Student life Introduction

O'zbekiston ta'lim tizimi
O'zbekiston hukumati 1991 yilda mustaqillikka erishganidan buyon ta'lim tizimini isloh qilish va ushbu tizimni milliy ustuvor vazifaga aylantirish majburiyatini oldi. Barcha bolalar uchun bepul majburiy ta'lim, shuningdek, 60 dan ortiq oliy o'quv yurtlari O'zbekistonni dunyodagi eng yuqori savodxonlik ko'rsatkichlaridan biriga erishishga olib keldi.
Markaziy Osiyoda joylashgan O'zbekistonda 34 milliondan ortiq aholi istiqomat qiladi. Mintaqaning aholisi eng ko'p bo'lgan mamlakat sifatida hukumat barcha bolalar uchun yuqori sifatli o'qitishni ta'minlash uchun muhim choralarni ko'rdi.
1997 yilda tashkil etilgan ta'lim to'g'risidagi qonunda O'zbekistonda barcha fuqarolar ta'lim olish huquqiga ega ekanligi ta'kidlangan. Kichkina tahrirlardan so'ng, qonun fuqarolarning to'qqiz yillik boshlang'ich va o'rta maktabda o'qishlari shartligini ham qamrab oladi. Keyin talabalarga uch yil davomida oliy ma'lumotni davom ettirishga yoki kasb-hunar ta'limi, bolalarni ma'lum bir martaba yo'liga tayyorlaydigan ta'limga murojaat qilishga ruxsat beriladi.
Xalq ta'limi vazirligi va Oliy va O'rta maxsus ta'lim vazirligi barcha maktabgacha, umumta'lim maktablari, oliy o'quv yurtlari va kasb-hunar ta'limi uchun javobgardir. Ular birgalikda davlat ta'lim standartlari va o'quv dasturlarini takomillashtirish, maktab binolarini rekonstruksiya qilish va barcha darajadagi o'qituvchilar salohiyatini mustahkamlash bo'yicha ish olib bormoqdalar.
Tadqiqotlar shuni ko'rsatadiki, O'zbekistonda boshlang'ich va o'rta ta'limga kirish sub-mintaqa uchun o'rtacha ko'rsatkichdan yuqori. Boshlang'ich maktabga qabul qilishning sof darajasi 97 foizni tashkil etadi, bu Markaziy Osiyo mamlakatlarining o'rtacha 92 foizidan kam. O'quvchilar, shuningdek, o'rta maktabga 100 foiz o'tish darajasiga ega, bu boshlang'ich va o'rta maktab o'rtasidagi kirish farqi deyarli mavjud emasligini ko'rsatadi.


Early Years Education
Research on the U.K. birth cohorts has made a significant contribution towards understanding the significance of the first few years of the life of a child and the effects it has on their later education and social outcomes. Examples of such researchers include Cunha et al. (2007, p.31) and Quigley (2010, p.F167). Parental background and the development behavior adopted during the early years of the child’s upbringing have been seen to determine their education performance to a great extent though at varying degrees (Mensah, 2013, p.123). Due to the research, education policies and initiatives have been formulated to address the issue of education inequalities among children while in their early stages of life. England, for example, launched a national Childcare Strategy in 1998. Afterward, the country launched an initiative known as the Sure Start, which catered for pre-school provisions in 2004. In 2006, England introduced the Childcare Act, while in 2008, the Early Years Foundation Stage was launched (EYFS). EYFS caters to the educational needs of children from birth to the age of five years. The Scottish government also introduced the Early Years Framework (EYF) in 2008. The distinction between EYFS and EYF is that EYF includes children up to eight years. The devolved Welsh government has childcare education among its main priorities. The government developed a Flying Start program whose main aim was to highlight those families with children under the age of four that lived in the marginalized locations of Wales. The government also launched the Foundation Phase, a curriculum for all children aged three to eight years. According to Wincott (2006, p.279), the Foundation Phase has been termed the most distinct and innovative early childhood education curriculum in the U.K. The Political devolution across the U.K. has led to the difference in childcare and education activities across the four home nations. Therefore, an analysis will be conducted separately for each.