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A letter from a teacher - "Rayono" needed a machine runner, not a Methodist
15:39 / 16.07.2024
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Many teachers continue to send letters to our "Letter from the teacher" project. In this issue, the honorary pedagogue Khudoyberdi Komilov wrote some comments about the education system.
So we started...
Recently, "Mahalla" TV channel's "Minbar" program organized a conversation on the topic "Does school education meet the requirements of the time?." At it, representatives of various professions, from a deputy to a literary critic, discussed the issues of school education with difficulty.
But there was not a single specialist among them who knew the problems of the school better. Therefore, the show ended almost without any practical conclusions. If you look at this show, the title of the topic itself answered the questions they asked. To the rhetorical question, "Does school education meet the requirements of the time?" it is possible to give the direct answer "NO!."
Because today we are living in a legal-democratic state, a free society based on market economy. However, it is no secret that our education system remains in the old Soviet patterns left over from my father's time. For example, market relations are formed on the basis of fair competition. We can clearly see this in the development of various spheres. For example, problems in industries operating in a market-oriented manner have been almost completely eliminated. Examples include trade, transport, public catering.
You can go to the smallest convenience store in the farthest village, but you can still find what you're looking for. Or you can call a taxi at midnight. In terms of the quality of service, they are superior to each other. In the field of education, there is no real competition, and it is sinking day by day.
Despite the fact that beautiful, scientific views are expressed on the problems in it, the work is becoming more difficult. There was no trace of the exaltation and boasting of the past. Especially after the PISA international research, the real situation has become apparent. In this regard, it is fair to say that even in that old Soviet era, there were some manifestations of competition.
For example, the most suitable and skilled teachers among teachers were invited to the district departments of public education as methodologists, they taught teachers the skills of teaching, gave advice. However, in recent times, this practice has been broken, and random people have been appointed as Methodists.
I remember one incident in the 80s of the last century. There was a good foreign language teacher at our school. He was recommended to the "rayon" as a Methodist. But he was replaced by a young, inexperienced teacher. Because the young teacher had a car that his father bought for him. Later it turned out that people who did not have a car were not accepted for such a position. It follows from this that the "district" needed a machine runner, not a Methodist.
Strangely, for some reason, people aspired to Methodism, even though their salary was low. Yes, it's not surprising that the teachers who were supposed to be methodologists in science, that is, teachers' teachers, were paid less than regular teachers. Absurd, do you say? True, absurd. Or else the salaries of the directors were lower than those of the teachers. For example, even though I myself have been in managerial positions for half of my teaching career, my current pension is much lower than that of my teachers or students.
Is that absurd? Yes, absurd! What more could one expect from a sphere operating on the basis of such absurd procedures? What was the result? The Methodists did not succeed in carrying out their mission. This process has not been stopped by a slight increase in their wages in recent years. Unfortunately, this situation continues today. In terms of material incentives for teachers, various measures are being devised. Various certificates are issued. Teachers are also trying to use all the tools to capture them. Let's take one of these activities, for example, the procedure for obtaining a certificate.
To achieve this, the teacher works on himself and tries to enrich his knowledge, not the child's. On the one hand, this is good. On the other hand, the most surprising thing is that he tries to increase his salary by using all possible means, even suspicious sticks, to collect more points. Anyone who shows an easy way to solve complex problems is unaware of the problems in the field of education.
It is impossible to radically improve the quality of education by issuing certificates, updating textbooks, introducing foreign teaching methods, improving the qualifications of teachers, evaluating by a new method, maintaining "kundalik.com," changing the name of the ministry, etc. For this, it is necessary to create a truly competitive environment in the education system.
It should not be forgotten that knowledge is also a kind of spiritual product. Even if it is a product, it is the basis of products. Knowledge is the basis of all the blessings created for people in the world. Therefore, it should be properly evaluated. It is impossible to improve the quality of education by paying teachers a small salary.
However, it is also clear that it is impossible to pay them all more than once. No matter how rich a country is, it will not be able to establish a twelve-year compulsory, general secondary, free, and, moreover, a clumsy state education system in seven languages. Having studied the foreign experience, I was convinced that no other country in the world has a comprehensive free education system like ours.
So, if the problem is so complicated, is there any reasonable solution?
Just as it is said that if you find the castle, the snow will burn, if you search carefully, you can find a solution to any complicated problem. In my previous articles, I proposed to establish educational institutions in remote villages where students will receive high-quality education. Perhaps now our state does not have the opportunity to build hundreds of additional schools.
Even in this case, a solution can be found. Let's say that many sorted classes are being organized in the existing schools. It is necessary to mobilize skilled teachers to teach them lessons. It is known that in every region there are teachers of the highest category who know their subject well. They are operating only within the framework of one school.
However, it is possible to find a way to effectively use these teachers. Unfortunately, with the current procedure, such mobilization is completely impossible. Even if the teacher wants to do so, the school outside of the main workplace will be paid a low salary on a part-time basis.
For example, if I'm offered to teach in select classes from nearby schools, I may not like it. If the work of high-class teachers like us were properly rewarded, we would gladly accept such an offer, and the education system would gain a lot from it. In this sense, I can repeat once again that effective results cannot be achieved without deep reform of the system.
As we mentioned above, the first aspect of the system that needs to be corrected is the procedure for paying the work of teachers. Along with the world experience, it would be appropriate to refer to the old foundations of our economic knowledge. For example, our great ancestor, a mature political figure, Amir Temur, in his decrees, mentioned the following as a program:
"I have commanded that the emirs, mingbashi, centurions, tenth- chiefs, and other sepoys should be paid their wages in the following order: an ordinary sepoy should be paid the price of his horse on the condition that he performs his duties properly. Let the wages of the knights be fixed from two to four horses. Let the salaries of the officers be ten times higher than the salaries of the ranked soldiers. The salary of the centurions should be twice that of the ten officers, and the salary of the thousand officers should be three times that of the centurions."
Apparently, he has fairly fixed the salary of each civil servant according to the ladder of service. In our system, on the contrary, the reverse order prevailed. The result did not take long. In a short period of 30-40 years, the education system experienced a deep decline. The main reason for this is the principle of equality in the payment of wages to pedagogical workers who have fallen behind in my father's time.
As an example of this situation, I will cite another example. Today, everyone complains about the low level of literacy of our youth and personnel in general. Wherever you look, you'll see a lot of mistakes. Everything from textbooks to billboards on the streets is spelled incorrectly. Now consider for yourself: the salary paid to native language teachers for checking a notebook does not even reach 200,000 soums a month.
However, checking the notebook takes more time and work than lessons. For example, it takes at least two hours to thoroughly and qualitatively review an hour's written work. As a result, the teacher will superficially check the names of the notebooks and grade them. Here is where you should look for the root of illiteracy.
In this regard, I would like to mention some comments on the introduction of foreign experience, which is now becoming widespread in our country. If it's foreign, there's no need to lie down and lick the cock. We have national pedagogical traditions that have justified themselves for centuries. In addition, it is natural that the climate, environment, and people's mentality abroad do not correspond to us.
In Finland, for example, the system, the education system, the capacity of teaching staff, the number of students, the demographic situation, the remuneration of teachers... in every respect, it is completely different from the situation in Uzbekistan. In my opinion, our education system should be completely responsive to our national needs, should have its own national education model in all respects.
It should reflect the characteristics of ourselves. If we effectively use the positive aspects of foreign experience that are useful for us, it will undoubtedly be beneficial. However, the consequences of blind imitation, saying that this is the case abroad, can have the opposite effect.
In this sense, every innovation and change must be tested, first of all, in a narrow circle, and widely implemented only if it gives results. Therefore, in the education system, it is useless to look for a wand that can be fixed in one swing. Because the wand is in our hands from the very beginning, only to be able to use it wisely.
Khudoyberdi Komilov, honorary teacher.
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