Uzbekistan navoi state pedagogical institute faculty of english language and literature the department of the english language and

 
 

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1.2.Technologies in education in the past and now. 
The best scientists, doctors, engineers, researchers, teachers, etc. They are 
not those who were trained abroad, but had received all their training in India. If 
these experts and all those people who have reached the highest level have 
arrived through our current education system, how could we deny the positive 
aspects of the educational system as it is today? Although we cannot completely 
criticize our current training, there are some problems that need our urgent 
attention when we really deal with a better future. The question does not refer to 
the past or present, but to the future. How will we prepare experts in various 
areas for the challenges of the last and latest technology of the 21st century? It is 
not the issue of the extent to which education provides the available people or 
not, but is a matter of education that provides modern technology for the benefit 
of poor and disadvantaged people.
3
It is a question of the quality of education. Instead of simply seeing the 
growing population as responsibility, we have to change the population in an 
asset and forces them together to control their growth. This can only be done for 
education and human development. Simply give a title and a certificate to a 
young person who is qualified for the appointment. We have to make our 
younger generation think. The current education system does not encourage a 
person. A defined curriculum is taught that is expected during the investigations. 
This is a poor system. Young people should be caused to ask more and more 
questions that not only help them think, but also to force teachers to read and 
learn.
So we have to change the exam system. We have to force students to take 
learning more seriously. We have to dismiss them from the cut of courses, treat 
strikes, participate in the students' policy, only play for the elections and only 
3
Beilin, H. (1992). "Piaget's enduring contribution to developmental psychology". Developmental 
Psychology. 28 (2): 191–204. doi:10.1037/0012-1649.28.2.191. 

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offer courses as a course. We have to build your character. Although it is true 
that the number of educational and students has increased at all levels, it cannot 
be satisfied that the quality of education, the interests of the students and the 
interests of the teachers have increased at the same time.
The number of primary schools almost doubles from 1961 to 1998 for 21 
times of the primary schools of the intermediate/senior schools, the 
intermediate/main schools. It has increased by a little more than three and a half 
times, higher secondary schools in approximately six times and universities. 
From 1961 to 1997, the number of teachers at primary schools increased by 
about two and a half times and in higher secondary schools in approximately 
five times. After all, the number of students in primary schools rose by about 
three times from 1961 to 1997, in higher secondary schools in about five times 
and in postgraduate and postgraduate classes in about twelve times. However, 
weaknesses and defects in education were reported by almost all commissions 
and committees. 
The current education does not create or attach the relevant type of 
knowledge for our changed society. The technology associated with a certain 
scope of knowledge is inappropriate for our development phase in terms of 
employment potential or investment requirements. Education has failed to offer 
the framework that committed politicians, bureaucrats, technocrats and 
specialists can prepare our nation for a sophisticated support system of support 
services to take the country to the highest level. Our society moves to an 
unknown future. It is likely that the crises that contemporary society finds 
increase its frequency and intensity. With the increase in population and the 
decrease in resources, our country must have new problems. In order to face the 
challenges of this future, we need knowledge and skills that can contribute to the 
ability to solve problems not only in the areas of science and technology, but 
also in the areas of relationships and human management.

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Unfortunately, today's education system is increasingly decomposing 
instead of creatively reacting to the challenges of the contemporary situation. 
We have to restore our priorities. First, we accept the philosophy of "self -
sufficiency" education. The focus should be on secondary school formation and 
higher than basic and adult education. Second, the educational content at a 
higher secondary and university levels must be taken into account. Third, the 
problem is educational management. There are currently bureaucratic styles. 
Bureaucrats are not sensitive and react to changes in the educational 
environment.
4
The low budgets, high inconsistency, administrative periods as well as 
interference and political pressure make decisions in the field of education 
dangerous. As such, educational management must be free of the interference of 
bureaucrats and politicians. Fourth, the problem is the responsibility of the 
teachers, especially in university formation. Many cases are reported in which 
teachers take lessons together for months and even years. They are rarely 
interested in going in libraries and reading magazines and the latest books. We 
have to restore the purpose of education and determine appropriate teaching 
techniques. Then we have to regulate the factors that worsen and vulgar. Control 
over teachers is the most important requirement in the education system. 
The fifth is the problem that we have to create greater seriousness in 
relation to studies among students, for which the acquisition of knowledge is the 
most important question. It is believed that education is mobility multiplier. It 
works to maintain the State and privileges. But should university education be 
open to all students? Many students only seek approvals in legal courses, art and 
commerce because they have to kill time until they are established in life. 
Shouldn't they be aimed at technical and professional courses? You should not 
use education to serve your interest? The sixth is the problem we have to 
4
Gray, Peter. "A Brief History of Education". Psychology Today. Retrieved 8 March 2021. 

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promote vocational/vocational training that has a significant demand in the open 
market.
We have to assume that each educated person cannot become an specialist 
or expert, but he has to equip himself with a skill that can help him make a 
living. We have to think about the next two or three decades and pay attention to 
the type of agriculture, the type of development industry, commerce and 
commerce, as well as the new services and the areas of employment that will be 
delivered to future decades. This will help us build up an education system that 
offers us better producers, better qualified workers, better mechanics or 
whatever. The problem is the problem between several departments such as 
agriculture, industry, work, electronics, law, science, etc. for universities, IIT 
and universities to know the type of qualified people.
What is needed is a complete training in every area that prepares the 
person to use his choice and to receive a candidate of his taste to the employer. 
Eighth is the problem of making all illiterate alphabetical people. According to 
the estimated figures for 1998, the literacy rate in India from 52.21 percent in 
1991 was increased to 60 percent in 1998, and around 400 million people must 
be trained. This is an enormous task. It is known that all state governments have 
systems to increase literacy, but it should be emphasized that we need more than 
25 years to achieve the established goal. Possibly guidelines will help to reduce 
the target time as obligations to students to teach illiterate to illiterate illiterate 
during the vacation time of two months. 
The ninth point is to reduce the number of dropouts at primary level. The 
available figures show that the percentage of the dropouts in 1996 in various 
phases of school education between children up to 38 to 41 percent was. In 
1997-98, according to the Ministry of Human Resources, 38.23 percent of boys 
and 41.34 percent of girls gave up the school system before reaching fifth grade. 
For lime, the survivors of the primary level reach class 8, more than half. Of 
these, 50.72 percent are boys and 58.61 percent girls. Less than a third Clara 

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Secondary School. Measures can be taken to contain this problem. It is not good 
enough to go on the same way. If we know that we do not progress, we have to 
change our models, guidelines and programs and try new ones.
Tenths is the problem of the present examination system. In a way, a farce 
is getting more and more. In the current configuration, the students look at the 
reading of cheap guidelines and books and approved the exams. You see