Rethinking Schooling for the 21st Century

competency-based schooling, and the widespread view of education as a tool for
enhancing national economic competitiveness, have put increasing pressure on
the government to follow the lead of countries like Mongolia. In April of 2017, the
Government of Uzbekistan approved a new SES for general secondary schooling,
and for special and vocational education. The introduction of the new standards
for particular subjects, and publication of textbooks to accompany them, is due
to proceed gradually until 2020.
PEACE, SUSTAINABLE DEVELOPMENT AND
GLOBAL CITIZENSHIP IN EDUCATION POLICY AND
CURRICULA
The Soviet education system emphasised universal and equal access to
schooling, proclaiming investment in education as central to the socialist project
of empowering the masses. This has contributed to a persistent belief among
the peoples of Central Asia and Mongolia in the intrinsic value of schooling. At
At the same time, the role
of schooling in political
socialisation has been
turned to new nationbuilding
purposes. Policy
and curricular documents
often juxtapose highly
nationalistic sentiments
with emphasis on values
and attitudes apparently
aligned with SDG 4.7
the same time, the role of schooling in political
socialisation — a key concern of Soviet policy
makers — has been turned to new nationbuilding
purposes. Policy and curricular
documents often juxtapose highly nationalistic
sentiments — often hard to reconcile with
claims to democracy — with emphasis on
values and attitudes apparently aligned with
SDG 4.7. For example, in Uzbekistan, the 1999
SES stated that secondary education ensures
the formation of the student‘s personality;
acquisition of systematic, scientific knowledge;
the development of abilities in creative
thinking; and the inculcation of a responsible
attitude towards the surrounding world through knowledge sharing on national
heritage — both cultural and spiritual.
In this section, we explore the implications of these countries’ efforts to align
their school curricula with ‘international standards’ and ‘competency-based
education’, and ask whether basic education has consequently become more
aligned with the goals of peace, sustainable development and global citizenship.
A: Challenges of Instrumentalism and Ethics
Largely regardless of political and ideological differences, the purpose of
education as described in legal and statutory documents across this region
encompasses both its instrumental and intrinsic qualities. Education is
universally hailed as an essential tool in the national quest for competitiveness;
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Chapter 6: Central Asia and Mongolia