Education Statistics in Uzbekistan: current state, challenges, and trends in advancement

Abstract:

Keywords: Education statistics of Uzbekistan, Effectiveness of an Independent Statistical Structure, Evidence-based policy, Korean experience, Unified Education Statistical Information System

I. INTRODUCTION

An evidence-based approach to developing and implementing educational policy is becoming increasingly crucial today [1]. This process particularly requires qualitative and systematic statistical data to analyze the current education situation, identify achievements and challenges, as well as determine future prospects.

Since 2016, the Sustainable Development Goals (SDGs) put forward by the United Nations, including SDG 4 — ensuring quality education and expanding lifelong learning opportunities, have required monitoring of global and thematic indicators in the field of education. The 43 global and thematic indicators identified within the framework of SDG 4 provide an opportunity to assess not only the coverage and quality of education but also educational systems based on the principles of social equity and sustainable development. In this regard, the Republic of Uzbekistan is actively working to improve mechanisms for comprehensive monitoring of its education system and to develop and effectively utilize statistical data to achieve the goals of SDG 4 [2].

Currently, significant attention is being paid to the support of international organizations, including UNESCO, UNICEF, and other institutions in enhancing the statistical capabilities of the Uzbek education system. In particular, the initiatives proposed by these organizations to support strengthening countries’ statistical systems, collecting and analyzing data regarding global standards. This process is also highlighted in SDG 17.18 and is connected with improving national statistical systems, specifically the development of statistical skills and innovations.

This article aims to analyze the current state of the education system in the Republic of Uzbekistan, identify challenges and opportunities in implementing SDG 4 indicators, and provide a scientific and practical framework for improving education policy. The proposals presented in this article can also be utilized by education policymakers in the strategic development of national education policy and in achieving global goals, contributing to the socio-economic development of Uzbekistan.

To better understand the strengths and weaknesses of Uzbekistan’s efforts in education data development and its alignment with global goals such as SDG 4, this study explores several key questions. These questions focus on the structure of the national education statistics system, the progress of digitalization, the integration of data sources, and the overall quality and reliability of educational data.

RQ1: What is the current structure of Uzbekistan’s education statistics system, and how are roles divided among different agencies?
RQ2: How is digital data collection being implemented across the country, and what challenges affect its full adoption?
RQ3: How well are data from different sources integrated, and how do gaps in data quality impact the reliability of education statistics?

II. LITERATURE REVIEW

A.The role of statistics in education.

A study emphasized that misunderstanding or misapplication of statistical data for education policy could negatively impact reforms in the education system [3]. This approach reaffirms the necessity for accuracy and consistency of data in implementing educational policy in Uzbekistan. By improving the quality of statistical data, opportunities for making precise and effective decisions in the education system will expand. Furthermore, research highlights the importance of statistical indicators in ensuring equal opportunities in education [4]. They argue that the use of statistical data in policy development allows for social justice and efficient allocation of resources. This approach demonstrates the need for working with statistics to reduce regional disparities in Uzbekistan’s education system.

A study dedicated to examining the role of statistical data in international education systems notes that statistical systems are a key factor for successful policy [5]. This, as noted by scholars, allows for the formation of multifaceted educational trajectories in the education system of Uzbekistan, enabling the practical application of the principle “no child left behind” so that no student ends up in a “no dead ends” situation [6]. Other work demonstrates the importance of analyzing educational resources and their effective distribution using statistical data [7]. As highlighted in [7], educational statistics is a crucial tool for improving student outcomes and optimizing resource utilization. This approach proves the necessity of a statistical system for effective resource management in the education system of Uzbekistan.

Recent analysis has explored the importance of statistical metrics in shaping educational policy at the state level [8]. This study illuminates methods for ensuring the effectiveness of collecting statistical data and linking them to practical policies. This approach underscores the necessity of strengthening the connection between education policy and statistical infrastructure in Uzbekistan.

B.The current state of compiling education statistics in Uzbekistan.

The process of collecting and analyzing statistical data in education in Uzbekistan is carried out in line with a multi-stage system (Figure 1). In this system, state organizations, international partners, and modern technologies operate in cooperation. However, the existing statistical management system is not cohesive and integrated but is managed separately by several independent organizations.

Education statistics in state educational organizations are based on administrative data collected at the level of educational organizations by the Ministry of Preschool and School Education (MoPSE), the Ministry of Higher Education, Science, and Innovation (MHESI), while data on non-state educational organizations is collected by the National Statistics Agency (NSA). Responsible state bodies for each area of education collect statistical data from educational institutions within their system twice a year. This process typically takes place in October and April. Data is collected using pre-developed special Excel tables, with information gathered individually from each educational organization.

Additionally, the NSA of Uzbekistan also collects annual education statistics. Statistical data from educational organizations is gathered annually in October through the e-stat 4.0 program. In this process, the heads of organizations are personally responsible for the accuracy of the information, and the submitted data is verified by digital signature. However, this system only provides static data for a specific period and does not account for changes that occur during the academic year.

C.Project implemented by Korea and Uzbekistan.

International cooperation plays a crucial role in developing the education statistics system in the Republic of Uzbekistan. Specifically, during 2020-2022, the State Inspectorate for Quality Control of Education under the Cabinet of Ministers of the Republic of Uzbekistan and the Korean Institute for Education Development (KEDI) implemented the project “Development of Educational Indicators and Enhancement of Statistical Capacity”. This project aimed to implement measures to improve the education statistics system in Uzbekistan based on Korean advanced experience.

The Republic of Korea is recognized as the leading country in education statistics management among Asian countries [9]. In 1962, Korea established a national education statistics system, which was fully computerized by 1998. Furthermore, in 2010, the database was integrated with international systems, aligning statistical data with global standards [10]. Unlike in Uzbekistan, Korea has built a comprehensive and standardized framework that collects education statistics across multiple types and levels of education, using a wide range of indicators and consistent data cycles (Table 1).

Within the framework of this project, five aspects of Uzbekistan’s education statistics capacity were extensively analyzed based on Korean experience, especially, system and infrastructure, legal mechanisms, data collection procedures, utilization of statistical data, and educational indicators were examined.

III.METHODOLOGY

This study utilized qualitative methodology to assess the current state of the education statistics system in Uzbekistan, identify existing challenges, and explore their underlying causes. Primary data were collected through interviews, in collaboration with several key government agencies, including the Ministry of Preschool Education, the Ministry of Public Education, the Ministry of Higher and Secondary Special Education, the State Committee on Statistics, and the former State Inspectorate for Quality Control of Education. Notably, these institutions underwent significant reorganization following Presidential Decree No. DP-269 issued on December 21, 2022.

To complement the expert interviews, a sample-based survey was conducted among 105 respondents, including ministry representatives, regional staff, and heads of educational institutions from all 14 regions of Uzbekistan (Table 2). The respondents were selected using a purposive sampling method, based on specific criteria such as working in key areas of education (e.g., preschool, general school, higher education, or statistics departments), having at least five years of professional experience in the education sector, and holding a leadership position within their respective organizations.

The survey instruments used in this study were adapted from diagnostic tools developed by the Korean Educational Development Institute (KEDI) and previously applied in Mongolia, Vietnam, and Sri Lanka between 2017 and 2019 [11] (Table 3). These tools were designed in accordance with international standards, specifically the UNESCO Institute for Statistics’ Data Quality Assessment Framework (UIS DQAF), the Tool for Assessing Statistical Capacity (TASC) by the U.S. Department of Statistics, and the Statistical Capacity Building Indicators by PARIS21. The adoption of these instruments ensured high reliability and validity, as supported by earlier validation studies reporting Cronbach’s alpha values above 0.80 and content validity indices exceeding 0.90.

The study was conducted in a secondary school in Tashkent city, Uzbekistan, focusing on 8th and 9th grade students. A total of 116 students participated, with 57 students in 8th grade and 59 students in 9th grade (Table I). Additionally, 15 teachers participated in the study, all of whom were women. They are teachers of subjects – Physics, Chemistry, Biology, Geography, and Mathematics. Three of them were physics teachers who delivered the classes for experimental and control groups. They were responsible for delivering laboratory and classroom instruction using the multimedia in their physics platform in one group, while another group was taught using traditional methods. Students were randomly assigned into two groups. Experimental group is taught using the multimedia physics platform and control group is taught using traditional laboratory and textbook-based instruction. Both groups followed the same syllabus, topics, and learning objectives, ensuring comparability. To control for teacher instructional proficiency, the same instructor conducted lessons for both the experimental and control groups. This approach ensured that any observed differences in student performance were attributable to the intervention itself rather than variations in teaching styles or experience levels. The experiment duration was for two weeks, during which teachers integrated simulation-based learning into their lesson plans and laboratory activities.

The study used a pre-test/post-test approach to measure for both groups of students to assess their prior and after knowledge. Additionally, teacher surveys were conducted to assess usability, engagement, and perceptions of the platform. Pre-test/post-tests were created by a physics teacher who is closely familiar with the school syllabus, and another independent physics teacher was invited to verify the accuracy of the test questions and evaluate whether the assessed knowledge aligned with the lessons taught during the experiment. Teacher surveys can be found in (Table II). The survey items were also validated by two independent experts.

The diagnostic framework comprised nine fields essential for evaluating the education statistics system: (1) institutional structure; (2) planning processes; (3) statistical content; (4) survey design; (5) data collection methods; (6) data input and database management; (7) statistical services; (8) data utilization; and (9) management and support mechanisms. Within these domains, key diagnostic factors included the availability of skilled personnel and financial resources, the comprehensiveness of statistical coverage across disciplines, and the responsiveness and accessibility of data services, both online and offline. The purpose of this interview was to capture their experiences in managing educational statistics, evaluate the current infrastructure, identify operational constraints, and gather perspectives on future improvements.

The qualitative data from interviews were analyzed using Burnard’s thematic coding framework, which facilitated the identification of key themes and patterns in participant responses [12]. This content analysis enabled a deeper exploration of the systemic issues and institutional barriers affecting the education statistics system. Figure 2 shows the procedure of this study.

IV. RESULTS

A.Problems and reasons for developing educational statistics.

Interviews conducted during the study highlighted a range of systemic challenges affecting the quality, consistency, and efficiency of education statistics in Uzbekistan (Figure 3). These challenges include fragmented data collection methods, inadequate digital infrastructure, lack of standardized practices, and workforce shortages, all of which hinder the reliability and utility of statistical information in policy-making and public transparency. To better understand these complex issues, the identified problems and their underlying causes are categorized into thematic clusters below (Figure 4).

1) Cluster 1: Digitalization issues

The primary challenge in creating, managing, and providing education statistics in Uzbekistan is the insufficient level of digitalization. There is a digital online system for education statistics, which is meant not only for education statistics, rather, it is part of the broader school management system. The e-School and the Enterprise Resource Planning (ERP) information systems developed in Uzbekistan are designed to organize the educational process and not used for centralized information collection. The reasons for the lack of digitization are as follows:

The lack of unified international or national standards for education statistics in Uzbekistan limits the effectiveness of the system. As each level of education uses its own indicators and methodologies, there is no guarantee of data consistency. The lack of standards hampers cooperation with international organizations and limits global comparability.

Financial constraints seriously hamper the development of digitization processes. Limited budgetary resources reduce the possibility of implementing modern technologies and improving existing systems.

Underdeveloped infrastructure makes it challenging to implement digital systems, especially in rural and remote areas. Unstable internet and power supplies cause delays in data collection and transmission processes.

The education statistics system lacks uniformity and consistency of indicators. The existence of separate indicators for each level of education makes data integration complex. This situation reduces the comparability of statistical data not only at the national level but also internationally.

Low interest in developing knowledge of information and communication technologies further complicates the digitalization processes. Some organizations do not pay enough attention to the implementation of modern technologies. This hinders system development and effective management. The absence of a system to raise public awareness of education statistics limits the dissemination of collected data to the public.

The teacher survey results indicate a high level of satisfaction with the multimedia platform, particularly in terms of usability, effectiveness in teaching, and its impact on student learning (Table II). Teachers rated the Ease of Use positively (average 4.37/5), highlighting its intuitive design, accessibility, and ease in finding resources, though some technical concerns were noted (3.87/5), suggesting occasional performance issues. The platform was also perceived as a valuable tool for lesson delivery (4.53/5), helping educators organize complex lessons, its alignment with textbooks. Notably, simulations were rated highly (4.73/5) for their ability to provide students with practical knowledge and a deeper conceptual understanding of scientific principles. This supports our second research question by showing that the usability does influence adoption.

The platform’s impact on student engagement and learning outcomes was significant, with teachers reporting that it increases student interest (4.67/5), improves conceptual understanding (4.73/5), and fosters interactive discussions (4.73/5) (Table II). These findings align with prior research suggesting that multimedia simulations enhance student engagement and active learning experiences. However, performance data did not show a significant improvement across different grades. While engagement appeared to be positively influenced by the platform, the learning outcome impact remained inconsistent, and this partly supports our third research question.

2) Cluster 2: Integration problem

Integration issues are one of the main problems in Uzbekistan’s education statistics system, limiting its effectiveness. Education statistics in the country are managed by two separate ministries, the MoPSE and the MHESI, each using its own indicators and methods. This situation complicates the integration of statistical data and undermines data consistency.

Another factor hindering integration is the separate management systems for public and private educational organizations in Uzbekistan’s education system. Public educational institutions are strictly controlled by the government, while private educational organizations operate with relative freedom. Consequently, these organizations face difficulties in data collection.

The lack of timely provision of statistical data is a significant problem that reduces the effectiveness of the system. Some educational organizations do not fully understand the importance of education statistics and often do not feel obligated to provide statistical data. As a result, many educational institutions do not submit information on time, which reduces the accuracy and quality of data management.

Methodological differences between the NSA and the Ministries of Education further complicate the creation of an integrated system. The establishment of a unified system becomes more challenging, as integration must occur between the two Ministries of Education, as well as the NSA and other relevant organizations needs to occur.

In addition, the underdeveloped mechanism for exchanging collected data between organizations negatively affects the quality of the education statistics system. Uzbekistan’s Ministries of Education and relevant agencies lack the information they need to formulate educational policies. The lack of clarity regarding what data is collected and how it is gathered in each department often results in duplicate data collection.

3) Cluster 3: Reliability issues

The most critical aspect of collecting and using education statistics is the reliability of the data. Even if data are collected and aggregated quickly, they cannot be used if there are problems with their reliability. The following factors were cited as reasons that diminish reliability:

Some leaders of educational organizations try to present their organizations as superior to others. These efforts are also affecting the statistical data and undermine the reliability of education statistics. In addition, some educational organizations do not disclose who is responsible for compiling their statistics, which also leads to the emergence of inaccurate information.

The data collected is published in an aggregated form and is not broken down by individual educational organizations. This is also considered a factor that reduces the accuracy of statistical data for some educational organizations. Even though some educational organizations provide inaccurate information, when these data are combined with general information, these inaccuracies are not detected, leading to the unreliability of the overall data.

Educational organizations have few or no staff dedicated to education statistics, and existing staff lack sufficient experience to train others. In some cases, the collection and processing of education statistics is artificially assigned to the deputy head of the education organization.

Cases of irresponsibility are also one of the factors that reduce the reliability of the education statistics system. The problem of inexperience leads to irresponsibility on the part of education statistics managers who prepare statistical data. Errors in the data occur as a result of the fact that those responsible for statistical processes regard education statistics as an extra task without a sense of obligation or responsibility, and do not take their duties seriously.

The shortage of specialists is another crucial problem in ensuring the system’s stability. The lack of specially trained personnel in education statistics in educational organizations and ministries reduces the effectiveness of the system. The absence of the necessary programs and resources to train such personnel exacerbates the problem. In Uzbekistan, there is no training program for specialists in educational statistics for educational organizations, or it has never existed at all.

B.Analysis of the results of educational statistics in Uzbekistan

The problems of the educational statistics system in Uzbekistan and their causes were analyzed at both macroscopic and microscopic levels. This analysis includes factors requiring the adoption of large-scale decisions necessary for state policy, as well as situations arising at the level of educational organizations. These problems and their consequences are described in detail below (Figure 5).

1) Analysis of high costs and government-level outcomes

Below is an analysis of the outcomes that require major budgetary and governmental decisions.

Lack of a unified system: Uzbekistan’s education management system differs from that of other countries in that the MoPSE is responsible for pre-school and general education, while the MHESI is responsible for higher and secondary specialized education. Each governing body has its own system, but these systems are not interconnected and do not allow for the creation of a unified database. Consequently, the ability to jointly calculate indicators needed to improve management processes or enhance the quality of education is limited. In general, secondary education, ERP, and e-school information systems are used (the latter requiring an annual subscription fee for parents), while in higher education, the Higher Education Management Information System (HEMIS) is used.

Lagging in the statistical system: From 2017 to 2022, numerous measures were taken to improve the statistical system in Uzbekistan. In particular, the President of Uzbekistan issued several decrees: No. PP-3165 of 31 July 2017 “On Measures to Improve the Activities of the State Committee of the Republic of Uzbekistan on Statistics”; No. PP-4273 of 9 April 2019 “On Additional Measures to Ensure Openness and Transparency of State Administration and Enhance the Statistical Potential of the Country”; and No. PP-4796 of 3 July 2020 “On Measures to Further Improve and Develop the National Statistical System of the Republic of Uzbekistan”. These decrees were aimed at strengthening the statistical system.
However, despite the reforms implemented, significant shortcomings remain. According to this study conducted in Uzbekistan, it was found that 64-80 percent of the indicators of the International Labor Organization (ILO) and the Food and Agriculture Organization (FAO), 48 percent of UNESCO’s National Education Statistics Database, and 43 percent of the International Energy Agency’s data were insufficient.

Shortage of specialists (human resource deficit): Another critical issue in the development of the statistical sector is the lack of human resources. Only 2% of the system’s employees have higher education in statistics. Since 2015, 318 specialists with bachelor’s degrees and 33 with master’s degrees have been trained in this field, but only 10% of them work in statistics. There might be two main reasons for this situation. First, Uzbekistan does not have enough people trained in statistics and information technology. These fields are among the most in-demand worldwide, especially in the era of the Fourth Industrial Revolution. Second, specialists working in education receive lower salaries compared to other sectors. For instance, the average monthly income of education workers ranges from USD 300 to USD 500, which limits the ability to attract highly qualified personnel.
This problem is not limited to educational statistics alone. Of the 32 state agencies that collect statistical data in Uzbekistan, only 7 have specialized statistical departments, and the sectoral activities of more than 30 state agencies are not coordinated (according to the situation before the administrative reform of 21 December 2022). Meanwhile, these agencies account for 40% of statistical indicators, and there are problems such as weak interaction between sectors and lower levels, as well as inconsistencies in databases during the work process.

Inability to utilize data for policy-making: The absence of a comprehensive system, as mentioned above, creates additional challenges in generating the necessary data for developing wide-ranging education policies. The lack of such data means that it is difficult to formulate policies with minimum cost and maximum effectiveness.
Additionally, parents do not have access to accurate and reliable information necessary for choosing an educational organization for their children. The lack of disclosure of detailed statistical data by organizations or the failure to disseminate such information to the public makes it difficult for parents to make informed decisions.

2) Analysis of low-cost and government-level outcomes

The following is the essence of the analysis of outcomes that need to be addressed by the government and require relatively little funding.

Errors in compiling statistical data: Errors in the education statistics system can be divided into two main types: errors in the process of entering statistical data by educational organizations and shortcomings arising during the data verification process. Errors frequently occur during the stages of data collection and analysis. An effective method to address these issues is implementing computerized systems that incorporate logical verification elements. However, in the context of budget constraints, these problems can also be mitigated by creating additional manual data verification mechanisms.

Lack of capacity to train specialists: While the previously mentioned high cost — the shortage of specialists for analyzing macroscopic results at the government level — refers to highly educated experts, here “specialists” refers to training employees who will be responsible for education statistics in educational organizations. Those responsible in educational organizations do not need to have a high level of knowledge in statistics and computer science.

Data uniformity is essential for measuring the overall effectiveness of education by linking information. For example, if a student has completed their basic schooling and wishes to continue their education at an academic lyceum, there is currently no way to automatically transfer the student’s information to the second system. This is due to the lack of ERP and e-school systems in secondary specialized educational organizations under the MHEDI. The situation is even more complicated for students in specialized schools, such as military schools and non-state schools.

Lack of policy and research material: Many organizations calculate different education statistics, but each set of data is calculated based on the needs of the respective organizations.

3) Analysis of high costs and results at the level of educational organizations

Below are the results that require relatively high costs and can be addressed by educational organizations.

At present, the infrastructure related to computers in schools in Uzbekistan is not sufficiently developed. The components of this infrastructure include not only computers and software, but also stable power supply, high-speed Internet, and quality maintenance services.

Lack of experience: The inexperience of employees responsible for education statistics is one of the pressing problems of the system. Often, employees performing this function in educational organizations change frequently. The reason for this is the short working experience and the inability of new employees to accumulate experience. As a result of frequent staff changes, the continuity of the statistical collection and analysis process is undermined, which reduces the accuracy and reliability of the data.

4) Analysis of low-cost and educational organization-level results

Below are some findings that are relatively inexpensive and can be addressed by schools.

Difficulty in verifying data errors: The data provided by educational organizations is entered using the Excel program, and it is difficult to verify data errors. In addition, statistical surveys are compiled by ministries using the Cyrillic alphabet. However, professors and teachers in educational organizations use both Latin and Cyrillic alphabets. As a result, statistical data is often formed in two alphabets, which leads to a significant amount of time being spent on the data-cleaning process. This problem affects the reliability of general education statistics. Policies created using data with a low level of reliability are more likely to be incorrect. These problems can be seen as a result at the governmental level, but can also be viewed as a result at the level of an educational organization. The accuracy and reliability of data can be increased if educational organizations increase the importance of educational statistics work to provide more accurate and faster data entry.

One of the most common problems in the education statistics system is the late submission of data by educational organizations. Late submissions hurt the overall effectiveness of the education system, as timely access to statistical data is lost. Developing and implementing policies based on delayed data can result in a significant loss of time. Even one or two educational organizations failing to provide timely statistical data can lead to delays in the entire educational policy process.

V. RECOMMENDATIONS

Action plans in terms of costs and implementing parties can be presented as follows (Figure 6):

A. High-cost action plan at the government level.

ERP, e-school, and HEMIS are organized as digital educational platforms for faculty members, students, parents, heads and representatives of educational organizations. Therefore, all educational organizations should establish a system for generating educational statistics based on the data entered into the system, without adding additional information. The Korean experience can serve as an important example in this regard. The Korean NEIS (National Education Information System) serves as the primary source of information for education statistics. Data entered into this system are automatically transferred to the statistical database, and when necessary, additional information is requested through the system.

The need for an independent organization to develop and manage the statistical system: As mentioned above, there are two Ministries of Education in Uzbekistan. Due to the existence of two Ministries of Education in Uzbekistan and the complexity of their integration process, it is necessary to establish an independent professional agency for managing education statistics or to delegate such authority to an existing independent organization. In Korea, for example, this role is performed by the Centre for Education Statistics of the KEDI. Although there is a Ministry of Education in Korea, various departments are responsible for preschool, primary, secondary, and higher education, as well as lifelong learning organizations, and it is difficult to exchange information between them. To address these issues, the Center for Education Statistics of KEDI was appointed as a professional agency for education statistics and was authorized to provide data to the head of each organization. This center can collect general data and provide a wide range of services based on it. Once the ministries are merged in Uzbekistan, it will be possible to continue to use the experience and knowledge gained by this agency. The creation of such a professional agency will also contribute to the professional development of education statistics personnel. In national administrative bodies such as the Ministry of Education, it is challenging for employees to effectively perform their duties over an extended period. It is particularly difficult to hire specialists with expert knowledge in areas such as statistics. These problems can be addressed by professional agencies. They can achieve high efficiency by recruiting staff who perform similar tasks and by bringing together specialists with similar abilities. In this way, it is possible to solve problems related to human resources.

Training for educational organizations: If users cannot use the system correctly, even the best system will not function effectively. Therefore, after the implementation of the statistical system, it is necessary to improve the qualifications of employees who use this system in educational organizations. Currently, training on statistical data collection is being conducted in Uzbekistan, but once the system is fully operational, it is necessary to conduct these training sessions more actively and in greater depth. Additionally, in order to increase the effectiveness of these training sessions, it is necessary to provide participants with various incentives. It is also important to develop clear rules for educational organizations to follow.

B. Low-cost action plan at the government level.

Legislation on Education Statistics: Statistical data must be accurately collected within the established timeframe for the timely use of education statistics in policy-making. This applies to educational organizations, education departments, and two ministries of education. First, educational organizations must provide accurate information within the established time frame, and education departments must accurately compile and timely complete the provided information. The Mministries of Eeducation should disclose this information to the public through a predetermined method and provide it to users quickly and securely. The entire process cannot be carried out simply on the instructions of one person; therefore, it must be clearly reflected in regulatory documents. The law should clearly specify the duties and responsibilities of the persons involved in educational statistics work, the manager responsible for the entire process, as well as the procedure for data management and usage. In Korea, the laws “On Preschool Education” “On Primary and Secondary Education”, “On Higher Education” and “On Lifelong Learning” stipulate that all schools must provide educational statistics.

Promotion of educational statistics: The tendency of educational organization staff to neglect educational statistics seriously affects the accuracy of educational statistics. The first way to address this is to make it mandatory through educational statistics laws. While this method can be effective, encouraging people to participate voluntarily is equally important. One way to do this is to clearly explain the importance of the work and how it is used. People need to be made aware of the importance of education statistics and that those responsible for them are doing important work for the country.

Reward system: If the law on educational statistics establishes obligations, then rewards should be provided for completing the work. The opportunity to fulfill important tasks and receive rewards motivates employees. People need to know clearly that they can receive rewards by entering data accurately and adhering to deadlines. In Korea, awards are given to employees who show special diligence in education statistics, and employees recommended by each education department are given the opportunity for professional development abroad.

Implementing a system for publishing educational organization data: When data collected as educational statistics is used effectively, many people have access to it and obtain various types of information. Students and parents are particularly interested in educational statistics data. The most essential information for them is about the studentsʼ school or the higher education organization they plan to attend. Therefore, the system for providing this data is crucial for the effective use of educational statistics data. This system also has a significant impact on data collection. This study shows that a factor hindering data accuracy is the tendency of school leaders to input data superficially because their school data is disclosed. If accurate school data is disclosed through the publication system, it can change the school principal’s approach. Additionally, misrepresentation may also be detected, so there should be official rules for the disclosure of individual school data, taking into account the privacy of personal information.

Developing unified guidelines: It is necessary to provide detailed explanations of what data is entered for the Education Statistics Questionnaire. This manual should include various instructions for all data: data types, alphabetic or numeric entries, data value ranges, and more.

C. High-cost plan at the educational organization level.

Recruiting statistical staff: To obtain reliable education statistics from educational organizations, it is necessary to employ specialists in education statistics. Admittedly, work on education statistics is not carried out all year round, and a full-time employee can be costly. Therefore, during the period of statistical work, it is possible to hire qualified staff temporarily or hire a staff member to carry out statistical tasks during this period and to perform other tasks at other times.

Developing skills through training: Hiring statistical managers can create certain challenges in maintaining employment for educational organizations. Therefore, even if a new employee is not hired, it is essential to start by focusing on the active participation of managers in training sessions on education statistics conducted by ministries of education or education departments. If this process is well supported, it may be the most effective way to improve data accuracy and compliance with submission deadlines.

D. High-cost plan at the educational organization level.

Raising awareness among educational organization management: Education statistics managers in educational organizations perform the majority of work in the field of education statistics. However, the management of the educational organization needs to understand the importance of educational statistics and support the work of these managers. Ultimately, management itself should serve as a model for these processes.

Reducing tasks assigned to statistical managers: In statistical processes, an additional budget is required for hiring specialists, but when budget allocation is difficult, it is advisable to reduce the workload of the specific staff member assigned this task within the existing personnel. Optimizing the workload allows statistical managers to improve data accuracy and strictly adhere to data entry deadlines.

Strengthening Responsibilities: Laws and regulations on education statistics impose obligations on educational organizations. Therefore, educational organizations must clearly understand these tasks and identify the necessary types of work. Strengthening the tasks means that the management of the educational organization should feel a greater sense of responsibility.

E. Unified Education Statistics Information System.

In order to develop the education system of Uzbekistan and effectively organize management processes, it is advisable to establish a unified and independent organization for education statistics. The main goal of such an organization is to collect comprehensive, systematic, and reliable statistical data in the field of education and to enable their effective use.

The responsibilities of an independent organization are wide-ranging. In particular, this organization will annually publish a comprehensive statistical report on educational organizations and their activities. A benchmarking system will also be established to assess the effectiveness of educational organizations and create opportunities for their comparison. Additionally, one of the important tasks of this organization will be the preparation of raw data for conducting scientific research and the creation of the necessary statistical database for researchers.

To accomplish these tasks, it is necessary to create a unified information platform for education statistics in Uzbekistan (Figure 7). This platform allows for the collection and management of all information in the field of education in one place. The platform will include a database of information on educational processes, scientific research, and organizational management activities. The use of blockchain technology in the platformʼs operation ensures data security, immutability, and transparency.

The use of logical elements in the data entry process on the platform also plays an important role. Logical elements automatically check the accuracy, consistency, and compatibility of the data entered. For example, the name of the educational organization and its type of activity must correspond to each other, and the ratio between the number of students and the capacity of classrooms must be logically correct. This prevents incorrect or incomplete information from being entered into the system. This data operates in integration with the public services portal and other information databases, creating easy access to statistical data for users.

The unified statistical data platform enhances transparency and efficiency at all stages of the decision-making process in the education system. This guarantees the openness, accuracy, and relevance of the information. At the same time, users will be able to automatically process data and obtain analytical reports.

F. Implementation Timeline and Risk Overview.

The proposed reforms can be divided into short-term, medium-term, and long-term actions. In the short term, it is important to adopt a clear legal framework, raise awareness, and provide initial training and guidelines. In the medium term, efforts should focus on building a unified digital system, strengthening staff capacity, and improving data access. In the long term, the creation of a professional, independent agency and full integration of data use into education policy are essential.

While the proposed reforms offer a clear path forward, their success depends on recognizing key risks and ensuring necessary conditions are met. Legal reforms may face delays without strong political commitment and coordination between ministries. The lack of awareness and motivation among school staff could hinder implementation unless supported by effective communication and incentives. Technical challenges may arise in developing and integrating digital systems, which require reliable infrastructure and expert support. Building institutional capacity also depends on sufficient funding and the availability of qualified personnel. Moreover, ensuring transparency through public data systems requires clear rules on privacy and accountability. Finally, the creation of an independent statistics agency will need legal authority, sustainable financing, and cross-sectoral backing to function effectively.

VI. CONCLUSION

As a result of a three-year study, analyses of the current state, problems, and causes of the education statistics system in Uzbekistan were conducted. Based on these analyses, a number of practical measures and strategic plans for the development of the system have been developed. The plans were discussed in seminars and webinars, and priority areas for future implementation were identified.

The research results showed that the process of improving the education statistics system requires not only political support from the government and ministries but also active participation at the level of all educational organizations. To achieve this, the government, ministries of education, and educational organizations should develop and implement roadmaps based on a systemic approach.

However, the study is limited by its focus on institutional perspectives and the absence of detailed technical evaluations of digital platforms. Future research should explore the effectiveness of implemented reforms, assess data user satisfaction, and examine the long-term impact of new digital systems and governance models on education policy outcomes.

VI. ACKNOWLEDGMENT

This study was conducted between 2020 and 2022 under an agreement between the Korea Institute for Educational Development and the State Inspectorate for Quality Control of Education of Uzbekistan. We appreciate the Korea Institute for Educational Development for its technical consultation and knowledge exchange.

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All authors contributed equally to this work.

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