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 
 
 
 
 
 
128
 
August, 2022 
https://t.me/ares_uz Multidisciplinary Scientific Journal 
primary education, core reasons for those issues, and exact solutions for those 
problems. As the Covid-19 pandemic is still challenging face-to-face communication, 
the author tried to watch out for it with naked eyes, hence, visiting possible schools in 
the capital of Uzbekistan, Tashkent city. Administrators from each participating 
school informed teachers, students, and parents about the study, including the 
benefits and potential risks to the children. All participants were informed of their 
right to leave the study at any time. Data were securely stored and maintained to 
protect children’s anonymity. The four key aims of the research were to: 

assess learning levels (both in terms of content knowledge and performance 
by cognitive domain) among children at the end of primary school 

understand background factors that may influence learning levels 

provide a starting point to demonstrate the use of national assessments (and 
their analysis) to systematically track effective learning and quality improvement 

provide recommendations for policymaking to improve the quality of 
education.
RESULTS AND DISCUSSION
Uzbekistan’s new government has prompted broad political reforms with the 
introduction of its Development Strategy 2017–2021 (Hakimov et al., 2020). These 
changes aim to expand economic growth, increase employment, encourage 
innovation, and improve skills and experience. A key focus is to improve the quality 
of education and learning among children and youth. This long-term economic 
investment will ultimately support the introduction of a more skilled and competent 
workforce. While Uzbekistan has made remarkable progress in improving access to 
general secondary education and achieving gender parity in school enrolment, the 
quality of education is not well understood. To address this knowledge gap, a national 
learning achievement survey was conducted by UNICEF Uzbekistan in 2018 
(Izvorski et al., 2019). This comprehensive study provides the first insights into 
children’s school performance at the primary level and the causes and correlations 
between learning and education quality in Uzbekistan (ADB, 2010). It also offers a 
crucial benchmark, enabling comparisons of educational performance within and 
beyond Uzbekistan, and lays the groundwork for optimizing children’s learning 
outcomes. In 2010, UNICEF reported that although school enrolment rates were high 
in Uzbekistan, sparse data were available on the quality of education and learning 
outcomes (ADB, 2012). This situation has not changed over the 
last decade, even though education remains a priority of 
government social policy. Within the context of the country’s 

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