NEW UZBEKISTAN: POLITICAL, ECONOMIC, AND SOCIAL REFORMS
Uzbekistan, located in Central Asia, has emerged as a key player in the region following its independence from the Soviet Union in 1991. Since President Shavkat Mirziyoyev came to power in 2016, the country has entered a new era of reform, known as the “New Uzbekistan”. This period is characterized by significant political, economic, and social transformations aimed at modernizing the country and improving the lives of its citizens. The following sections discuss these transformations in detail, offering an overview of the key reforms that have taken place under Mirziyoyev’s leadership.
I. Political reforms and governance
The government of New Uzbekistan has prioritized political reforms to enhance transparency, decentralize power, and improve governance. Key changes include:
Decentralization of power: Mirziyoyev’s administration has shifted from a highly centralized government to a more decentralized system, empowering local authorities and giving them greater control over decision-making processes. This decentralization aims to improve accountability and bring governance closer to the people.
Judicial Reforms: Uzbekistan has undertaken significant reforms to strengthen the judiciary’s independence and improve the rule of law. These reforms include updating laws, creating specialized courts, and establishing greater protections for citizens’ rights.
Human rights and freedom of expression: The government has made efforts to improve human rights, releasing political prisoners and relaxing restrictions on freedom of speech, assembly, and the media. Although challenges remain, these steps mark a positive shift toward greater political openness.
II. Economic liberalization and development
Economic reforms have been a cornerstone of Uzbekistan’s transformation. The country has moved from a state-controlled economy to a more market-oriented model. Key aspects of this economic transition include:
Economic liberalization: The Mirziyoyev government has implemented various economic reforms, such as liberalizing foreign exchange controls, reducing state subsidies, and privatizing state-owned enterprises. These measures have encouraged foreign investment, spurred economic growth, and improved Uzbekistan’s competitiveness in global markets.
Industrial and agricultural modernization: The government has focused on modernizing key sectors, including agriculture, where reforms have been introduced to reduce dependence on state quotas, particularly in cotton production. In industry, there has been investment in infrastructure, energy, and manufacturing, which has laid the groundwork for future economic growth.
Foreign investment and global integration: Uzbekistan has become more attractive to foreign investors due to improvements in the regulatory environment and the simplification of bureaucratic procedures. The country has also worked to integrate more fully into the global economy by enhancing trade relations with neighboring countries and beyond, while diversifying its economy into sectors such as technology, tourism, and renewable energy.
III. Social policies and welfare
Social welfare reforms have been a central focus of the New Uzbekistan agenda, with a commitment to improving the standard of living for citizens. Key initiatives include:
Education reform: The government has worked to improve Uzbekistan’s education system, focusing on modernizing curricula, training teachers, and expanding access to quality education. Special attention has been given to STEM education to prepare the next generation for a modern, competitive economy.
Healthcare improvement: Healthcare reforms have focused on expanding access to medical services, especially in rural areas. Investments in infrastructure and personnel training have aimed to improve the overall quality of healthcare and address health challenges such as diabetes and tuberculosis.
Social welfare programs: Poverty reduction remains a key priority, with social welfare programs targeting vulnerable groups, such as children, the elderly, and low-income families. These programs have helped reduce poverty levels and improve the overall quality of life.
IV. Foreign policy and regional relations
Uzbekistan’s foreign policy has undergone a shift toward greater engagement with both its regional neighbors and the international community. Key aspects of this foreign policy include:
Regional cooperation in Central Asia: One of Uzbekistan’s primary foreign policy goals has been to improve relations with its Central Asian neighbors, including Kazakhstan, Kyrgyzstan, and Tajikistan. This has involved resolving long-standing border disputes, enhancing economic cooperation, and promoting regional security.
Diversifying global relations: The country has worked to strengthen ties with major global powers, including Russia, China, and the United States. Uzbekistan’s efforts to balance relationships with both Western and regional powers reflect a pragmatic approach to foreign diplomacy.
Active participation in international organizations: Uzbekistan has become more active in international organizations such as the United Nations, the World Trade Organization, and the Shanghai Cooperation Organization. This reflects the country’s desire to enhance its role in global affairs and contribute to international peace and stability.
Conclusion:
The New Uzbekistan marks an era of profound transformation, driven by ambitious reforms across political, economic, and social spheres. Under the leadership of Shavkat Mirziyoyev, the country has made remarkable strides, particularly in modernizing the political system, enhancing economic development, and improving social welfare for its citizens. These reforms have already begun to reshape Uzbekistan’s global standing, fostering stronger ties with international partners and enhancing the country’s integration into the global economy.
However, challenges still persist, especially in fully liberalizing the political landscape and diversifying the economy away from reliance on natural resources. Despite these challenges, the ongoing reforms reflect Uzbekistan’s unwavering commitment to modernization and long-term stability. The vision of a New Uzbekistan — a nation characterized by sustainable growth, political pluralism, and social well-being — remains within reach, and with continued dedication to these reforms, the country is well-positioned to build a brighter future for its people.
Nurbek Norchayev was born on April 18, 1993, in Kosan District of Kashkadarya Region. He is currently a fourth-year student at the Faculty of Pedagogy, Shahrisabz State Pedagogical Institute.
Ozod Sharafiddinov’s School of Translation: His Contribution to Introducing World Literature to the Uzbek Reader
This article provides a scholarly analysis of the translation school of the Uzbek literary critic and intellectual Ozod Sharafiddinov, his activities in introducing world literature to the Uzbek readership, and his contribution to translation theory. The study examines Sharafiddinov’s theoretical views on the translation process, his aesthetic criteria in literary translation, and his role in forming a school for young translators. The research concludes that the spiritual and cultural foundation he created in the field of translation became an important factor in the development of Uzbek literary thought.
Keywords:
Ozod Sharafiddinov, school of translation, world literature, Uzbek reader, literary translation, translation theory, literary criticism, spiritual heritage.
Introduction
Ozod Sharafiddinov is one of the prominent figures of the Uzbek literary process of the twentieth century, and the field of translation occupies a special place in his scholarly and creative activity. He interpreted translation as a creative process that enriches national spirituality, broadens the reader’s worldview, and develops literary thinking. Sharafiddinov was an intellectual who made a significant contribution to conveying progressive ideas from world literature to the Uzbek reader and to shaping modern artistic consciousness.
Sharafiddinov described translation as “the most complex form of literary creativity.” He emphasized the responsibility of the translator, stressing the necessity of fully understanding the spirit of the original text, the author’s individual style, and the artistic essence of the work during the translation process. His views served as a theoretical foundation for the formation of the Uzbek school of translation.
In his articles and lectures, he stated that a translator must possess a broad worldview, a high level of cultural awareness, and sufficient knowledge of literary history. Thus, Sharafiddinov aimed to enrich Uzbek literary thinking by elevating the culture of translation.
Sharafiddinov’s research on world literature enabled him to introduce new artistic ideas and styles to the Uzbek reader. He conducted in-depth analyses of the works of writers such as Hemingway, Dostoevsky, Tolstoy, Aitmatov, and Camus, and incorporated their works into the Uzbek literary environment on a scholarly basis.
Sharafiddinov’s commentaries on world literature:
familiarized readers with the international literary process,
explained new aesthetic and ideological movements,
interpreted trends such as existentialism and modernism.
In this way, he created opportunities for the Uzbek reader to comprehend and accept schools of world literature.
Sharafiddinov is distinguished by his scientific approach to translation. His main principles can be summarized as follows:
a) Preservation of the author’s spirit
He emphasized that a translator should transfer not merely the text, but the spirit of the original.
b) Aesthetic responsibility
The translator’s task is to ensure that the translated text in Uzbek is also artistically perfect.
c) Harmony of language and style
Sharafiddinov urged translators to have a deep knowledge of both the source language and Uzbek literary language.
d) The role of a cultural bridge
He regarded translation as a means of connecting two cultures.
Throughout his editorial career, Sharafiddinov worked with many young translators, edited their manuscripts, and provided scholarly and creative guidance. He established a school in the following areas:
Enhancing the cultural level of translators,
Developing mastery of literary language,
Demanding strict adherence to artistic criteria,
Presenting translation as a creative process.
In this sense, he can be regarded as an intellectual who laid the foundation of the Uzbek school of translation and secured a lasting place in history.
Ozod Sharafiddinov’s scholarly and practical activities in the field of translation are of invaluable importance to the development of Uzbek literature. By introducing world literature to the Uzbek reader, he expanded the spiritual horizons of national literature. His views on translation theory remain relevant today and serve as an important methodological source for contemporary translators.
The school of translation established by Sharafiddinov is recognized as a scholarly school that initiated a new stage in Uzbek literary thought.
References
Sharafiddinov, O. Literary Thought.
Sharafiddinov, O. Selected Works.
Sultanov, Q. The History of the Uzbek School of Translation.
Yuldashev, Q. Uzbek Literary Criticism of the Twentieth Century.
Rasulov, A. Fundamentals of Translation Theory.
Madina Mamasaidova
University of Journalism and Mass Communications of Uzbekistan.
DIGITAL LITERACY AND PISA: DEVELOPING STUDENT COMPETENCIES BASED ON MODERN EDUCATIONAL REQUIREMENTS
JDPU
Faculty of Preschool and Primary Education
Primary Education major
1st-year student
Ibadullayeva Sevinch
Ulug`bek qizi
ABSTRACT:
This scientific article provides a theoretical analysis of the essence of digital literacy in the modern education system and its close relationship with the international assessment program PISA (Programme for International Student Assessment). The importance of digital literacy in developing students’ functional literacy, critical thinking, problem-solving skills, and effective information management in the context of rapid digital transformation is substantiated. In addition, the article examines the integration of digital literacy components into PISA assessments, the experience of high-performing countries, and the prospects for developing digital literacy within the education system of the Republic of Uzbekistan.
Keywords: digital literacy, PISA, functional literacy, modern education, quality of education, competency-based approach.
Introduction
The processes of globalization and digitalization are having a strong impact on all areas of 21st century society, including the education system. Today, the main task of education is not only to provide knowledge, but also to develop students’ skills in making independent decisions in life situations, analyzing information, and using it effectively. From this point of view, digital literacy has become one of the most important requirements of modern education.
While the concept of digital literacy was initially limited to the skills of using computers and information technology, today it means much wider. It includes competencies such as searching for, selecting, evaluating, and processing information, and acting safely and responsibly in a digital environment. These competencies are consistent with the core ideas of the PISA international assessment program.
The PISA program aims to assess the ability of 15-year-old students to apply their reading literacy, mathematical literacy, and natural science knowledge in real-life situations. In recent years, the proportion of tasks based on digital technologies in PISA tasks has been increasing. This shows that the development of digital literacy is an important factor in the quality of education and achieving a worthy place in international rankings.
The purpose of this article is to analyze the relationship between digital literacy and PISA requirements from a scientific and theoretical perspective, and to highlight the current issues of developing this direction in the modern education system.
The concept of digital literacy and its content
The concept of digital literacy is interpreted differently by different researchers. In general, digital literacy is the ability of an individual to find, analyze, create, and effectively use information using digital technologies. It encompasses not only technical skills, but also critical thinking, communication, and collaboration skills.
In modern scientific literature, digital literacy is considered to consist of the following components:
information literacy;
media literacy;
skills in using information and communication technologies;
compliance with digital safety and ethical standards.
These components are instrumental in developing students ‘ functional literacy.
The essence of the PISA international assessment program
PISA is an international study conducted by the Organization for Economic Cooperation and Development (OECD) and is conducted every three years. The program is focused on assessing students ‘ ability to practice knowledge rather than their level of knowledge.
PISA assignments are based on real-life situations and require students to understand, analyze, find solutions and draw conclusions about the problem. In recent years, the use of digital formats in these tasks has been expanding.
The intrinsic link between PISA and digital literacy
Although digital literacy is not directly assessed as a separate subject in PISA studies, it plays an important role in all areas. For example, reading literacy assignments are common for electronic texts, graphs, and table-based tasks.
Mathematical and natural science assignments also require understanding and analysis of information given in a digital environment. This means that students’ digital literacy levels directly affect PISA results.
Experience of developed countries
Countries that have shown high results in PISA studies, including Finland, Singapore, South Korea, and Canada, pay special attention to the development of digital literacy in their education systems. In these countries:
digital technologies of teachers integrated into the educational process
digital competencies are regularly increased;
students develop independent learning and critical thinking skills.
Issues of developing digital literacy in the education system of Uzbekistan
In recent years, significant reforms have been implemented in the digitalization of the education system of Uzbekistan. The use of electronic textbooks, distance learning platforms, and digital resources is expanding. However, in order to develop digital literacy from the perspective of PISA requirements, it is necessary to pay attention to the following issues:
adapting curricula to PISA competencies;
increasing teachers’ digital pedagogical competencies;
Conclusion
In conclusion, digital literacy is an integral part of the modern education system and is important in shaping the requirements of the PISA international assessment program. Students’ ability to effectively function in a digital environment increases their functional literacy and competitiveness.
Further deepening the reforms being implemented in the Uzbek education system to develop digital literacy and effectively using PISA experiences will serve to improve the quality of education.
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