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 
 
 
 
 
 
129
 
August, 2022 
https://t.me/ares_uz Multidisciplinary Scientific Journal 
ongoing education sector reforms, there is a recognized need for evidence on 
children’s learning to inform and support further progress. Besides, as a signatory to 
the United Nations Sustainable Development Goals, Uzbekistan is responsible for 
achieving some educational targets. These include Target 4.1: “By 2030, ensure that 
all girls and boys complete free, equitable and quality primary and secondary 
education leading to relevant and Goal-4 effective learning outcomes” (Statistical 
Committee of the Republic of Uzbekistan, 2019). To progress toward the 
achievement of quality education for all children, UNICEF Uzbekistan, the Ministry 
of Public Education, and the wider Government of Uzbekistan worked together to 
conduct the most comprehensive assessment of primary school student learning to 
date (World Education Forum, 2015).
 
PRIMARY EDUCATION SYSTEM 
General (basic) education is provided in several types of basic education 
schools: schools with only primary education (Grades I-IV); schools that offer partial 
(Grades I-IX) and complete (Grades I-XI) secondary education; adult education 
centers, and specialized schools and boarding schools for students with disabilities 
(World Bank Group, 2018). General education is also available in new types of 
institutions (gymnasia and lyceums), some of them attached to higher education 
institutions. General basic education is followed by two or three years of upper 
secondary education (leading to the Certificate of Completed Secondary Education) 
or vocational and technical (VTE) education (Shaturaev, 2021d). This is provided at 
two levels: the first level offers six months to three years of basic vocational training 
after grade 9; the second level generally offers at least two years of training (post-
secondary) in over 300 specializations leading to the Diploma of Specialized 
secondary education. A network of specialized secondary vocational institutions was 
formed in 1997/98 (Shaturaev, 2021a). Literacy is practically universal for both men 
and women (99%) (Shaturaev, 2014). However, considering that the government is 
implementing a long-term program of transition from Cyrillic to Latin script, in the 
short term there could be some changes in the literacy rate (Shaturaev, 2021b). At the 
basic education level, 73% of the teachers have higher education while 22% have 
only secondary/vocational education (Shaturaev, 2014). The retraining of teachers is 
a priority that needs taking into account the fundamental changes in the philosophy, 
content, and methods of education. 

---