021.
7
Resolution of the Cabinet of Ministers of the Republic of Uzbekistan "On measures to attract qualified teachers-
pedagogues to schools with a low level of education". Tashkent city, October 15, 2021, No. 646.
8
Decision No. 646 of the Cabinet of Ministers of the Republic of Uzbekistan.
9
Ministry of Public education announced a new project to attract qualified teachers to "red schools", 04/09/2021.
https://kun.uz/32954899
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 166
In addition, school principals should consult with staff, parents and guardians and develop
an annual plan to determine the best way to support the learning needs of students in their
school. Accountability for effective use of additional funding to improve student learning
should be provided through annual reporting. It will be necessary to monitor the results of
additional funding, to study the impact on the quality of education, to develop performance
measurement units.
In conclusion, targeted funding for education is aimed at improving the quality and
efficiency of education in schools with unsatisfactory performance in educational outcomes.
This is the most important and convenient method to eliminate various negative factors
affecting the results and quality of education. Because in many cases there may be local and
specific problems affecting the results and quality of education, it is more effective and
economical to solve these problems with specific approaches rather than with a general
approach. Funds for the implementation of this activity are implemented in the form of targeted
financing of education. However, taking into account the long-term nature of this activity, it is
necessary to develop a systematic mechanism. For this purpose, it is possible to develop
measurement units that determine and show the results of additional funding (for example,
student achievement scores, final exam results, national or international test results, access to
higher education, etc.). output and evaluation are important.
References :
1. Henry Gary T., Fortner C. Kevin, Thompson Charles L. Targeted Funding for
Educationally Disadvantaged Students: A Regression Discontinuity Estimate of the Impact
on High School Student Achievement. Educational Evaluation and Policy Analysis, vol. 32
No. 2. 2010, pp. 183-204.
2. Lafortune J. Targeted K–12 Funding and Student Outcomes: Evaluating the Local Control
Funding Formula. Public Policy Institute of California. Report, October 2021.
3. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan "On measures to
attract qualified teachers-pedagogues to schools with a low level of education". - Tashkent
city, October 15, 2021, No. 646.
4. Ministry of Public education announced a new project to attract qualified teachers to "red
schools", 04/09/2021.
5. Opportunities to Improve the Quality of Education in Uzbekistan: Evidence Shows
Opportunities to Improve the Quality of Education in the Country, 26 June 2019.
https://www.unicef.org/uzbekistan/uz/press-releases/ozbekistondagi-talim-sifatini
