Experts from the Institute of Macroeconomic and Regional Studies (IMRS) have analyzed the state of infrastructure in schools, negatively impacting the quality of education in Uzbekistan. Despite high state expenditures on the general education system, the quality of education remains low according to the results of the Progress in International Reading Literacy Study (PIRLS).
In 2021, Uzbekistan participated in PIRLS for the first time, scoring significantly below the program average and ranking 49th out of 57 countries. In 2022, Uzbek schools participated in the Programme for International Student Assessment (PISA) for the first time, ranking poorly in mathematics, natural sciences, and reading literacy.
IMRS experts highlighted key factors affecting education quality, including disproportionate budget allocation, overcrowded schools, lack of infrastructure, and insufficient teacher qualifications. They also pointed out the shortage of foreign language, technology, and computer science teachers, as well as the high rate of teacher certification failure.
Moreover, a significant number of schools are in need of repair, lack essential facilities like cafeterias, libraries, and sports halls, and have limited access to computers and the internet. The involvement of parents in their children's education was identified as a crucial factor, with students whose parents are actively engaged scoring higher on tests.
Despite increased education spending in recent years, Uzbekistan faces challenges in improving the quality of its education system. The report emphasizes the importance of not only the quantity but also the quality of teachers, underlining the need for comprehensive reforms to address the existing issues.
IMRS's findings shed light on the pressing issues in Uzbekistan's education system, urging for targeted interventions to enhance infrastructure, teacher training, parental involvement, and overall educational quality in the country.
