INKLYUZIV TA’LIM MUHITINI TA’MINLASHDA UMUMTA’LIM MAKTABLARI MENEJMENTINI HUDUDIY KLASTERLASH ASOSIDA OPTIMALLASHTIRISH MODELI: TASHKILIY-BOSHQARUV MEXANIZMLARI VA SAMARADORLIK KO‘RSATKICHLARI
DOI:
https://doi.org/10.5281/zenodo.22760469Abstract
Ushbu maqolada ta’limga bo‘lgan talabning o‘zgaruvchan tendensiyalariga javoban maktablar tarmog‘ini
moslashtirish yoki qayta tashkil etish orqali uning samaradorligini oshirish strategiyalari tahlil qilinadi. Unda maktablar
tarmog‘ini tashkil etishga ta’sir ko‘rsatuvchi kontekstual tendensiyalar, shuningdek, uning tuzilishi, xizmat ko‘rsatayotgan
aholi qatlamlari va ijtimoiy-iqtisodiy sharoitidagi hududiy tafovutlar haqida umumiy ma’lumot beriladi. Qishloq va shahar
maktablari tarmoqlari demografik hamda ijtimoiy tendensiyalar bilan bog‘liq turli muammo va imkoniyatlarga duch kelishi
sababli, maqolada hududiy yondashuv qo‘llanilib, har ikkala sharoitda mamlakatlar tomonidan qo‘llanilgan strategiyalar
izchil yoritiladi. Dastlab, o‘quvchilar sonining kamayishi bilan yuzlashayotgan qishloq va chekka hududlardagi maktablarning
muammolari hamda siyosiy-boshqaruv yechimlari ko‘rib chiqiladi. Shundan so‘ng, o‘quvchilar sonining ortishi va o‘quvchilar
tarkibining tobora xilma-xillashuvi bilan bog‘liq muammolarga duch kelayotgan shahar maktablari tarmoqlarining muammolari
va ularni hal etish bo‘yicha siyosiy-boshqaruv variantlari tahlil qilinadi.
Keywords
maktablar tarmog‘i, maktablar tarmog‘i samaradorligi, ta’limga bo‘lgan talab, maktablarni qayta tashkil etish, qishloq maktablari, shahar maktablari, hududiy yondashuv, demografik o‘zgarishlar, o‘quvchilar soni, ta’limdagi xilmaxillik, hududiy tafovutlar, maktab menejmentiReferences
1. O‘zbekiston Respublikasi Vazirlar Mahkamasining 2025-yil 24-dekabrdagi “Alohida ta’lim ehtiyojlari
bo‘lgan bolalarga sifatli ta’lim olish imkoniyatini yaratish, ularni jamiyatga integratsiya qilish va individual
rivojlanishini qo‘llab-quvvatlash chora-tadbirlari to‘g‘risida”gi 818-son qarori. https://lex.uz/uz/docs/-
4532164?ONDATE=21.08.2023
2. UNESCO. A Guide for Ensuring Inclusion and Equity in Education. — Paris: UNESCO, 2017. — 42 p.
3. United Nations. Convention on the Rights of Persons with Disabilities. Article 24: Education. — New York:
United Nations.
4. UNESCO. Global Education Monitoring Report 2024/5: Leadership in Education – Lead for Learning. —
Paris: UNESCO, 2024.
5. OECD. Responsive School Systems: Connecting Facilities, Sectors and Programmes for Student Success.
OECD Reviews of School Resources. — Paris: OECD Publishing, 2018. — DOI: 10.1787/9789264306707-
en.
6. OECD. Delivering Quality Education and Health Care to All: Preparing Regions for Demographic Change.
— Paris: OECD Publishing, 2021.
7. Ding E., Khurana A., Quota M. What Works for Effective School- and Cluster-Based Teacher Professional
Development? Five Key Design Decisions // World Bank Blogs. — 2022.
8. UNICEF Uzbekistan. Inclusive Education. — UNICEF Uzbekistan.
9. O‘zbekiston Respublikasi Milliy statistika qo‘mitasi. Umumiy o‘rta ta’lim tashkilotlarida tahsil olayotgan
o‘quvchilar soni. — 2024.
10. O‘zbekiston Respublikasi Milliy statistika qo‘mitasi. Umumta’lim muassasalarida o‘quvchilar soni (jami). —
SIAT statistik ma’lumotlar bazasi.
11. UNICEF Uzbekistan. Legislation and Policy Review of Inclusive Education in Uzbekistan. — Tashkent:
UNICEF, 2018.
12. UNICEF Uzbekistan. Empowering Schools for a More Inclusive and Digital Future. — 7 July 2025.
13. World Bank. Structuring and Supporting School- and Cluster-Based Continuous Professional Development:
Technical Guidance Note. — Washington, DC: World Bank.
14. World Bank. Coach: Helping Countries Accelerate Learning by Improving In-Service Teacher Professional
Development. — Washington, DC: World Bank.
15. UNESCO. Understanding How to Allocate School Resources to Implement Inclusive Education Is Critical.
— Global Education Monitoring Report background materials.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 GREEN ECONOMY AND DEVELOPMENT
This work is licensed under a Creative Commons Attribution 4.0 International License.
