EVALUATING QUALITY OF SECONDARY EDUCATION IN UZBEKISTAN

Abstract

The manuscript aims to measure quality of secondary education and investigate the key determinants of quality of education of secondary schools over the regions of Uzbekistan focusing on both rural and urban areas. The dependent variable is quality of education rather than quantity of schooling, while the examined independent variables, which are supposed to have significant influence on the quality of learning outcomes, included labor conditions in the nation, teacher quality, and context measurements. To accurately evaluate education quality of the students in public schools, enrolment rate of secondary school students to higher education are employed. The method used in this research is cluster analysis belonging to interdependent analytical technique and aims to mapping based on grouping of admission rate variable in secondary education in Uzbekistan in 2020. Data were analyzed using multivariate analysis of variance (ANOVA). The results from general linear model analysis revealed that among five independent variables tested, teacher quality measured in terms of high category teachers, female teachers, unemployment and poverty had a significant impact on education quality in terms of admission rate to universities, at a 95 % confidence level. Thus, they can be judged as the key factors for quality of learning outcomes achieved by secondary level students. On the other hand, student teacher ratio was unexpectedly found to have no statistically-significant relationship with quality of learning outcomes.