The Relevance of Ensuring that Education Meets Global Standards in

the Concept of "Education 2030"

Khajieva Feruza

, Hakimova Nargiza Supkhonovna

, Qurbonova Go’zal Rajab Qizi

Bakayeva Rayxon Izatovna

and Xamrayeva Diyora Burxon Qizi

Bukhara State University, Uzbekistan

Bukhara State Pedagogical Institute, Uzbekistan

Department of preschool and school education of Bukhara region, Uzbekistan

Keywords: Teacher, Educational, Policy, Regional, Global.

Abstract: This study examines Uzbekistan’s progress in aligning its education system with global standards under the

"Education 2030" framework using a mixed-methods approach. Combining quantitative survey data from 200

educators and policymakers with qualitative interviews with 15 policymakers, the research evaluates the

impact of educational reforms, including digitalization and higher education improvements. Findings reveal

significant advancements in urban areas, with increased digital resource availability and higher educational

quality. However, rural areas face challenges such as limited access to digital resources and lower teacher

qualifications. The study highlights the need for targeted interventions to address these regional disparities

and ensure equitable access to quality education. The results suggest that while Uzbekistan has made progress,

further efforts are required to meet the comprehensive goals of the "Education 2030" agenda.

1 INTRODUCTION

The relevance of ensuring that education meets global

standards has become a pressing concern in many

countries, especially as the world moves toward the

goals outlined in the "Education 2030" agenda. In

Uzbekistan, education reform has taken center stage,

with a focus on aligning the nation's educational

systems with international standards to foster socio-

economic development and global competitiveness.

The government has introduced a series of reforms

targeting all levels of education, from preschool to

higher education, aimed at improving the quality of

education and addressing the challenges posed by

rapid technological and social changes. These efforts

are particularly significant in the context of

Uzbekistan's national development strategy, which

prioritizes the development of human capital through

education.

One of the key aspects of the "Education 2030"

agenda is the emphasis on inclusivity, equity, and

lifelong learning opportunities for all. Uzbekistan has

recognized the importance of these principles in its

educational reforms, as evidenced by the introduction

of policies aimed at enhancing access to quality

education for all citizens, regardless of socio-

economic background. Moreover, the integration of

innovative technologies into the educational process

has become a cornerstone of the country’s strategy to

ensure that education meets global standards. The

digitization of the education system has been

identified as a critical factor in improving educational

outcomes and aligning the system with the demands

of the global economy.

Uzbekistan's approach to the "Education 2030"

agenda also includes substantial investments in the

higher education sector. The government's 2019

initiative to enhance the quality and efficiency of

higher education by 2030 has laid the foundation for

a more competitive and innovative educational

landscape. These reforms aim to promote research

and development, enhance the quality of teaching,

and introduce cutting-edge technologies to create a

more adaptive, resilient, and globally relevant higher

education system. However, challenges remain,

particularly in terms of ensuring that these reforms

are effectively implemented across all regions of the

country and that educational outcomes are

consistently measured against global benchmarks.

This paper aims to explore the relevance of ensuring

that Uzbekistan's education system aligns with global

708

Feruza, K., Supkhonovna, H. N., Qizi, Q. G. R., Izatovna, B. R. and Qizi, X. D. B.

The Relevance of Ensuring that Education Meets Global Standards in the Concept of "Education 2030".

DOI: 10.5220/0013424200004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 708-711

ISBN: 978-989-758-752-8

standards within the framework of the "Education

2030" concept. It will examine the key reforms

undertaken by the government, the challenges faced

in implementing these reforms, and the broader

implications of these changes for the country’s socio-

economic development.

2 LITERATURE REVIEW

The concept of "Education 2030" has spurred

numerous discussions on the necessity of global

educational standards, particularly in emerging

economies like Uzbekistan. Samatova (2024)

highlights the role of digitization in education as a key

element in improving quality and aligning with global

standards. Her study underscores the need for digital

transformation in Uzbekistan’s educational

institutions, which is expected to enhance learning

outcomes and make the education system more

adaptable to global changes. Furthermore,

Shermuxammadov and Qaxramonov (2024) discuss

the importance of integrating innovative technologies

into higher education as a means of enhancing the

quality of teaching and learning. According to their

research, the implementation of such technologies is

central to achieving the goals of the "Education 2030"

agenda, which calls for a more inclusive and

innovative approach to education.

Bo'ranbaeva (2024) focuses on the strategic

aspects of Uzbekistan's education reforms,

particularly the government's commitment to

enhancing the efficiency and quality of higher

education by 2030. Her work highlights the structural

reforms aimed at fostering research, innovation, and

global competitiveness in Uzbekistan's higher

education institutions. Together, these studies

emphasize that meeting global educational standards

requires not only technological and structural reforms

but also a commitment to inclusivity and equitable

access to education for all citizens.

3 METHODS

The research employs a mixed-methods approach to

assess the relevance of Uzbekistan’s education

system meeting global standards within the

"Education 2030" framework. The study integrates

both qualitative and quantitative data sources.

Secondary data was obtained from official reports,

academic articles, and government documents on

Uzbekistan’s educational reforms, including

digitization and higher education policies. Primary

data was collected through a survey of 200 educators,

policymakers, and experts in Uzbekistan. The survey

focused on evaluating the impact of these reforms on

educational quality, access, and global

competitiveness.

Additionally, qualitative interviews were

conducted with 15 policymakers to gain deeper

insights into the implementation challenges and

opportunities of the "Education 2030" agenda in

Uzbekistan. The data were analyzed using descriptive

statistics to present quantitative findings and thematic

analysis for qualitative results. The goal was to

identify key trends, challenges, and successes in

Uzbekistan’s effort to meet global education

standards, as well as the perceptions of educators and

policymakers about the ongoing reforms.

4 RESULTS

The results of this study reveal both progress and

challenges in Uzbekistan’s efforts to align its

education system with global standards. The survey

responses indicate that the introduction of digital

technologies and reforms in higher education have

positively impacted education quality, especially in

urban areas where resources are more readily

available. However, regional disparities in access to

technology and education remain a significant

challenge.

The data in Table 1 indicate that urban areas show

higher levels of educational quality and access to

digital

resources compared to rural regions.

Table 1: The comparison of key indicators related to education quality, global competitiveness, and access in urban and rural

areas.

Indicator Urban Areas Rural Areas

ital Resource Availabilit

85% 45%

Teacher Qualification (Global Standards) 78% 55%

Student Access to Hi

her Education 72% 48%

Educational Competitiveness (Global Ranking) 68% 40%

The Relevance of Ensuring that Education Meets Global Standards in the Concept of "Education 2030"

709

Figure 1: Digital Resource Availability in Urban vs Rural Areas.

Specifically, 85% of urban schools reported access to

digital resources, compared to only 45% in rural

areas. Similarly, the qualification of teachers meeting

global standards was higher in urban regions (78%)

than in rural ones (55%). Qualitative findings reveal

that the digitization of the education process has been

embraced, particularly in urban areas, with schools

adopting online learning platforms and integrating

technology into their curricula. However, challenges

related to digital infrastructure, especially in rural

regions, were frequently cited as barriers to achieving

equitable access to quality education. Survey

participants also pointed out that Uzbekistan’s higher

education system has made strides in aligning itself

with global standards, with 68% of urban respondents

noting improvements in the global competitiveness of

universities. Yet, rural areas lag behind in terms of

access to higher education, with only 48% of

respondents indicating that students in these regions

have adequate opportunities. The interviews

highlighted several key challenges to fully meeting

the "Education 2030" goals, including the need for

more teacher training, improved infrastructure, and

greater financial investment in rural education

systems. Policymakers stressed the importance of

addressing these issues to ensure that the benefits of

educational reforms are evenly distributed across all

regions of the country.

The Figure 1 visualizes the disparities between

urban and rural areas in terms of digital resource

availability.

The graph above visualizes the disparity in digital

resource availability between urban and rural areas in

Uzbekistan. While 85% of schools in urban areas

have access to digital resources, only 45% of rural

schools report the same, highlighting a significant gap

in the distribution of educational technology across

the country. This digital divide presents a challenge

to achieving the "Education 2030" goals in

Uzbekistan.

5 DISCUSSION

The findings of this study highlight significant

advancements and persistent challenges in

Uzbekistan’s efforts to align its education system

with global standards within the "Education 2030"

framework. The integration of digital technologies

and higher education reforms has yielded notable

improvements in education quality, particularly in

urban areas. However, regional disparities continue to

hinder the equitable distribution of these benefits. The

survey data underscore a clear divide between urban

and rural areas regarding educational resources and

quality. In urban regions, high levels of digital

resource availability (85%), teacher qualifications

(78%), and student access to higher education (72%)

reflect the positive impact of recent reforms. These

areas have also seen an increase in global educational

competitiveness, with 68% of respondents noting

improvements. This progress aligns with global

standards and indicates a successful adaptation to

modern educational requirements.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

710

6 CONCLUSION

This study reveals both significant achievements and

ongoing challenges in Uzbekistan’s pursuit of

aligning its education system with global standards

under the "Education 2030" framework. The positive

impact of digital technologies and higher education

reforms in urban areas demonstrates progress towards

meeting international benchmarks. However, the

persistent regional disparities, particularly between

urban and rural areas, underscore the need for more

targeted and inclusive strategies. The survey data

indicate that while urban areas are experiencing

improvements in educational quality and global

competitiveness, rural regions are struggling with

lower levels of digital resource availability, teacher

qualifications, and higher education access. These

disparities highlight the necessity for targeted

interventions to ensure that rural areas benefit equally

from educational reforms. The qualitative insights

from policymakers further emphasize the critical

areas requiring attention, including digital

infrastructure, teacher training, and financial

investment in rural education systems. Addressing

these issues is essential for achieving the

comprehensive goals of the "Education 2030" agenda

and ensuring that all students, regardless of their

geographical location, have access to quality

education.

Overall, Uzbekistan’s efforts to meet global

education standards are commendable, but the study

underscores the importance of a balanced approach to

reform implementation. By addressing regional

disparities and focusing on equitable access to

resources and opportunities, Uzbekistan can make

significant strides towards achieving the objectives of

"Education 2030." Future research and policy

initiatives should continue to explore and address the

challenges identified in this study to foster a more

inclusive and globally competitive education system.

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