Trends in the Development of Primary Education in Uzbekistan during
the Years of Independence
Yusupova Xabiba Iriskulovna,
Doctor of Pedagogical Sciences (PhD) Methodology
of Preschool Education at Tashkent University of Applied Sciences.
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
K
hasanova Marguba Safar Kizi
Senior teacher of the Department of "Methodology
of Preschool Education at Tashkent University of Applied Sciences.
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10467023
Abstract:
This thesis paper explores the trends in the development of primary education in Uzbekistan during the years of
independence. It examines significant advancements in infrastructure, curriculum, teaching methodologies, and student
outcomes. The analysis highlights the positive impacts of these developments on the overall educational system and the prospects
for a more inclusive and globally competitive primary education sector in Uzbekistan. Despite the achievements, challenges such
as regional disparities and quality teacher training persist. Addressing these challenges will be crucial for further progress.
Keywords
: primary education, development trends, independence, Uzbekistan, infrastructure, curriculum, teaching
methodologies, student outcomes, inclusive education, global competitiveness
Introduction
:
Education plays a central role in the socio-economic
development of any country. Since gaining independence in
1991, Uzbekistan has placed substantial emphasis on the
modernization and advancement of its educational system.
This article aims to examine the trends in the development
of primary education in Uzbekistan during the years of
independence. By exploring key aspects such as
infrastructure, curriculum, teaching methodologies, and
student outcomes, this study sheds light on the achievements,
challenges, and future prospects of primary education in
Uzbekistan.
Infrastructure Development:
One significant area of improvement in Uzbekistan's
primary education system is the development of modern
infrastructure. According to Azizov (2019), the government
has invested heavily in constructing new school buildings
and renovating existing ones to provide a conducive learning
environment. This has positively impacted student retention
rates and increased access to education, particularly in rural
areas.
Curriculum Enhancement:
Another vital aspect of development in primary education is
the enhancement of the curriculum. The Uzbekistan National
Curriculum Framework introduced in 2012 brought about
comprehensive changes, ensuring a more standardized and
modern curriculum (Yusupova et al., 2018). The revised
curriculum focuses on promoting critical thinking, creativity,
and problem-solving skills among students, aligning it with
global standards and demands.
Teaching Methodologies
:
The adoption of innovative teaching methodologies has been
a significant trend in primary education in Uzbekistan.
Baydekova (2018) noted that, there has been a shift from a
traditional teacher-centered approach to a more student-
centered approach, focusing on active learning and student
engagement. Incorporating interactive teaching methods,
such as group work, discussions, and problem-based
learning, has resulted in improved student participation and
outcomes.
Technology Integration:
The integration of technology in primary education has
gained momentum in Uzbekistan. Researchers note that the
government has actively promoted the use of information
and communication technologies (ICTs) to supplement
teaching and learning processes (Makhkamova et al., 2019).
IKT-based educational resources and platforms have been
developed to enhance access to quality education,
particularly in remote areas.
Student Outcomes:
Lastly, the development of primary education in Uzbekistan
is reflected in the improved student outcomes. Studies reveal
an increase in academic achievement and overall student
performance (Jabborov et al., 2020). The successful
implementation of reforms, student-centered pedagogies,
and equitable resource distribution has positively impacted
learning outcomes and instilled a sense of pride and
motivation among students.
Conclusion
:
The trends analyzed in this article demonstrate the
significant advancements made in the development of
primary education in Uzbekistan during the years of
independence. Infrastructure development, curriculum
enhancement, adoption of student-centered teaching
methodologies, technology integration, and improved
student outcomes reflect the country's commitment to
providing quality education to its citizens. However, despite
these achievements, challenges such as addressing regional
disparities, ensuring quality teacher training, and integrating
21st-century skills into the curriculum persist. By addressing
these challenges, Uzbekistan can continue its progress
towards building a robust and inclusive primary education
system aligned with global standards.
References
:
1. Azizov, S. (2019). Analysis of efficiency and quality of
education in Uzbekistan. Proceedings of the Latvian
Academy of Sciences. Section B. Natural, Exact, and
Applied Sciences, 73(1), 43-50.
2. Baydekova, G. (2018). Transformation of education
processes and the creation of a modern education system in
Uzbekistan. Journal of Entrepreneurship, Business and
Economics, 6(2), 139-160.
3. Jabborov, O., Rakhimzhanov, R., Ilyas, M., & Nizomova,
M. (2020). Education reforms in Uzbekistan: Outcomes of
continuous
comprehensive
monitoring.
Educational
Assessment, Evaluation and Accountability, 32(2), 233-247.
4. Makhkamova, G., Chenar, V., & Usmanjanova, G. (2019).
School reforms in Uzbekistan: Perspectives and challenges.
Russian Education & Society, 61(3), 250-265.
5. Yusupova, S., Fedorov, A., Ganiev, I., Odilova, D.,
Ilkhomov, A., & Rakhimova, Z. (2018). Actual problems of
improving the education system in Uzbekistan. Journal of
Physics: Conference Series, 1017(5), 052046.
