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The History of Education in Uzbekistan.
By the beginning of the eighteenth century on the territory of modern Uzbekistan there were three completely independent feudal khanates - Bukhara, Khiva, Kokand. The feudal fragmentation of the state, the ongoing internecine strife, rebellions, wars, upheavals hampered the development of the economy and culture. During this period, there was no time for education. It kind of faded into the background. But on the other hand, the position of religion is being strengthened even more. School work is completely concentrated in the hands of the clergy. Maktabs and madrasahs become a tool for propagating the ideas of patience, humility, fatalism, predetermined fate, slavish obedience to Allah and master. Children were taught in Arabic, taught the Koran and Sharia. Maktabs still remained relatively mass forms of the initial teaching of boys to read the Koran. Maktabs were also administered by the Muslim clergy. Therefore, with rare exceptions, they operated at mosques. Teaching children the basics of the Muslim religion was part of the duties of the imam and gave him additional income. Maktabs were maintained at the expense of funds collected from the parents of students. Despite the large number of maktabs, they did not contribute to the spread of literacy due to the extremely backward nature of education. The organization of education in maktabs has not changed much since the 13th century. The same can be said about the madrasah. Most of the students, after graduating from such educational institutions, were firmly convinced that the only source of knowledge was religious books, that only in them could one find answers to all questions of the human mind.

Maktab - as a mass school of primary education boys. Education in the madrasah
The number of maktabs roughly corresponded to the number of mosques in the city. In Bukhara in the 40s of the nineteenth century. there were 366 large and small educational religious institutions. There were up to 400 mosques in Kokand in 1813. The purpose of education was reduced only to the education of devout Muslims. The children who entered the maktab began their studies by memorizing surahs from the Koran in Arabic. After that, they studied the Arabic alphabet. Mastering the Arabic alphabet was very difficult. After mastering the initial reading skills, the students received the book "Haftiyak" (1/7 part of the Koran), according to which they studied for up to 2 years. Then they started reading Chor Kitab (Quadbook), written in the Persian-Tajik language.

Schools for literate women. Fergana teacher-poetess School of women-literates. Fergana teachers-poets
One of the interesting layers of the pedagogical thought of our region in the nineteenth century. is the work of poetess teachers Uvaisi, Dilshod, Samar-Ban. Little is known for certain about them and their pedagogical work. In contrast to the Muslim "universal education" for boys, very few girls went to school, while studying with literate women. The curriculum in the schools of female literates was basically the same as in maktabs, but there were less Arabic texts and more Tajik-Persian and Turkic-speaking poets. By agreement, older girls were trained in needlework by craftswomen. It is known that Uvaisi, Dilshod, Samar-Banu as teachers were sufficiently educated, passionate about their work and made a significant improvement in the learning process. The eldest of them, Uvaisi, is the author of numerous poems.

History reference.
The Turkestan ASSR included, in addition to the Khiva and Kokand khanates, the entire territory of Asia and part of Kazakhstan. In 1924, a resolution was adopted on the national-state delimitation in Central Asia, and the Central Asian republics were formed: Uzbek, Tajik Turkmen, Kyrgyz and Kazakh. In the center of public education of the Uzbek SSR from 1924 to 1928. was the question of developing a network of schools. In 1925, at the First All-Uzbek Congress of Soviets, a program for the development of schools in the republic was adopted, which was based on the creation of a unified labor school. The decisions of the congress proposed: to start preparing a plan for the introduction of universal primary education in the republic; prepare new textbooks, methodological guides for teachers; production of children's literature for schoolchildren in local languages.

During these years, there were still many religious schools. The formation of Soviet labor schools was accompanied by the gradual death of the old-method maktabs. 1928 The Council of People's Commissars of the Uzbek SSR closed the old-method waqf schools by a decree.

Three types of Schools
From 1922 to 1927 There were 3 types of schools in Uzbekistan: Soviet, vaqf and maktab madrasah. After the closure of these old-method schools in Uzbekistan, the principles of a unified labor school were implemented. There were major shortcomings in the organization of education in rural areas. Rural schools in those years provided for 3 years of education, but practically 2 years were carried out. This disrupted the continuity between primary and secondary education and hampered the development of second-level (incomplete secondary) schools in rural areas.

Since 1926, schools for dekhkan youth (SDY) began to open in the village. In these schools, along with general education subjects, various agricultural techniques were taught. Students, on the instructions of the school, performed certain types of agricultural work on the farm of their parents.

Women's education
A big shift in women's education was achieved in 1927, when the fight against the veil (khujum) began. In 1925, work was launched to eliminate illiteracy among women. Reservations for places for women have been established in all educational institutions. Preparatory classes for women were introduced at workers' faculties and vocational schools. In the network of vocational education, schools-workshops for women's crafts (weaving and silk-winding) were introduced. Many graduates of literacy schools enrolled in various general education courses, including teacher training. In 1925, 21 literacy schools were opened for women, where 1,200 Uzbek women studied.

Introduction of universal primary compulsory education.
The most important step in the development of primary education was the resolution of the Central Executive Committee and the Council of People's Commissars of the Uzbek SSR of September 15, 1930 "On the introduction of universal primary education for children and adolescents of the republic." It read: 1. Introduce from the beginning of the 1930/31 academic year universal compulsory primary education for children from the age of 8. 2. Establish compulsory school attendance for children aged 8-10. 3. Introduce compulsory education for illiterate teenagers from 11 to 15 years old in special one-, two- and three-year schools for teenagers.

Development of teacher education in Uzbekistan.
Enrollment in pedagogical universities has increased in 1933-1937 in the republic. There were already 26 pedagogical technical schools, 5 workers' faculties, and universities trained teachers: the Central Asian University, SamSU, Tashkent, Bukhara, Fergana and other pedagogical institutes.

It was a difficult period for the creative life of the republic. A class approach to the complex phenomena of spiritual life with a far-fetched opposition of proletarian culture to the entire spiritual wealth of the people, a nihilistic attitude towards cultural heritage. The past caused controversy in society. The transferring of writing into the Latin alphabet, and then into the Cyrillic alphabet, was hasty and caused tangible harm to the spiritual development of the peoples of Central Asia. The theory of the merging of nations, put forward in the 1930s, had a negative impact on the development of the spiritual sphere of peoples. In February 1938, a resolution was adopted on the compulsory study of the Russian language in the national republics. During this period, the question was raised about the unification of writing. In 1940 - the translation of writing into Cyrillic. Thus, twice (at the end of the 20s and at the end of the 30s) the entire indigenous population turned out to be illiterate for a while.

School and pedagogy during the war against fascism (1941-1945)
The attack of fascist Germany on June 22, 1941 on the USSR changed the peaceful life of the citizens of Uzbekistan. Many thousands of high school students, teachers and students went to the front. A large number of orphans were evacuated to Uzbekistan. “Humanism is an integral feature of the national spirit of the Uzbek people,” said the President of the Republic of Uzbekistan I.A. Karimov. Despite the difficult wartime conditions, the party and the government showed concern for public education. The network of schools continues to grow in Uzbekistan, 7-year and 10-year education is expanding. For those who at the beginning of the war went into production or agriculture in 1943, evening schools for working and rural youth (SHRM, SSM) were organized. In the schools of the republic, evacuated children and orphans were provided with clothing, food and housing. In some schools, daytime sanatoriums were organized, where elementary school students received 3 meals a day and, under the guidance of a teacher, did their homework. Many school buildings had to be given over to hospitals and other military purposes. This led to the need to switch to 3-shift work of schools. There was a lack of textbooks, teaching aids, fuel, etc.

Measures to improve the work of schools.
In 1944, a five-point numerical system of marks was introduced (instead of the grades "excellent", "good", "satisfactory"). This improved the quality assurance of students' knowledge. In June 1944, the government adopted a resolution “On Measures to Improve the Quality of Education in Schools,” which introduced: 1) compulsory passing of final exams by students graduating from elementary and seven-year schools, examinations for a matriculation certificate by graduating from high school; 2) awarding a gold and silver medal. From the 1944-45 academic year, the age of those entering the 1st grade in Uzbekistan was reduced from 8 years to 7 years. This event bridged the gap between kindergarten and school.

School and pedagogy after the war (1950-1960s)
After the war, the country began to restore the national economy. The number of seven-year schools in Uzbekistan is growing, work is underway to improve the content of the educational work of the general education school. The publication of educational, methodological and visual aids in the native language has increased, and children's translated and original literature in the Uzbek language appears.

In 1949, universal seven-year education was introduced in the republic. Schools for working and rural youth received further development in the postwar years.

In 1951-1955, polytechnic education in secondary schools began in the republic. And since the 1954/55 academic year, labor lessons in grades I-IV, practiced in mechanical engineering, electrical engineering and agriculture in grades VIII-X, were included in the curricula of schools in the republic.

In 1959, the Republic adopted the Law “On Strengthening the Connection of Schools with Life and on the Further Development of the System of Public Education in the UzSSR”, which established compulsory eight-year education in the republic. In accordance with the School Law, secondary education was divided into two stages. The first stage is an eight-year general education labor polytechnic school, created on the basis of an incomplete secondary school. The second stage is the organization of various types of secondary school with the introduction of an additional XI class, with industrial training, evening schools for working and rural youth, secondary specialized educational institutions. The law on the school put forward such a task - the training of teachers. As the number of young people who received secondary education increased, pedagogical schools began to be built on the basis of a secondary school and transferred to a two-year term of study. In connection with the increasing requirements for the scientific and special training of teachers, teacher's institutes, starting from 1952, were reorganized into pedagogical institutes. In the 1965/66 academic year, the total number of teachers reached 120,800, including 50,000 women.

School and Pedagogy in the 1970s and 1980s
In 1972, a resolution was adopted "On the completion of the transition to universal secondary education for young people and on the further development of a comprehensive school." The public education authorities were tasked with completing the transition to new curricula and programs by 1975. But this process dragged on until 1985-86. Among young people there have been trends of decreasing interest in knowledge. But the average "vseoobuch" obligated school principals to issue certificates of secondary education to everyone. Curricula and programs were overloaded, and this was noted by teachers, parents, and students. At the turn of the 1970s and 1980s, the situation in schools deteriorated, signs of crisis and stagnation began to appear. They were found in the decline of schoolchildren's interest in learning, in the decline of discipline and exactingness towards children, in the weakening of the educational responsibility of the family, in the separation of schoolchildren from work, in the formalism of educational work, in percentage mania, in the rigidity of the forms and methods of teaching, in the alienation between teachers and children. . The content of education was highly centralized, all curricula and programs were approved by the USSR Ministry of Education, and they had to be strictly implemented on the ground. The content of the training programs did not take into account the national characteristics of the Union republics. Modern life required timely civic maturation, computer literacy, readiness for complex professions. Meanwhile, the school remained on the conservative positions of "children's pedagogy", protecting, like a conscientious class lady, boys and girls from the "dangerous" influences of the bustling life and the "harmful" influences of the street.

The main mistake was that the school, focused on the model of education developed by the Communist Party, was squeezed into the framework of its plans and programs, which did not take into account the thinking, worldview, lifestyle, traditions of the peoples of different regions, but demanded uniformity in the upbringing and education of students. Thus, authoritarian pedagogy began to flourish, requiring only non-reasoning and obedience from students. School was separated from real life, students' knowledge did not correspond to the level of scientific and technological progress.

Education of the independent Republic of Uzbekistan.
After gaining independence, Uzbekistan chose its own path of development - the path of large-scale reforms aimed at building a democratic rule of law, a socially oriented market economy and a strong civil society. As the head of our state I. Karimov emphasized, the achievement of the noble goals facing the people of Uzbekistan, the future of the country, its prosperity and well-being, what place it will take in the world community in the 20th century - all this depends primarily on the new generation, on what our children will grow up to be.

The formed legislative base served as a solid foundation for the process of reforming education. The Constitution of the Republic of Uzbekistan stipulates that everyone has the right to education, while the state guarantees free general education. The beginning of a new stage of reforms in the field of education was the adoption on the initiative of President Islam Karimov on August 29, 1997 of the Law "On Education" and the National Program for Training Personnel, which has no analogues in its scope, complexity and goals. The uniqueness of the "Uzbek model" of personnel training is recognized by the entire world community. The main distinguishing feature of our National Program has become its integrity, a systematic approach, where the components of a single process are the individual, the state and society, lifelong education, science and production. Today, about 60% of state budget expenditures are directed to the social sphere, healthcare and education.

In the course of the implementation of the national model of education and upbringing of the harmoniously developed young generation of the country, fundamental changes have taken place not only in the form, but also in the very essence of education, which has become continuous. Educational institutions of a completely new type were created - vocational colleges and academic lyceums, where students enter after the end of the 9th grade.

Preschool Education.
Prior to the start of a new stage of reforms, preschool education in Uzbekistan was not given much attention. The situation changed in 2017 when the Ministry of Preschool Education (MPE) was created. If earlier the coverage of children with this form of education was only 27%, then by the end of 2019 it had already increased to 44.5%. During this period, the number of public preschool institutions (DOE) increased by 1.5 times (from 4940 to 7500), and private preschool institutions - by 3 times (from 269 to 783). If in 2017 51 thousand teachers worked in the system of preschool education, by the end of 2019 - more than 80 thousand. Much attention was paid to the training of personnel for preschool education. In order to improve the quality of training of specialists, 97 pedagogical colleges completely came under the jurisdiction of the MPE. Quotas for pre-school education were increased in all pedagogical universities. In 2019, the Faculty of Evening Education of the Tashkent State Pedagogical University was opened for the first time. Specialists in preschool education began to be trained at the faculty of preschool education at the branch of Bucheon University in Tashkent. The Institute for Retraining and Advanced Training of Heads and Specialists of Preschool Educational Institutions was opened at the MPE.

Specialization of school education
A developed school infrastructure has been created in Uzbekistan, which made it possible to fully cover children with universal primary and secondary education. The gross enrollment ratio for universal primary and secondary education remained at 99%.

In the course of reforms in secondary education, teaching in grades 10-11 was restored in schools. The proportion of teachers with higher education in general education schools has exceeded 80%, which can be regarded as an indicator of the quality of education. The education reform was accompanied by an increase in the salaries of secondary school teachers, which increased in three stages and eventually increased by an average of 50%. During the reform, 4 academic lyceums were also abolished, the educational and material base of which did not meet modern requirements. And 54 lyceums, located far from universities and having low rates of admission of graduates to universities, have been gradually transformed into professional colleges.

At the same time, new innovative technologies of scientific and technical education are increasingly being introduced in the world. In Uzbekistan, prerequisites and conditions are being created for the transition to such teaching technologies, which is reflected in the Concept for the Development of the Public Education System of the Republic of Uzbekistan until 2030. Of great importance in this direction is the creation of a system of presidential schools, where gifted children who have completed the fourth grade according to test results are selected. Presidential schools are already operating in Tashkent, Namangan, Nukus and Khiva, schools in Bukhara, Jizzakh, Samarkand and Ferghana are opening this year, and in 2021 they will be opened in Andijan, Navoi, Surkhandarya, Syrdarya and Tashkent regions.

Specialized educational institutions are being created with in-depth study of ICT, exact sciences, as well as aerospace and astronomy. Thus, by decrees of the President, a school named after al-Khorezmi and a boarding school named after Mirzo Ulugbek at the Astronomical Institute of the Academy of Sciences of the Republic of Uzbekistan were established in Tashkent. There are also private specialized schools. In 2015, the first private school of robotics, Robokidz Education, was established in Tashkent, where courses in robotics, initial programming, and the Internet of Things are taught. And in 2017, a private school, Artel global school, was opened, focused on in-depth study of mathematics, physics, and chemistry. It also teaches robotics, 3D modeling and programming.

Ongoing professional education.
Reforms in vocational education are carried out on the basis of the Decree of the President "On additional measures to improve the system of vocational education", adopted on September 6, 2019. According to this decree, a new system of continuing professional education is being introduced: primary, secondary and secondary specialized vocational education. Vocational training centers are organized for the adult population and the unemployed.

At present, a network of educational institutions has been created in the field of vocational education, consisting of 340 vocational schools, 147 colleges and 143 technical schools, the training of personnel in which should be carried out on the basis of educational programs corresponding to levels 3, 4 and 5 of the International Standard Classification of Education 2011.

Vocational schools provide vocational education for Grade 9 graduates. Most of the training time here is devoted to practical exercises. The training is focused on the areas of family business, construction, services, animal husbandry, poultry farming, beekeeping, fishing, etc.

Colleges provide training for specialists with at least a general secondary education in the form of full-time, evening and distance learning for up to two years. For college graduates, large potential employers create a portfolio of orders based on the current and future need for workers, which guarantees the employment of graduates.

Graduates of technical schools who have successfully completed educational programs are given the right to continue their studies from the 2nd year of the relevant areas of education of the bachelor's degree of higher educational institutions without entrance exams based on an individual interview. Thus, there is an opportunity to continue learning and improve their professional knowledge and skills.

Higher Education Quality Standards
On April 20, 2017, the Presidential Decree approved the Program for the Comprehensive Development of the Higher Education System for the period 2017-2021, which includes measures to radically improve and qualitatively increase the level of higher education.

The procedure for admission to universities was changed, exams began to be held from August 1 to 15, and their results began to be published the next day. Testing for admission to universities in creative areas has been cancelled. Since September 2017, the teaching load on the teaching staff has been reduced in favor of conducting research work. Correspondence education has been restored. The salaries of university teachers have doubled.

The independence of universities has increased. Starting from the 2018/2019 academic year, leading higher educational institutions independently develop curricula and programs in relevant areas and specialties of education, taking into account the demand of personnel consumers. Universities are allowed to carry out additional admission of students at higher contract rates.

As part of the reform of the education sector, teacher training curricula have been revised and brought in line with international standards, the national student assessment system has been modernized in cooperation with international systems such as PISA, TIMSS and PIRLS.

In cooperation with the international rating agencies QS, THE, indicators for assessing the quality of education have been developed to determine the national ranking of the country's universities, and for the third year their results have been announced. For international recognition of documents on education, work has begun on their compliance with the requirements of the International Standard Classification of Education (ISCED/ISCED 2011). In 2020, Uzbekistan joined the European Association for Quality Assurance in Higher Education (ENQA) as an observer.

On October 8, 2019, the Decree of the President “On approval of the Concept for the development of the higher education system of the Republic of Uzbekistan for the period until 2030” was issued, which provides for a phased transition to the introduction of advanced standards of higher education, a gradual transfer of the educational process to a credit-modular system, which should be introduced in 16% of higher education institutions in 2023, 57% in 2025 and 85% in 2030. However, the transition to this system has already begun. Tashkent University of Information Technologies named after. Muhammad al-Khwarizmiy (TUIT) is gradually implementing the transition to the credit system of education from the 2018/2019 academic year. In the same direction, national, law universities, the University of Oriental Studies and the Tashkent Medical Academy began to work.

Remote influence of the coronavirus
The coronavirus infection and the quarantine restrictions associated with it have greatly affected the education sector. On the one hand, quarantine restrictions led to disruptions in the continuity of educational processes, on the other hand, they became a catalyst that accelerated the development of distance learning.

The first case of coronavirus infection in Uzbekistan was detected on March 15, and already on March 16, by the decision of the Special Republican Commission, preschool, secondary and higher educational institutions were closed for a three-week quarantine. About 80,000 students studying in Tashkent from other regions of the country were given 50% discounts on transport services to return home.

About 8.4 million students were under quarantine at home, about 6 million of whom were students of secondary schools. To ensure a continuous educational process, various types of distance learning were organized. In particular, the Ministry of Public Education has prepared television broadcasting of lessons for all classes in accordance with the curriculum. On the official telegram channel of the UZEDU ministry and the channel on YouTube video hosting, the schedule and direct recordings of TV lessons for all classes began to be published.

Also promptly, the Ministry of Higher and Secondary Specialized Education formed online resources on higher education standards and launched the EDUUZ telegram channel, where materials for self-education began to be posted. At the same time, the process of forming more than 3,500 electronic textbooks in various disciplines on the Libruary Innovation website continued.

Conclusion
Summarizing, we can state that in all educational sectors of Uzbekistan, serious foundations have been laid for bringing them to a qualitatively new level that meets modern international requirements.

In the field of education, everything is interconnected. For example, it takes two decades to prepare a new generation for life, and to train highly qualified specialists in universities, competent applicants are required. Successful mastery of school, increasingly complex educational programs requires the development of children's abilities and their quality preparation in preschool institutions.

In this regard, reforms in education are most effective with an integrated approach and harmonization of reforming sectors and various stages of education. Therefore, the need to form an integral education system that ensures close cooperation between preschool, general secondary, secondary specialized, professional, higher educational and scientific institutions is at the forefront of reforms.

References:

 * 1) http://strategy.regulation.gov.uz/ru/document/1
 * 2) https://www.facebook.com/mtv.gov.uz
 * 3) https://edunews.ru/education-abroad/sistema-obrazovaniya/uzbekistan.html
 * 4) https://www.gazeta.uz/ru/2020/09/08/education/
 * 5) http://idum.uz/ru/archives/13414
 * 6) https://review.uz/post/reformiruya-kachestvo-obrazovaniya
 * 7) https://lex.uz/docs/327039
 * 8) https://visasam.ru/emigration/pereezdsng/obrazovanie-v-uzbekistane.html