A case study: insights from the public education system of uzbekistan

Academic Research in Educational Sciences 
Volume 3 | Issue 8 | 2022 
ISSN: 2181-1385 
Cite-Factor: 0,89 | SIS: 1,12 | SJIF: 5,7 | UIF: 6,1 
 
 
 
 
 
135
 
August, 2022 
https://t.me/ares_uz Multidisciplinary Scientific Journal 
Corp (USA), ACCELS (USA), British Council, Merci Project (Great Britain), Goethe 
Institute (Germany), NAFE (USA), and Save the Children Fund (Great Britain) 
participate in the educational efforts undertaken by Uzbekistan. For example, the 
Ministry of Education of Turkey assisted in forming 22 
Lycra 
for over 4.8 thousand 
students. Another example is the American Council on Cooperation in Education 
(ANNALS) which within 4 years helped over 222 Uzbekistan students get an 
education in the United States. Finally, within only 2 years, 25 Uzbekistan schools 
got the certificates of UNESCO Associated Schools Project (ASP) (Ministry of 
Public Education, 2017). 
 
CONCLUSION
Education has and will continue to play a significant role in development. First, it 
increases an individual's internal potential, self-respect, and self-esteem. Second, it 
makes an individual a better prospect for employment. Third and most importantly, 
an educated individual gives more back to society. Unfortunately, the results of 
education and training are less directly connected to revenue for immediate business 
growth, which is why the government tends to cut educational budgets. By the end of 
primary school, students in Uzbekistan were able to identify or recall simple and 
more obvious information and complete set-out uncomplicated tasks. However, 
students struggled to identify, interpret and evaluate more complicated information, 
solve complex mathematical problems and respond to questions that required 
reasoning and application. Girls performed better than boys in reading 
comprehension but similarly in mathematics and science. Children in urban areas 
performed better than those in rural areas in mathematics and science but not in 
reading comprehension. Better test scores were achieved by those students whose 
families had provided them with early learning and literacy experiences, for example, 
by reading books, telling stories, and singing lullabies to them. Children who felt 
supported by their families, and who were either rewarded or reprimanded for their 
school performance, also achieved higher scores. Children who had attended a 
preschool before starting primary school performed better than those who had not. 
Furthermore, those children who were educated in the same language as spoken at 
home performed much better than children whose school and home languages 
differed. In tests of reading comprehension, students in Uzbek-speaking schools 
(where 68 percent of students spoke Uzbek at home) did much better than those in 
Russian-speaking schools (where only 42 percent of students 
spoke Russian at home).