ANALYSIS OF INDICATORS AND INTERNATIONAL RANKINGS (PISA, TIMSS) FOR ASSESSING THE QUALITY OF EDUCATION IN UZBEKISTAN
DOI:
https://doi.org/10.5281/zenodo.18691144Keywords:
Education quality, Assessment indicators, PISA, TIMSS, Learning outcomes, Competency-based education, International benchmarking, Education reform, Human capital development, Sustainable Development Goals (SDG-4), Curriculum alignment, Educational policy in Uzbekistan.Abstract
This article examines the key indicators used to assess education quality in Uzbekistan and provides an analytical review of the country’s performance in major international assessment programs, namely PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). The study explores national evaluation frameworks, identifies structural strengths and weaknesses in learning outcomes, and compares Uzbekistan’s results with international benchmarks. Particular attention is given to curriculum alignment, teacher professional development, regional disparities, and competency-based education reforms.
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