Education and its quality are closely linked to economic development. According to the theory of human capital, the level of knowledge, skills, and education are important factors in human capital, which, in turn, have a positive impact on economic development. Researchers emphasize that in economic development, it is not the years spent on education that matter, but the quality of education. This, in turn, shows that long-term development can be achieved by reducing differences in the quality of education. Experts of the Institute for Macroeconomic and Regional Studies under the Cabinet of Ministers of the Republic of Uzbekistan studied how the socio-economic situation of families affects the academic performance of children from these families.

The economic situation of the family affects the academic performance of teachers.

   The study used the results obtained from the PISA 2022 survey in Uzbekistan. The survey summarizes the responses of 15-year-old students from different regions of the country, and the database created on its basis covers 202 schools and 7,293 students.

During the study, the MHTI specialists obtained the following results:

   When grouping households in ascending order according to the socio-economic origin of the family, children from families in the top ten scored 43.7 points in mathematics, 39.8 points in reading, and 36.7 points in natural sciences compared to children from families in the bottom ten.

   According to the results of the research conducted on the basis of the Repest module, an improvement in the socio-economic status index by 1 unit improves scores in mathematics by 9.5 points, in reading by 9.2 points, and in natural sciences by 7.9 points.

   Students who do not complete homework, according to their socio-economic background, make up 6.7% of children from low-income families and 3.3% of children from high-income families.

   15-year-old students, who work for a fee during the school week, according to their socio-economic background, make up about one in three children from families in the bottom ten, and one in four children from families in the top ten.

   According to the analysis results, students' failure to complete homework reduces PISA test results by an average of 16 points, while paid work reduces them by 37 points.

   Students who do not have breakfast before classes during the school week constitute 13.6% of children from low-income families and 9.5% of children from high-income families.

   During the analysis, it was found that students not having breakfast before classes reduces PISA test results by an average of 20 points. Not having breakfast affects children from poor families more and they receive 34 points less than children from high-income families who do not have breakfast.

Suggestions

   In state educational legislation, target indicators should be clearly and simultaneously defined by groups (children from high-income and low-income families, urban-rural areas, etc.) based on the results of international testing. Indicators common to all are formed due to the high result of a certain group, and an increase in the average value leads to an increase in educational disparity.

   Research by MHTI specialists showed that free lunches in schools in Uzbekistan increase attendance by 8%. Taking into account this fact and the results of the above analysis, it is necessary to introduce a system of providing free lunches and breakfasts in schools in regions where families in need of social protection live, as well as to determine their effectiveness.

Source: https://t.me/uz24uzb/8856